ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of the Activities in Turkish Life Sciences Course Books: Activity Suggestions by Teachers
Author: Ütkür, Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,Learning Activities,Elementary School Teachers,Content Analysis,Elementary Education,Social Studies,Citizenship Education,Values Education,Health,Natural Resources

The latest changes in the primary school Life Sciences Curriculum which saw a radical change with the constructivist approach being used in education were made in 2009 and 2015 in Turkey. The first use of 2015 Curriculum was when it was used in first grades in the academic year of 2016-2017. This study aims to make a comparison between the activities in the Life Sciences textbook which started to be used in primary school first grades with the 2015 Life Sciences Curriculum and the activities in the first grade textbook that had been used according to the 2009 Life Sciences Curriculum. Another purpose of the study is that 5 classroom teachers who are teaching primary school first grades develop suggestions for new activities on the specified subjects. This study uses the document review, which is a qualitative research method, and attributes of activities in both books and teacher activities were analyzed with a content analysis. In the analysis, the themes &quot;School is My Excitement, My Unique Home, and Yesterday, Today, Tomorrow&quot; were included in the 2009 Life Sciences textbook whereas the 2015 Life Sciences textbook involved the units &quot;Me and My School, My Family and Home, Healthy Life, Safe Life, I Love My Country, and Nature and Environment.&quot; It was determined that the number of attainments to be brought to the students was 292 and the number of activities was 438 in the 2009 textbook, these numbers decreased to 143 and 296 in the 2015 textbook, respectively. It was concluded in the analyses that the most used type of activity in both books were &quot;expressing one's thoughts, value judgments, assumptions.&quot; Thus, the classroom teachers were asked to develop different activities for the specified attainments which included active methods. The most frequent of the activities developed by the teachers were activities based on &quot;drama, case study, and empathy.&quot; [This research has been presented as an oral presentation at the 16th International Primary Teacher Education Symposium, 2017, Lefke, Cyprus.]
Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students
Author: Deringöl, Yasemin
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academically Gifted,Self Concept,Mathematics,Attitude Measures,Gender Differences,Age Differences,Foreign Countries,Grade 3,Grade 4,Grade 5,Self Concept Measures,Academic Ability

Since the first half of the 20th century, countries have begun to accelerate the education of gifted individuals in sports/arts and science and mathematics as a way of proving their superiority, and enabled these individuals to demonstrate their talents. There is a limited number of studies that measure the mathematics attitudes and academic self-states of gifted and talented students, which are cognitive domain characteristics as well as affective domain characteristics. In this context, the main purpose of this study is to reveal the mathematical attitudes and academic self-states of gifted and talented students. The &quot;Mathematics Attitude Scale&quot; developed by Baykul (1990) and the &quot;Academic Self-Concept Scale&quot; adapted to Turkish by Senemoglu (1989) were used to measure mathematics attitudes and academic self-concepts of students who were identified as gifted and talented. The students' mathematics attitude and academic self-scores were found to be high.
Response to Intervention for English Learners: A Framework for School Counselors
Author: Johnson, Leonissa V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Response to Intervention,School Counselors,School Counseling,Models,English (Second Language),Second Language Learning,Stakeholders,Learning Disabilities,Special Education,Parents,Public Schools,Language Teachers,English Language Learners

Response to intervention (RTI) is a process used to identify academic, behavioral, and/or social-emotional supports for students with school related concerns. School counselors often serve on this team as supporters, interveners, advocates, and facilitators. English learners present unique language, access and identification challenges to RTI. This article presents a framework for school counselors to utilize during their advocacy for English learners in the instructional RTI process. The model outlines relevant stakeholders, parent/guardian supports, interpreter guidelines, and pertinent academic resources needed to advocate for English learners in the instructional RTI process.
Examination of Prospective Mathematics Teachers&apos; Skills of Interpreting Algebraic Formulae
Author: Koçak, Meltem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Algebra,Mathematical Formulas,Elementary School Mathematics,Case Studies,Mathematical Logic,Thinking Skills,Foreign Countries

