ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Be a Math Teacher: What Knowledge Is Essential?
Author: Reid, Mary
Date: 2017-06-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Elementary School Mathematics,Elementary School Teachers,Preservice Teacher Education,Foreign Countries,Semi Structured Interviews,Knowledge Base for Teaching,Mixed Methods Research,Pretests Posttests

This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining scores. Research aimed to investigate the development of TCs' math capacities for effective teaching is important to teachers, school districts, universities, professional learning associations, and policy makers. The researchers of this study analyzed the basic numeracy skills of 151 TCs through pre- and post-tests. In addition, eight TCs took part in semi-structured interviews and shared their experiences in the MT math program. Test results indicated improvements in many areas, however, not all numeracy skills improved significantly. Interviews revealed TCs' perceptions of the math test, courses, and instructors, as well as the importance of teaching math during their practicum placements. The researchers made recommendations to teacher education programs in areas such as: establishing minimum math competency standards, enhancing coherence between MT math courses and practicum placements, and providing additional support for TCs with low math proficiency.
Beyond Content, Deeper than Delivery: What Critique Feedback Reveals about Communication Expectations in Design Education
Author: Dannels, Deanna
Date: 2008-07-00
Type: Journal Articles
Subjects: Design,Feedback (Response),Communication Strategies,Expectation,Criticism,Communicative Competence (Languages),College Students,Video Technology,Visual Stimuli,Persuasive Discourse,Interaction

In design education, the critique is a communication event in which students present their design and critics provide feedback. Presumably, the feedback gives the students information about their progress on the design. Yet critic feedback also serves a socializing function--providing students information about what it means to communicate well in the design education context. Using a qualitative research methodology, this study explores what critic feedback reflects about expected communication competencies in design studios. Results suggest that communication competence in this setting involves interaction management, demonstration of design evolution, transparent advocacy of intent, explanation of visuals, and the staging of the performance--all of which imply a communicative identity for students that is tethered to the content and delivery of the presentation, but has implications beyond the content and delivery to the broader disciplinary culture. Implications of this study provide insight for faculty and students involved in pedagogical spaces in which feedback plays an important role in the instructional process--suggesting its potential for shaping disciplinary identities, relationships, and social contexts. [Note: The month (1) on the PDF is incorrect. The correct month is 7.]
Multilingualism as Policy and Practices in Elementary School: Powerful Tools for Inclusion of Newly Arrived Pupils
Author: Wedin, Åsa
Date: 2017-06-00
Type: Journal Articles
Subjects: Multilingualism,Educational Policy,Second Language Learning,Power Structure,Social Change,Elementary School Students,Longitudinal Studies,Ethnography,Language Planning,Immigrants,Action Research,Language of Instruction,Foreign Countries,Educational Practices,Swedish,Teacher Education,Educational Change,Elementary School Teachers,Self Concept,Observation,Audio Equipment,Interviews,Student Attitudes,Teacher Attitudes,Native Language,English (Second Language),Language Usage,Writing (Composition)

In this article, language policy is analysed in relation to multilingual practices in primary school through an understanding of the policy on different levels--as management, perception and practice. The article is based on longitudinal ethnographic action research that was conducted parallel to local school development. Here we draw on material from observations, interviews and notes written by participating teachers when arguing that engaging with policy processes may constitute a powerful tool for school development. In this case, development of language policies that include students' diverse linguistic backgrounds, supported students in their language development in the bridging between L2-support and work in the mainstream classroom. The conclusion is that the promotion of language policies that oppose hierarchies of power is crucial in terms of social change as it promotes social equity and fosters change. Involvement in terms of policy processes may shift the boundaries for what is possible in education and may thus constitute a powerful tool in school development.
The Object Oriented Approach in Systems Analysis and Design Texts: Consistency within the IS Curriculum
Author: Wood, David F.
Date: 2010-07-29
Type: Journal Articles
Subjects: Information Systems,Textbooks,Computer Science Education,Curriculum,Design,Systems Analysis,Background,Textbook Selection

