ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary Teachers Knowledge of Quadrilaterals
Author: Gokbulut, Yasin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Mathematics Instruction,Geometry,Geometric Concepts,Knowledge Level,Definitions,Mathematics Teachers,Grade 1,Grade 2,Grade 3,Grade 4

This paper aims to reveal primary teachers knowledge of the quadrilaterals about the concept of quadrilaterals by examining the definitions of the quadrilaterals. A total of four primary teachers, 1 female and 3 male teachers, participated in the study which determined by maximum diversity sampling. The data collection tool consisted of four open-ended questionnaires, which were not based on mathematical procedural knowledge of the teachers and aims to reveal the subject matter knowledge of quadrilaterals. The first question is about the definition of the quadrilaterals (square, rectangle, trapezoid, parallelogram, rhombus and deltoid), the second question is the determination of the characteristics of the quadrilaterals, the 3rd question is the comparison of the characteristics of the quadrilaterals and the 4th question is about related to the nomenclature of the quadrilaterals. The data were analyzed by using descriptive analysis method (Zazkis &amp; Leikin, 2008). As a result of analyzes, it was seen that the subject area information of the participants was insufficient. In order to be successful in the teaching of geometry, the in-service training activities should be organized in order to eliminate the deficiencies in the subject matter knowledge and the necessity of reviewing the mathematics courses they took at the university, which can be corrected first, in the context of the content.
Challenges in LIS Education in China and the United States
Author: Xue, Chunxiang
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Science Education,Library Schools,Institutional Mission,Professional Identity,Accreditation (Institutions),Sustainability,Curriculum Development,Course Content,Delivery Systems,Online Courses,Blended Learning,Educational Trends,Integrated Learning Systems,Comparative Education

For decades, library and information science (LIS) education has been producing LIS professionals to serve people in all walks of life. But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS education in China and the United States. Four categories of challenges in LIS education are identified: (1) identity and accreditation, (2) survival and thriving, (3) curriculum update and enhancement, and (4) course delivery format and content. The challenges that each country encounters in LIS, as expected, are not the same, although some appear similar. All the challenges are discussed and contrasted in the context of each country's traditions and practices in LIS education. Some suggestions are also made regarding how to successfully meet the challenges this study has explored. The findings of this study can help all constituencies (i.e., educators, practitioners, and students) to better understand the challenges of LIS education in China and the United States so that feasible measures can be developed to meet them. In addition, each country can benefit from this study by learning from what its counterpart has done in LIS education with regard to barriers and challenges.
Diffusion of KM Education in LIS Schools
Author: Katušcáková, Marcela
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Management,Information Science Education,Library Schools,Curriculum Development,Curriculum Implementation,Communities of Practice,Educational Trends,Foreign Countries,Educational Research,Inclusion

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term &quot;knowledge management&quot; in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.
Core and More: Examining Foundational and Specialized Content in Library and Information Science
Author: Saunders, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Education,Minimum Competencies,Job Skills,Librarians,Occupational Information,Aptitude,Specialization,Masters Programs,College Graduates

A master's degree from an ALA-accredited institution can prepare graduates for a wide range of job functions and career paths, but the variety of jobs raises some questions about how LIS programs are meeting the wide range and evolving needs of employers in order to best prepare students for professional positions. What knowledge, skills, and aptitudes (KSAs) are necessary for practitioners? What are common competencies and foundational areas of knowledge that apply across information settings and job functions, and which skills and competencies are specialized enough to be relevant only to certain positions? This study reports on the results of a nationwide survey of over 2,000 practicing information professionals and LIS faculty who were asked to rate 53 skills and competencies as core or specialized. The findings identified 11 core KSAs but also suggest that areas of emphasis vary by type of information setting. The findings have implications for LIS programs and faculty.
Health Informatics Educational Offerings through ALA-Accredited LIS Programs
Author: Raszewski, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Science,Library Education,College Curriculum,Health Sciences,Institutional Characteristics

Librarians who pursue a health sciences librarianship career may need an understanding of health informatics for their work with health-care professionals. Health sciences librarianship courses and degrees are available in most American Library Association (ALA)-accredited library and information science (LIS) programs, but health informatics educational offerings within LIS programs have not been previously examined in the LIS literature. ALA-accredited programs' websites were examined to determine the availability of health sciences librarianship and health informatics educational offerings (e.g., courses, degrees) because ALA accreditation is a globally recognized accreditation standard. The institutions' Carnegie Classifications and their programs' iSchools statuses were also included in the analysis for benchmarking purposes. LIS programs may use the data from this study for benchmarking against other programs to compare their programs to peers, if there are gaps in their educational offerings, or to examine opportunities for expanding their current health informatics educational offerings and meet professional competencies.
Student Involvement in IEPs
Author: Pounds, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Participation,Individualized Education Programs,Self Advocacy,Student Educational Objectives,Academic Achievement,Contracts,Outcomes of Education,Portfolio Assessment,Special Needs Students,Mastery Learning,Elementary School Students,Disabilities,Meetings