The aim of this study is to examine prospective mathematics teachers' skills of interpreting algebraic formulae at the student level. In this context, 84 prospective teachers studying in the senior class of the elementary mathematics teaching program of a university in Turkey constituted the participants of the study. In this study, the qualitative research approach was adopted, and the case study method was used. The data of the study were collected using the interpretation test that was prepared by the researchers and composed of formulae. The data obtained from the study were analyzed using the content and descriptive analysis techniques. As a result of the study, it was observed that prospective teachers did not examine the logic of the formulae, did not think too much about from where the formulae were obtained, and could not interpret the formulae at the student level. In the light of these results, it is suggested to raise awareness of the reasons underlying formulae in prospective teachers by providing the environments that improve prospective teachers' interpretation and reasoning skills on the formulae used in major area courses given during undergraduate education because the fact that prospective teachers comprehend the logic of the given formulae will have an effect on the teaching they will perform.
Education for Development: From Distance to Open Education
Author: Tait, Alan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Access to Education,Higher Education,Distance Education,Educational Technology,Technology Uses in Education,Shared Resources and Services,Open Universities,Success,Dropouts,Student Needs,Academic Support Services

This paper sets out the ways in which technologies for learning have been at the heart of education for development for millennia, not as is sometimes thought only in the last 30 years of the digital revolution. Short case studies of the University of London External System and the Open University UK set out the development outcomes of these major distance education innovations. The context of widening access to Higher Education is acknowledged, in particular from the perspectives of student success and dropout. The major dimensions of open education enabled by digital affordances are elaborated, and their contribution to development acknowledged. Finally, the article suggests that the move to mass Higher Education systems in an overall majority of countries over the period of the UN Sustainable Development Goals will see the distinctions between online and campus-based modes diminished.
A Critical Review of eLearning Research Trends in Tanzania
Author: Mtebe, Joel S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Research,Educational Trends,Bibliometrics,Content Analysis,Games,Internet

This study adopted bibliometric and content analysis methods to explore research trends on eLearning implementation in Tanzania between 2007 and 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. The study found out that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Quantitative research design was found to be the most preferred research design by eLearning researchers in Tanzania mostly engaging students' population. Despite the proliferation of mobile telephony in Tanzania, this study revealed that mobile and game-based learning were the least investigated eLearning technologies. The study also shows that Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. The research gaps identified in this study are crucial for decision makers in both looking for better ways to stimulate further research in more strategic ways and in setting strategies to overcome barriers that hinder eLearning implementation in Tanzania.
Management of a Multidisciplinary Research Project: A Case Study on Adopting Agile Methods
Author: Senabre Hidalgo, Enric
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Administration,Interdisciplinary Approach,Research Projects,Case Studies,Teamwork,Foreign Countries,Methods,Coordination

Agile methods, initially used by cross-functional teams in software development projects, can also facilitate teamwork in collaborative research projects. For this, project management-related issues need to be addressed, including the challenge of finding practical means for coordinating scientific collaboration, while garnering commitment from all participants. This article explores the utilisation of agile methods by a semi-distributed scientific team, for coordinating a multidisciplinary research project. It examines how these methods can contribute to task coordination in scientific research and highlights key factors for successful adoption of the agile framework in collaborative research projects. Data are collected from a research team, after a 10-week phase of implementing agile methods. Data analysis focuses on the effectiveness of the digital tools used for communication and coordination during the project. The findings indicate a perception that agile methods contribute to coordination and improved teamwork during project development, with less agreement on the utility of some of the tools used. Also, it suggests the importance of involvement of the principal investigator and the role of a facilitator.
The Professional Didactics (PD) and Didactics of Sciences (DS) in Brazil: Some Implications for the Professionalization of the Science Teacher
Author: Alves, Francisco Regis Vieira
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Education,Computer Software,Mathematics Instruction,Geometric Concepts,Teaching Methods,Teacher Effectiveness,Faculty Development,Visualization,Foreign Countries,Professionalism,Teacher Education

