ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Student Performance in Online and Face-to-Face Delivery Modalities
Author: Helms, Jeffrey L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Online Courses,Conventional Instruction,Grade Point Average,Academic Failure,Psychology,Teaching Methods,Undergraduate Students,Content Analysis,Statistical Analysis,Assignments,Grades (Scholastic),College Credits,Academic Achievement,Interpersonal Communication,Computer Mediated Communication,Course Evaluation,Student Attitudes

The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.
Round One? Judge Issues Rulings in Long-Awaited Copyright Infringement Lawsuit against Georgia State University
Author: Enghagen, Linda K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Court Litigation,Copyrights,Colleges,Legal Responsibility,Books,Periodicals,Online Systems,Instructional Materials,Public Colleges,Costs,Fees,Databases,Electronic Publishing,Duplication,Publications,Publishing Industry

Long-awaited rulings in the copyright infringement lawsuit provide the most specific guidance available to date on the fair use of certain types of materials in e-reserves systems and online course management systems. Unless successfully appealed or otherwise overturned, this case represents a significant victory for Georgia State University specifically and higher education in general. In addition to rejecting the 1976 Classroom Copying Guidelines for Books and Periodicals as an appropriate legal standard for fair use, the case holds that semester-to-semester use of the same material is permitted under fair use. Further, at least for non-fiction books, this case provides somewhat formulaic standards for evaluating fair use. Finally, the potential financial implications of this case are analyzed and suggestions for institutional due diligence are recommended.
Parental Involvement in the Secondary Schools in Bangladesh: Challenges and a Way Forward
Author: Kabir, Ariful Haq
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Secondary Schools,Stakeholders,Interviews,Qualitative Research,Committees,Faculty Workload,Electronic Mail,Telecommunications,Partnerships in Education,Student Motivation

Parental involvement with secondary schools is a relatively new concept in the Bangladeshi education perspective. The formation of School Management Committee (SMC) and various programs carried out by the secondary schools have created opportunities for parents as community members to be involved in secondary schools in Bangladesh. This article reports the processes of parental involvement in the secondary schools in Bangladesh. Consequently, we aimed to access to the perceptions and experiences of different stakeholders in Bangladesh to explore how parents' are being involved in children's education, and how secondary schools are using different strategies to form partnerships with parents'. A qualitative approach was used in which data were collected through in-depth interview from seven different stakeholders of the society and policy documents. We used thematic analysis to analyse the data. The result suggested parents experience different issues related to students learning and success, and contributing to school improvement. To build a relationship with parents, schools used limited strategies like organise parents' convention and form parents committee. The school also often used telephone and email to communicate with parents. The lack of awareness of both parents and schools and overloaded teaching stuff are found as the major challenges of involving parents at secondary level. It also identified different areas of parental involvement including introducing progress report, notebook system, consultation program, home visit, and annual gathering and cultural program need to be developed further in order to build strong partnerships between parents' and schools.
From Policy to Practice: Supporting Students with Diverse Needs in Thailand: Critical Issues and Implications
Author: Opartkiattikul, Watinee
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Behavior Problems,Behavior Modification,Educational Policy,Educational Practices,Theory Practice Relationship,Program Implementation,Student Needs,Educational Research,Elementary Secondary Education

A commitment to maximizing learning outcomes for all students is an axiom of most educational systems around the world. However this goal is sometimes compromised by factors that can be complex and difficult to address. Student behavior problems are one of the major issues challenging educators in many countries including Thailand. Recently, laws and policies have been established to strengthen behavior support systems in Thailand. Corporal punishment has been banned in all Thai schools and Positive Behavior Support (PBS) has been introduced as a framework that schools can employ. However, there are still several gaps between the various existent policies and actual educational practices in many Thai schools. This paper discusses current policies related to Thai behavior support systems, the challenges of translating them into practice and introduces a prospective research agenda designed to close this gap and improve the uptake and the effectiveness of positive behavior support in Thai schools.
Student Behavior Management: School Leader's Role in the Eyes of the Teachers and Students
Author: Nooruddin, Shirin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Instructional Leadership,Principals,Secondary School Students,Secondary School Teachers,Secondary Schools,Student Behavior,Classroom Techniques,Teacher Surveys,Student Surveys,School Policy,Awards,Athletics,Clubs,Discipline,Student Personnel Services