There has been a recent initiative for students to be involved in their Individualized Education Plan [IEP]. The goal is for students to become self-advocates and learn to develop goals that pertain to their interests. The study examined this process of including students by addressing three questions. First, does student involvement in their IEP lead to greater mastery of IEP goals? Second, does student involvement in their IEP impact academic achievement? Third, in what ways does the Self-Advocacy Strategy, IPLAN, increase student participation in IEP meetings? Three students participated in the study by providing inventory on their strengths, weaknesses, and what helps them learn. They then turned that information into a presentation of their choice to present at their IEP meeting. Each student differed in the amount of inventory they provided, support that was required to complete the presentation, and understanding and application of the inventory in the classroom.
The Impact of Grade Level Flexible Grouping on Math Achievement Scores
Author: McKeen, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Teaching Methods,Student Needs,Elementary School Students,Program Effectiveness,Mathematics Achievement,Criterion Referenced Tests,Elementary School Mathematics

Flexible grouping aims to divide students into groups according to their strengths and abilities. This will allow teachers to tailor instruction to meet the needs of students, allowing them to thrive within their current environments. Quantitative research was used to investigate whether flexible grouping had a positive effect on student achievement as measured by the mathematics section of the Criterion-Referenced Competency Test (CRCT). The aggregate scores of students in grades 1 to 4 in a school in a county in Georgia were compared for periods before and after the implementation of flexible grouping. The following study was able to conclude that flexible grouping helps teachers closely monitor students which, in turn, allows lessons to be more catered to individual strengths and weaknesses; however, there was no direct correlation between flexible grouping and performance. There were students who performed well and others who did not. It is therefore recommended that further quantitative research based on survey and experimental designs be conducted at several other schools to corroborate or refute the results of this study for the new Georgia Milestones Mathematics Achievement Scores.
An Examination of K-12 Teachers&apos; Assessment Beliefs and Practices in Relation to Years of Teaching Experience
Author: Unal, Aslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Beliefs,Correlation,Teaching Experience,Teaching Methods,Evaluation Methods,Beginning Teachers,Experienced Teachers,Masters Programs,Graduate Students,Inservice Teacher Education

This study compared K-12 teachers' assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers' years of experience increases, the value they place in assessment increases as well.
Preserving the Archives in the 21st Century Classroom: Designing History Classes around Primary Source Research
Author: Pace, Julie Harper
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,Primary Sources,Archives,Communicable Diseases,Epidemiology,High School Students,Grade 11,Grade 12,Interdisciplinary Approach,Student Research,Instructional Design

This article details an experiment in an 11th and 12th grade 3-week intensive course, the Science and History of Contagious Disease. The course was an interdisciplinary survey of how diseases are spread along with an examination of social responses. Although both lecture and discussion based, the course revolved primary around a trip in which we led approximately 22 students through archival research in the City of Savannah Municipal Archives on the Yellow Fever epidemics of 1820, 1854, and 1876. The article describes the numerous advantages of archival work, from direct contact with rare and unique primary sources to the frustration students felt struggling with nineteenth-century handwriting. The article also addresses some of the stumbling blocks experienced by students as well as the strategies and prompts used to foster student engagement with direct primary documents that led to a critical assessment of a group of sources and a new appreciation for local history.
Fostering Students&apos; Civic Skills: Education for Sustainable Democracy
Author: Ata, Atakan
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizenship Education,Democracy,Public Schools,Skill Development,Teacher Collaboration,Planning,Teacher Motivation,Middle School Teachers,Cooperative Planning

This qualitative study explored factors that supported teachers in their efforts to promote students' critiquing, communicating, and collaborating skills. Despite the various challenges that public schools face today, they are most likely the very institutions to play a critical role in individuals' civic skills development. Individual in-depth interviews were the primary method used to understand the participants' perspectives on instruction and the factors that foster students' civic skills. Factors that supported the participants in their efforts to promote civic skills among their students were found to be teacher collaboration, planning, and teacher motivation. Details and the implications of the findings were discussed.
Teacher Job Satisfaction by Principal Support and Teacher Cooperation: Results from the Schools and Staffing Survey
Author: Olsen, Amanda A.
Date: 2019-02-11
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Attitudes,Principals,Administrator Role,Teacher Collaboration,Institutional Characteristics,Teacher Characteristics,Predictor Variables,Racial Differences,Ethnicity,Elementary Secondary Education,Teacher Persistence,Teaching Conditions

Although turnover rates are alarmingly high for early career and veteran teachers, turnover rates are even higher for those who identify as a teacher of color. To increase the retention of teachers, job satisfaction has become an important construct to analyze. Teacher cooperation and principal support within the school are two influential factors that directly relate to job satisfaction. Using the restricted 2011-2012 Schools and Staffing Survey, a nationally representative dataset, principal support, teacher cooperation, and their moderation effects were analyzed in relation to teacher job satisfaction using a series of multilevel models. After controlling for teacher- and school-level characteristics, principal support and teacher cooperation were statistically significant predictors of job satisfaction for all teachers. The moderation effect between the two variables of interest and race were also statistically significant. These findings emphasize the need to maintain professional communities where teachers can interact and collaborate with the support of their school leaders.
A Lesson Plan Model for Character Education in Primary Education
Author: Temiz, Nida
Date: 2019-02-23
Type: Journal Articles
Subjects: Lesson Plans,Models,Values Education,Elementary Education,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Program Implementation