The Professional Didactics (PD) and Didactics of Sciences (DC) have roots traditionally originated in France. While (PD) is interested in the process of adult learning, occurring in their work places, the (DC) shows greater attention to the field of action of teaching and learning of specific subjects and therefore in the action of the teacher in the classroom. On the other hand, in Brazil, we observe the development of research involving a perspective of complementarity, in view of the initial and continuous training of teachers working in Science and Mathematics teaching. Thus, the present work addresses some representative elements of (PD) that have an immediate field of application, in order to provide an understanding of the role and work developed by the teacher, in the teaching of disciplines, as well as the analysis of other related components, for example, with the notion of professional competence. In the end, the work accentuates the use of technology to provide an understanding of the notions discussed, with help in visualization, such as the use of GeoGebra software.
Learning for Development in the Context of South Africa: Considerations for Open Education Resources in Improving Higher Education Outcomes
Author: Baijnath, Narend
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Foreign Countries,Higher Education,Economic Development,Educational Attainment,Educational Practices,Educational Resources,Shared Resources and Services,Educational Improvement,National Programs,Educational Objectives,Access to Education,Educational Development,Academic Achievement,Academic Persistence,School Holding Power,Educational Quality,Quality Assurance

Education is at the core of South Africa's national development. The National Development Plan recognizes the potential of education to transform individuals and drive attainment of other development goals. The country's higher education system is characterized by low participation and high attrition. This presents challenges for the attainment of targets set by the NDP. A number of Open Education Resources initiatives implemented around the world have shown that, when combined with Open Educational Practices, such approaches have potential to address some of the challenges facing the South African higher education sector. This paper explores these initiatives and elements that would need to be considered to ensure an environment that is conducive to their sustainable adoption.
Investigating the Effectiveness of a Motivational Interviewing Group on Academic Motivation
Author: Gutierrez, Daniel
Date: 2018-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Interviews,Student Motivation,Randomized Controlled Trials,Program Effectiveness,Nontraditional Education,School Counseling,At Risk Students,Study Skills,High School Students,Learning Motivation,Measures (Individuals),Group Counseling

This randomized controlled trial examines the effectiveness of a motivational interviewing (MI) group on the academic motivation of students at an alternative school (N = 43). Findings demonstrated that MI groups are effective in increasing extrinsic motivation, whereas both the waiting list control and study skills comparison group did not demonstrate statistical significance. The findings of this study have several implications for school-based motivation enhancement interventions.
Investigating Changes in Mathematics Teachers&apos; Intentions Regarding Web 2.0 Technology Integration
Author: Kul, Ümit
Date: 2018-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Preservice Teachers,Mathematics Teachers,Intention,Technology Integration,Semi Structured Interviews,Journal Writing,Student Attitudes,Influences,Mathematics Instruction,Foreign Countries

This research was conducted to examine factors affecting pre-service mathematics teachers' intentions to integrate Web 2.0 tools in their future teaching of mathematics. Thirty preservice teachers who registered for the elective course within the department comprised the study group for the research. At the beginning, middle and end of the two-credit course, three semistructured interviews, reflective journals and field notes were used to collect the qualitative data. The decomposed theory of planned behaviour was used to analyse the collected data. The results of this study showed that attitudes, subjective norms and perceived behavioural control explicitly influence pre-service mathematics teachers' intentions regarding Web 2.0 technology integration. In particular, pre-service teachers expressed their inclination to use Web 2.0 applications in their professional lives so as to develop student learning, communication, and share teaching materials. Although future mathematics teachers plan to apply Web 2.0 technologies in mathematics education because of pedagogical outcomes, they held the belief that successful integration of Web 2.0 is contingent upon the meaningful integration of these technologies with mathematics topics being taught and learning outcomes. This study presents some recommendations for educators who will prepare pre-service mathematics teachers to integrate Web 2.0 technologies within the teacher education program.
Open and Distance eLearning in Asia: Country Initiatives and Institutional Cooperation for the Transformation of Higher Education in the Region
Author: Bandalaria, Melinda dela Peña
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Barriers,Distance Education,Educational Technology,Technology Uses in Education,Documentation,Web Sites,Open Universities,Online Courses,Large Group Instruction,Shared Resources and Services,Educational Needs,Student Mobility,Teaching Methods,Planning,Institutional Cooperation