This paper reports on a study of systems analysis textbooks in terms of topics covered and academic background of the authors. It addresses the consistency within IS curricula with respect to the content of a systems analysis and design course using the object-oriented approach. The research questions addressed were 1: Is there a consistency among Object-Oriented Systems Analysis and Design Texts. 2: If there is not consistency, are the books technology-oriented, or business process oriented? 3: Is there a relationship between the authors' academic background and the focus of the text? It appears that the author's background is an important consideration--as much as the title and contents--in the selection of an appropriate object oriented textbook for an object oriented systems analysis course. One focus is the application of object oriented systems analysis tools and techniques in conjunction with business process, while the technical focus is on programming technique and process.
The &quot;Unknown&quot; Greek Paleoenvironment: Curriculum Proposals through an Infusion Model for Elementary School, Using Ammonite Fossils
Author: Fragouli, Stiliani
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Paleontology,Elementary School Students,Grade 4,Grade 5,Grade 6,Pretests Posttests,Questionnaires,Freehand Drawing,Teaching Methods,Models,Geology,Scientific Concepts,Knowledge Level,Statistical Analysis

In this study we introduce an infusion model to &quot;inject&quot; ammonites and ammonite fossils in current subjects of Greek primary curriculum. Paleontology and mainly fossils attract more and more elementary students and teachers, yet in Greece this trend is solely about dinosaurs, despite the fact that the most common Greek fossils are not dinosaurs, but ammonites. Ammonites can be found in large population and diversity inside Greek rocks, as these rocks were part of Tethys' seafloor at their geological time. Apart from the informal sources of education, these science topics are excluded from elementary national curriculum, and leave the regional paleoenvironment and geological history practically &quot;unknown&quot; to students. Data collected through a pre-test study, in 558 students of 4th, 5th, and 6th grade confirmed the above belief. A post-test at the original sample, using an open ended questionnaire and students' drawings, evaluated positively the infusion teaching model, whose core were the ammonite fossils.
The Role of the Web Server in a Capstone Web Application Course
Author: Umapathy, Karthikeyan
Date: 2010-07-30
Type: Journal Articles
Subjects: Information Systems,Internet,Computer Science Education,Curriculum,Computer Software,Computer Oriented Programs,Business Administration Education,Educational Technology,Technological Literacy,Technology Uses in Education,College Students,Shared Resources and Services,Client Server Architecture

Web applications have become commonplace in the Information Systems curriculum. Much of the discussion about Web development for capstone courses has centered on the scripting tools. Very little has been discussed about different ways to incorporate the Web server into Web application development courses. In this paper, three different ways of incorporating the Web server are discussed: shared Web server (minimal student control), managed Web server (configuration control), and controlled Web server (full student control). This paper argues that capstone courses oriented towards Web applications development should provide certain amount of Web server control to students as it is an important component of any Web application.
The Integrated Technology Assessment: A Portfolio-Based Capstone Experience
Author: Shih, Li-Fang
Date: 2010-08-02
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Information Technology,Portfolio Assessment,Curriculum Development,Technological Literacy,College Students,Student Evaluation,Evaluation Methods,Adult Learning,Accreditation (Institutions),Educational Objectives,Program Effectiveness,Grading

Excelsior College, located in Albany, New York, has been a pioneer institution in distance learning. The Integrated Technology Assessment (ITA) is one particularly unique dimension of student assessment offered by the School of Business and Technology at the College. This portfolio-based assessment method is a capstone experience for the BS Information Technology program. In this capstone course, students are required to demonstrate their ability to integrate knowledge from various technical and general education areas and apply it in a meaningful way. This article describes the development and implementation of the capstone course which requires the information technology students to develop an online portfolio reflecting technical competencies they acquired during their academic studies. The manuscript provides a complete description of the ITA process at Excelsior College. It also provides information regarding the methods used to assess students' learning and presents a comprehensive review of the development and implementation of this capstone course. Challenges and strategies to cope with the challenges are also discussed at the end of the paper.
Using Blackboard's Learning Suite in ABET-CAC Outcomes Assessment and Accreditation
Author: Laverty, J. Packy
Date: 2010-08-03
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Accreditation (Institutions),Information Management,Data Collection,Evaluation Methods,Higher Education,Colleges,Grades (Scholastic),Feedback (Response)