The purpose of the study is to design a lesson plan model for character education in primary education, and to elicit the related stakeholders' opinions and suggestions on the proposed lesson plan model. As a qualitative design research, the data in this study were collected through written document analysis and interview. Criterion sampling method was used to determine the participants of the study. The participants were five primary education teachers, two experts from the field of psychological counseling and guidance, and two academicians from the department of elementary education. The data were analyzed using content analysis. The study has two phases: (1) developing lesson plan model on the basis of the affective domain grounded by Krathwohl, Bloom and Masia and eleven principles of effective character education proposed by the Character Education Partnership, and (2) piloting the model. Up till now, the 1st stage has been completed. The results indicated that the participants mostly gave positive feedbacks in terms of fundamentals, parts and steps of the model. Moreover, the assessment and evaluation part of the model might be a weakness. Finally, the results indicated that the suggested model will be a pathway in the application of character education in primary schools. The lesson plan model will be piloted as a follow-up research.
An Examination of the Relationship between Primary School Students&apos; Environmental Awareness and Basic Science Process Skills
Author: Yilmaz, Nihal Yildiz
Date: 2019-02-23
Type: Journal Articles
Subjects: Elementary School Students,Science Process Skills,Environment,Gender Differences,Private Schools,Public Schools,Grade 3,Grade 4,Foreign Countries

The aim of the research was to examine the relationship between primary school students' environmental awareness and basic science process skills based on various variances. Within relational research model, the research was conducted with 332 grade 3 and 4 students. Primary School Environmental Awareness Scale and Basic Skills Scale were used to collect data. Demographic features were employed to determine the students' educational level, gender and class. In light of the results, the significant relationship between their basic science skills and environmental awareness was detected. A significant difference between the total scores of life in nature and environmental awareness scale was observed in favor of female students. Any significant difference was not found between subdimensions and total scores of environmental awareness over class level. The type of school significantly impacted their basic science process skills and level of environmental awareness. The differences which were found were in favor of private schools for both scales.
Perceived Problems of 4th Grade Primary School Students Related to Their Families and Schools
Author: Baysal, Z. Nurdan
Date: 2019-02-23
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Family Problems,Student Problems,Student School Relationship,Elementary Schools,Family Relationship,Foreign Countries

The purpose of this study was to reveal the problems perceived by fourth grade students in their own lives. The research was carried out with a basic interpretative qualitative research design. This method was used in order to examine in depth the vital problems perceived by fourth grade students. For the study, data were collected in the spring term of 2016-2017 academic year. The appropriate/accidental sampling method was used for data collection. Data were obtained from 206 fourth grade students of a primary school in the province of Ümraniye, Istanbul. The data were analyzed by using the content analysis technique. Within the scope of this research, the findings are grouped under three themes; the problems that the students have had the most in their lives, their families and their schools. From the data obtained, the same quotations were made with descriptive analysis technique. It was found that the students who participated in the study perceived the problem of violence, family relations and communication in relation to their own family life. Concerning the school, the participating students mostly perceive problem with their friends, teachers and least about school management. It was concluded that participant students mostly have difficulty in solving and perceiving problems related to course achievement/mathematics/exams, violence, communication, less about personality traits, and at least education and death problems.
The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence
Author: Tüzün, Hakan
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Cooperative Learning,Interpersonal Relationship,Gender Differences,Programming,Shared Resources and Services,College Students,Foreign Countries,Computer Simulation,Teaching Methods,Peer Relationship,Program Effectiveness,Student Satisfaction,Teacher Role,Interaction,Interpersonal Communication,Barriers

Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.
The Investigation of the Relationship between Mathematics and Science Literacy and Information and Communication Technology Variables
Author: Kogar, Esin Yilmaz
Date: 2019-01-00
Type: Journal Articles
Subjects: International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Mathematics Achievement,Science Achievement,Scores,Correlation,Computer Use,Technological Literacy,Family Environment,Child Development,Familiarity

This study attempted to identify the information and communication technology items that affected students' mathematics and science literacy scores by making use of the 2015 PISA data, The presence of numerous items related to ICT in the PISA and the administration of these items to large groups of people provides researchers with a large data source. However, researchers experience challenges in revealing the significant and beneficial data among the entire data set. So one of the most commonly used data mining method is the Chi-squared Automatic Interaction Detection method (CHAID), which is the decision tree method. As a result of the CHAID analysis, conducted to reveal the ICT items related to mathematics literacy scores, it was revealed that there was a significant relationship between mathematics literacy scores and the eight variables. For science literacy, there was a ten significant relationship variables. There is a relationship between high science and mathematics literacy scores and using digital devices at an early age as well as feeling comfortable with using digital devices at home. As an outcome of the CHAID algorithm, the realization of a significant reduction was achieved in the dimensionality of both models. The selected variables can be used for future research and development of new, parametric models. In the resulting model, apart from the reduction of the number of predictors, the reduction of their categories was also achieved.