This study explored the perspectives and viewpoints of the teachers and students in relation to the influence of the head teacher and senior leadership team on students' behavior management in the form of policies, procedures and support mechanisms in a secondary school in Karachi Pakistan. Two surveys were developed and employed, one for the entire teaching staff (N = 43) and one for a sample of students (n = 120). The majority of teachers (97%) and students (83%) reported that school leadership influences students' behavior management through policies and procedures. A large number of the teachers are of the view that sharing of personal experiences by the school leadership, supporting their staff members, and the leader's visibility in the school context helps them in understanding and coping with the behavioral issues of the students. The majority of the teachers (95%) and students (86%) feel that school leadership influences students' behavior management through providing awards to the students for good behavior rather than consequences for misbehavior. Awards are considered as a positive means of influence as compared to consequences. The sports activities and club activities were ranked as the favorite positive support systems by the students as well as by the teachers.
How Turkish Middle School Students Use the Internet to Study Social Studies
Author: Acikalin, Mehmet
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Foreign Countries,Internet,Social Studies,Homework,Grade 7,Questionnaires,Time on Task,Competence,Information Seeking,Student Behavior,Critical Thinking

The Internet has become one of the most common educational tools used by teachers and students in social studies education worldwide. Although there are extensive studies on how the Internet is used by teachers as an instructional tool in social studies classes, less work has been done to explain how students themselves use and interact with Internet sources to study for social studies classes. The purpose of this research is to investigate how Turkish middle school students use the Internet to study and do their social studies homework. Fifty-seven middle school students completed an open ended questionnaire in one of Northern Turkey's larger cities. The results show that this group of Turkish middle school students use the Internet extensively, both to gather information for their homework and for non-academic purposes such as playing games, using social media and downloading music and films.
Research Priorities in Mobile Learning: An International Delphi Study
Author: Hsu, Yu-Chang
Date: 2014-00-00
Type: Journal Articles
Subjects: International Studies,Electronic Learning,Research Needs,Delphi Technique,Questionnaires,Online Surveys,Feedback (Response),Needs Assessment,Educational Strategies,Learning Strategies,Educational Theories,Educational Environment,Evaluation,Students,Handheld Devices,Computer System Design,Delivery Systems,Access to Computers,Specialists,Context Effect

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts&apos; latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, &quot;What should be the research priorities for the field of mobile learning over the next 5 years?&quot; Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts themselves. Selected research papers were summarized to help contextualize the discussions of research categories and statements.
In Defense of Simulating Complex and Tragic Historical Episodes: A Measured Response to the Outcry over a New England Slavery Simulation
Author: Wright-Maley, Cory
Date: 2014-00-00
Type: Journal Articles
Subjects: Slavery,Simulation,Field Trips,History Instruction,Experiential Learning,Junior High School Students,Court Litigation,Social Studies

A slavery simulation that took place as part of a field trip for students of a Hartford junior high academy led a father to file a human rights suit against the school district, and for one official to comment that simulations of complex and tragic human phenomena have &quot;no place in an educational system.&quot; In light of these conclusions, this paper explores this case in the context of other similar simulations in order to offer a more measured response to using them in classrooms, one that balances the value of such simulations with the hazards they present for teachers and students.
&quot;'I Am Canada': Exploring Social Responsibility in Social Studies Using Young Adult Historical Fiction&quot;
Author: Horton, Todd A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Responsibility,Citizenship,Young Adults,Fiction,Adolescent Literature,Democratic Values,History,Reading Material Selection,Caring,Empathy,Social Problems,Social Justice,Governance,Propaganda,Multicultural Education,Global Approach,Cultural Awareness,War,Peace,Environmental Education,Social Studies