This paper presents an easy-to-use and flexible approach for data collection supporting the ABET-CAC accreditation cycle. This approach to accreditation requires program objectives, program outcomes and continuous improvement. ABET-CAC accreditation requires continuous improvement between accreditation visits. Closing the loop on Outcome-Based Assessment is a challenging and difficult problem for faculty and institutions seeking accreditation. The paper presents a description of other outcomes-based Management Systems, both internally developed and commercially available, and proposes an easy way of integrating existing ABET-CAC templates into a coherent system. The system adapts the Blackboard Learning Suite for Outcomes Assessment. The detailed assessment mechanisms currently being used in an ABET accredited program are presented, along with methods of integrating them with Blackboard allowing each faculty member to use his/her own rubrics or assessment mechanisms without demanding significant faculty time in system configuration. The procedures taken by a faculty member are explicitly presented, along with the program level procedures to track progress across terms and years. Built in Blackboard assessment instruments and analysis tools are used, even if a faculty member is not using Blackboard for course delivery.
Implementing the Zone of Proximal Development: From the Pedagogical Experiment to the Developmental Education System of Leonid Zankov
Author: Guseva, Liudmila G.
Date: 2017-06-00
Type: Journal Articles
Subjects: Problem Solving,Ability,Teaching Methods,Cognitive Development,Educational Psychology,Public Schools,Foreign Countries,Elementary Schools,Child Development,Educational Principles,Educational Theories,Mathematics Instruction

This article overviews the theoretical and applied works of the psychologist and pedagogue Leonid Zankov. Zankov's model of teaching is based on Vygotsky's theory that appropriate teaching methods stimulate cognitive development, whose core notion is the Zone of Proximal Development. This educational psychology research was verified by large scale pedagogical experiments conducted in 1970s at public schools in Russia. Over several decades L.V. Zankov with co-workers and followers created the comprehensive system of developmental education for elementary school. The Zankov education system is used now at public schools in Russia. Its main principles and properties are described.
Discovering Adjunct Communication Methods outside the Classroom: An Exploratory Study
Author: Serapiglia, Anthony Guy
Date: 2010-08-04
Type: Journal Articles
Subjects: Adjunct Faculty,College Faculty,Teacher Student Relationship,Interaction,Computer Mediated Communication,Social Media,Telecommunications,Handheld Devices,Adult Students,College Students,Teacher Surveys,Technology Uses in Education

The rise of reliance on adjunct professors as a predominate source of direct instruction has led to a shift in the opportunities for the student to interact with their teachers. Student expectations have shifted to include a demand of more interaction at times outside of the classroom. The proliferation of modern technology available for communication has provided many new ways for this interaction to take place. It is necessary for adjunct faculty and institutions to explore and leverage these new channels of communication to provide opportunities for timely and valuable exchanges between instructor and student.
Successful Engagement of Undergraduate Information Technology Management Students in a Compulsory Course in Ethical Issues in IT in a Large Class Environment
Author: Grant, Candace T.
Date: 2010-08-05
Type: Journal Articles
Subjects: Ethics,Information Technology,Business Schools,Course Content,Teaching Methods,Relevance (Education),Job Skills,Critical Thinking,Large Group Instruction,Foreign Countries,Curriculum Development,Planning,College Instruction,College Students,Decision Making,Course Evaluation,Experience,Student Attitudes,Workshops,Case Studies

The inclusion of ethics in business school programs including those focusing on business and Information Technology is seen as an increasingly important issue in curriculum design. This paper describes the planning, development and delivery of such a course in a large IT focused business school. It discusses both course content and teaching methods. The delivery experience clearly demonstrates that successfully engaging students, especially in a large class format, needs attention in both course development and delivery. Key to this engagement is relating the course material to their personal experiences; developing principles and frameworks that will be of value to them in their entry-level jobs; and providing opportunities for discussion and debate to develop their own critical thinking skills and expose them to the divergent perspectives of others.
A Database Design and Development Case: NanoTEK Networks
Author: Ballenger, Robert M.
Date: 2010-06-00
Type: Journal Articles
Subjects: Database Design,Computer Science Education,Case Method (Teaching Technique),Student Projects,Active Learning,Marketing,Accounting,Design Requirements