This paper is an attempt to describe the situation of higher education in Asia including the challenges it faced as well as the open and distance elearning initiatives by different countries and universities. Data gathering was done through review of online documents and websites as well as documentation of the different initiatives especially by the member institutions of the Asian Association of Open Universities (AAOU). Descriptions of open education practices on MOOcs, OERs, and open access publications were presented and their potential to transform higher education in the region was discussed. Challenges encountered in the implementation of ODeL programs were articulated as well as some suggestions on how to address them.
Primary School Teachers&apos; Opinion on Mathematical Aptitudes of Students
Author: Magdas, Ioana
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Mathematics Skills,Elementary School Students,Foreign Countries,Academic Aptitude,Online Surveys,Questionnaires,Grade 4,Student Characteristics,Teaching Methods,Skill Development

To carry out the study underlying the article we started from the following hypotheses: H1. Curricular mathematical documents in Romania aim at developing the mathematical aptitudes of pupils in primary education; and H2. Teachers systematically pursue the development of mathematical aptitudes of pupils in primary education. For this, we developed an on-line questionnaire. The purpose of the questionnaire was to collect information based on the experience of primary school teachers on the knowledge and assessment of the mathematical aptitudes of 4th grade pupils. In this paper, we present the results obtained by applying, centralizing and analyzing the data gathered following the completion of the questionnaire by the teachers for primary education.
Reading Speed and Comprehension Enhancement in Hybrid Learning Delivery Mode
Author: Abdullah, Muhaimin
Date: 2018-06-00
Type: Journal Articles
Subjects: Reading Rate,Reading Comprehension,Blended Learning,Reading Strategies,Reading Improvement,Experimental Groups,Control Groups,Outcomes of Education,Readability,Readability Formulas,Pretests Posttests,Scores

The main objective of this research is to find out whether rate-buildup reading, skimming, and scanning strategies applied in hybrid learning method help students boost their reading speed and comprehension. This research employed quasi-experimental design. 15 students were involved into experimental group and 15 were enrolled into control group. Students of experimental group were treated through hybrid learning delivery mode in which web-based portal accessible on www.muhaiminabdullah.com was hosted as reading portal while students of control group were assigned only to paper-based reading activities in face-to-face method of contents delivery. Both students of experimental group and students of control group successfully boost their reading speed and comprehension. It is implied that reading speed and comprehension are possible to be enhanced both in web-based reading portal and in face to face. The dispersion of standard deviation on posttest that tends to be high suggests that further researchers conduct the experiment in a more well-controlled design towards experimental group.
Stress, Coping, and Depression among Black Urban Adolescents: Implications for School Counseling
Author: Conner, Latoya C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,Coping,Depression (Psychology),School Counselors,School Counseling,Self Esteem,Adolescents,High School Students,Urban Schools,African American Students,Symptoms (Individual Disorders),Religious Factors,Regression (Statistics),Measures (Individuals),Correlation,Mental Health

This research explored the interrelationship between stress, cultural coping, and depression among 208 Black-identified high school students at an urban high school. We hypothesized a statistically significant relationship between African-centered worldview, spirituality, collective self-esteem, and creative coping. These variables were also hypothesized to be predictive of symptoms of depression. Simultaneous regression analyses revealed that African-centered worldview, collective self-esteem and spirituality were predictive of cultural coping practices. Adolescents coped with depression in spiritual and creative ways, and those with family and peer support reported fewer symptoms of depression. Implications for school counseling are discussed.