This paper explores educating for democratic citizenship with a focus on the intersection between reading and values, specifically the nurturing of social responsibility. Using a pre-designed framework for teaching for social responsibility, excerpts from a young adult historical fiction series are used to consider learning possibilities in the social studies classroom.
Adolescent Perspectives on Authentic Writing Instruction
Author: Behizadeh, Nadia
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Middle School Teachers,Writing Instruction,Teaching Methods,Critical Thinking,Problem Solving,Relevance (Education),Literacy,Grounded Theory,Interviews,Likert Scales,Student Interests,Comparative Analysis,Student Attitudes,Adolescent Attitudes

Researchers and educators support the idea of providing authentic literacy experiences to students. However, a critical misconception of the locus of authenticity exists; the focus has generally been on making tasks authentic to college, careers, or researcher-determined notions of authenticity rather than making tasks authentic to students and their funds of knowledge. After making a case for redefining authenticity in education as subjective, I then present a grounded theory of authentic writing instruction derived from interviews of a diverse body of eighth grade students over two years. Results of this study indicate the need for instruction to include a choice of valued topics, an emphasis on expression instead of conventions, and the potential for writing to impact an intended, actual audience.
Writing between the Lines: Aaliyah's Dialogic Strategies for Overcoming Academic Writing Disengagement
Author: Peel, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Dialogs (Language),High School Students,Student Attitudes,Academic Discourse,Writing Strategies,Anxiety,Literacy,Family Environment,English Instruction,Muslims,Indians,Immigrants,Social Networks,Computer Mediated Communication,Interviews,Coping,Psychological Patterns,Learner Engagement,Classroom Techniques,Qualitative Research,Grade 10

This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah?s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school literacy: a desire for dialogic exchange with a partner within her Discourse community, writing topics and modalities that conflicted with her notion of what constitutes purposeful writing, and lack of knowledge of disciplinary writing conventions. Findings revealed that Aaliyah?s strategy of infusing her compositional practices with opportunities for dialogical exchange with, about, and beyond the text, helped her successfully navigate feelings of boredom and anxiety.
(Re)Writing One's Self as an Activist across Schools and Sexual and Gender Identities: An Investigation of the Limits of LGBT-Inclusive and Queering Discourses
Author: Blackburn, Mollie V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Identity,High Schools,Secondary School Teachers,Art Teachers,Activism,Interviews,Social Attitudes,Sexual Orientation,Self Concept,Identification (Psychology),Inquiry,Social Justice,Personal Narratives

This study draws on in-depth interviews in which Jared, a queer trans man and high school arts teacher, grappled with what it means to him to be an activist to explore how his conceptualizations of queer activism have been supported and limited by LGBT-inclusive and queering discourses and to consider other discourses that might better represent and facilitate the teacher's activist intentions. Together, Jared and I reflected on three periods of his life. In high school, as a lesbian and then a dyke, Jared wrote himself into the world as an activist in ways that were clearly identifiable and aligned with LGBT-inclusive discourses. In college, as someone who identified as butch dyke, trans butch, or gender queer, Jared wrote himself into the world as an activist in ways that were strongly aligned with queering discourses. Then, as a graduate student and teacher, Jared identified as a queer trans man and his activism was more aligned with humanizing discourses. As such, Jared has written and rewritten himself into the world as an activist in different ways and different contexts, each of which accomplish different but valuable work in the world.
&quot;We Gotta Change First&quot;: Racial Literacy in a High School English Classroom
Author: Vetter, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,English Instruction,Language Arts,Racial Factors,Literacy,Racial Bias,Grade 11,Group Discussion,Discourse Analysis,Social Justice,Student Diversity,Ethnography,Participant Observation,Problem Solving,Social Problems,Consciousness Raising,Qualitative Research

Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race.
Creating a Critical Literacy Milieu in a Kindergarten Classroom
Author: Stribling, Stacia M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Kindergarten,Critical Literacy,Teaching Methods,Observation,Social Justice,Literacy Education,Problem Solving,Consciousness Raising,Student Diversity,Reading Materials,Interviews,Group Discussion,Coding,Audio Equipment,Social Development

The purpose of this study was to better understand the process of engaging in critical literacy practices with kindergarteners. The researcher spent six months in a kindergarten classroom taking extensive field notes on the ways in which the teacher and students explored issues of social justice through literacy activities. Data analysis using a critical literacy framework revealed that this kindergarten teacher did not merely incorporate critical literacy lessons into her classroom, but rather created a critical literacy milieu. This milieu helped support students to respectfully consider multiple viewpoints, to engage in thoughtful problem solving, and to openly discuss difficult issues revolving around difference.
Teaching under Policy Cascades: Common Core and Literacy Instruction
Author: Papola-Ellis, Aimee
Date: 2014-00-00
Type: Journal Articles
Subjects: State Standards,Academic Standards,Ethnography,Urban Schools,Elementary School Teachers,Teaching Methods,Educational Policy,Reading Instruction,Federal Legislation,Educational Legislation,Criteria,Publishing Industry,Difficulty Level,Nonfiction,Interviews

Educational policies and initiatives significantly influence instruction in classrooms across the nation. This article presents data from a larger critical ethnographic study in an urban school in the United States during the school's first year implementing the Common Core State Standards. In this article, the author shares data from three teachers. The findings indicate a significant reliance of teachers on outside factors--in this case, the Common Core Standards and related Publishers' Criteria--for planning and instruction in literacy. The teachers' own professional knowledge base became eroded in the process of &quot;policy cascades,&quot; and as a result, the teachers developed a learned dependency on outside influences for instructional decision making in the classroom.
Students with Learning Disabilities in an Inclusive Writing Classroom
Author: Jacobs, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Inclusion,Classroom Techniques,Case Studies,Grade 4,Test Preparation,Electronic Publishing,Student Behavior,Writing Processes,Student Experience,Comparative Analysis,Teaching Methods,Student Centered Curriculum,Story Telling,Media Literacy,Multimedia Materials,Writing Instruction,Writing Improvement,Writing Skills,Instructional Effectiveness

This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest that classroom teachers need to transform our teaching of writing by drawing on students' home literacies to ignite their passion and creativity. The research findings demonstrate that a test-driven teaching approach tends to limit students' ability as learners. Also, in contrast, instruction that values students' technological expertise energizes students' learning, helps them to reach their potential, and ensures their school success. The article concludes by advocating for change in classroom teachers teaching methods and curriculum by inviting students' home literacies into school, valuing their interests, and preparing them to be literate citizens for the 21st century.
De/Colonizing Preservice Teacher Education: Theatre of the Academic Absurd
Author: Dénommé-Welch, Spy
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Indigenous Knowledge,Story Telling,Theater Arts,Social Justice,Canada Natives,American Indians,Eskimos,Foreign Countries,Foreign Policy,Personal Narratives,Bachelors Degrees,Universities,Teacher Attitudes,Advocacy

Where does the work of de/colonizing preservice teacher education begin? Aboriginal children's literature? Storytelling and theatrical performance? Or, with a paradigm shift? This article takes up some of these questions and challenges, old and new, and begins to problematize these deeper layers. In this article, the authors explore the conversations and counterpoints that came about looking at the theme of social justice through the lens of First Nations, Métis, and Inuit (FNMI) children's literature. As the scope of this lens widened, it became more evident to the authors that there are several filters that can be applied to the work of de/colonizing preservice teacher education programs and the larger educational system. This article also explores what it means to act and perform notions of de/colonization, and is constructed like a script, thus bridging the voices of academia, theatre, and Indigenous knowledge. In the first half (the academic script) the authors work through the messy and tangled web of de/colonization, while the second half (the actors' script) examines these frameworks and narratives through the actor's voice. The article calls into question the notions of performing inquiry and deconstructing narrative.