This case provides a real-world project-oriented case study for students enrolled in a management information systems, database management, or systems analysis and design course in which database design and development are taught. The case consists of a business scenario to provide background information and details of the unique operating characteristics of the Marketing Department of NanoTek Networks, a description of the functional business requirements, and sample data. What is unique about this case study is that most of the functional requirements and sample data are presented to the students through a series of business emails. The main business issue presented in the scenario is a rather typical management accounting problem: NanoTek Network's financial accounting system does not supply sufficient data for the Marketing Department to manage the financial details of their day-to-day operations. The Marketing Department's functional requirements are somewhat similar to a cost accounting system that a manufacturing job shop would employ. The Marketing Department needs to be able to track costs by the marketing activities associated with specific product promotional campaigns. The case provides sufficient information to design and develop a moderately complex database to assist NanoTek Network's Marketing Department in solving their management accounting problem. [This paper was originally presented at the Information Systems Education Conference (ISECON) 2009.]
Secondary School Science Teachers' Views about Their Reflective Practices
Author: Aldahmash, Abdulwali H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Science Teachers,Reflective Teaching,Teaching Methods,Teacher Attitudes,Foreign Countries,Decision Making,Thinking Skills,Teacher Surveys,Gender Differences,Teaching Experience,Correlation,Statistical Analysis,Likert Scales

The importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachers' views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three dimensions used to collect the data. It was distributed to 458 (237 male and 221 female) science teachers working at high schools in Saudi Arabia. The results have indicated that teacher practices of almost all reflective activities included in the three dimensions &quot;the extent of practicing reflection,&quot; &quot;areas of practicing reflection,&quot; and &quot;ways of practicing reflection&quot; are at &quot;high&quot; level from their point of view. The results have also shown that there are no significant differences in the teachers' views about their practices of reflective activities related to their gender, or experiences in the teaching profession.
Sustainability Reporting at Schools: Challenges and Benefits
Author: Carbach, Eva
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainable Development,Educational Practices,Accountability,Foreign Countries,Semi Structured Interviews,Administrators,Time Management,Faculty Workload,Public Schools,Evaluation Methods,Questionnaires,Outcome Measures,Program Implementation,Educational Benefits,School Administration,Social Networks,Stakeholders,Public Relations,Elementary Secondary Education,Qualitative Research

Despite advances made there is still an implementation gap with regard to Education for Sustainable Development (ESD) in formal educational systems at the school level. The present paper focuses on sustainability reporting as a recently emerging practice in the school sector. It presents the approach and findings of an exploratory interview study at three pioneer schools in Germany that have started to establish sustainability reporting mechanisms. The study has examined how the reporting process is evaluated by project managers with regard to its benefits and challenges. Findings support the potential of sustainability reporting at schools to contribute to an increase in students' participation in sustainability-related activities at school, create accountability concerning the school's efforts, help structure the existing sustainability projects and demonstrate new possible courses of action. The high expenditure of time, the teachers' high workload and lack of support given to the teachers have been identified as major challenges of the reporting process. Further directions for future research into reporting practices at schools are given.
Young Children's Number Sense Development: Age Related Complexity across Cases of Three Children
Author: Yilmaz, Zuhal
Date: 2017-06-00
Type: Journal Articles
Subjects: Numbers,Young Children,Mathematics,Mathematics Instruction,Computation,Problem Solving,Semi Structured Interviews,Kindergarten,Grade 1,Preschool Children,Elementary School Mathematics

Children start to develop number sense even well before they start the school. Developing number sense serves as an intermediate tool for learning conventional mathematics taught in schools. This number sense has three key areas: number knowledge, counting and arithmetic operations. As a result, the aim of this study was to examine aged related complexity of number sense development of young children's aged four, six and seven under two key areas: number knowledge and counting. Semi structured task based clinical interviews were employed to examine number sense development. Five different assessment tasks were employed with three children. Children's responses were analysed to identify their level of number sense understanding and difficulties with developing number sense. Findings were reported under two categories: first children's ability to understand number concept and their ability to accomplish number word sequences and second counting. Findings of the study indicated a significant age related complexity and improvement in both two aspects of number sense. Older children with more experience developed better number sense than the younger children.
Quality of Educational Support for Children with Autism Spectrum Disorder in Bosnia and Herzegovina--Perception of Parents and Professionals
Author: Mujkanovic, Elvira
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Autism,Pervasive Developmental Disorders,Parent Attitudes,Teacher Attitudes,Special Education Teachers,Student Needs,Educational Quality,Attitude Measures,Questionnaires,Likert Scales,Evidence Based Practice,Statistical Analysis

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers' (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need to be trained as co-therapists and work together with SET in improving the educational outcomes of children with ASD.