ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of School Leaders in Teacher Leadership Development
Author: Ringler, Marjorie C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Training,Administrator Role,Language Proficiency,Instructional Leadership,College School Cooperation,Capacity Building,Participatory Research,Participant Satisfaction,Knowledge Level,Program Implementation,English Language Learners,Educational Practices,Mixed Methods Research,Pretests Posttests,Surveys,Interviews,Observation,Workshops,College Faculty

In rural eastern North Carolina, the rapid growth of English Learners (ELs) unintentionally makes mainstream classrooms sheltered instruction classrooms. Sheltered instruction is content-based instruction (CBI) where ELs acquire language while learning content. In addition to ELs, this region has a high number of Standard English Learners (SELs). SELs are native English speakers whose dialects are nonstandard and whose home languages differ structurally from academic English. A yearlong professional development used sheltered instruction to focus on academic language proficiency. A local university, two principals and 14 teachers partnered and participated in this weekly professional development. Data were analyzed using Guskey's (2000) framework for evaluating professional development. Findings indicated that when sheltered instruction was implemented with fidelity, teachers' perception of the principal changed from a manager to an instructional leader, content teachers became teacher leaders, instruction focused on academic language proficiency; and there was evidence of academic growth for low achieving students.
Active and Peer Learning in STEM Education Strategy
Author: Rissanen, A. J.
Date: 2014-03-00
Type: Journal Articles
Subjects: STEM Education,Educational Strategies,Peer Teaching,Active Learning,Sustainability,Learner Engagement,Student Motivation,Motivation Techniques,Lecture Method,Foreign Countries

Lifelong learning and diverse technical information are challenges for designing curricula. The Finnish National Defence University (NDU) provides undergraduate- and graduate-level courses in academic and military disciplines according to the Bologna process. Technology is one of the major learning lines at the NDU, but basic scientific education is also an essential part of the general curriculum. Elements of sustainable education strategy for STEM disciplines are discussed in this paper. Learning aims include gaining basic scientific knowledge, understanding how technology uses scientific results, and managing practical exercises within the work environment. This study presents only selected aspects, mainly those that may have a wider interest when teaching STEM subjects. Lecturing on fundamental topics is an effective method for using teacher resources for large study groups, while providing knowledge of the principles utilized in artefacts such as communication system devices. Exercises are an essential part of learning and are carried out in small groups led by peer assistants enrolled in the course. As a whole, when trying to enable better student motivation and learning results, enough space must be given for students' contributions.
Assistive Technology in Special Education and the Universal Design for Learning
Author: Alnahdi, Ghaleb
Date: 2014-04-00
Type: Journal Articles
Subjects: Assistive Technology,Technology Integration,Access to Education,Accessibility (for Disabled),Special Education,Technology Uses in Education,Educational Practices

Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.
Collaboration Factors and Quality of Learning Experience on Interactive Mobile Assisted Social E-Learning
Author: Wang, Shengmei
Date: 2014-04-00
Type: Journal Articles
Subjects: Learning Experience,Electronic Learning,Social Networks,Cooperative Learning,Handheld Devices,Teamwork,Constructivism (Learning),Learning Modules,Educational Quality,Student Attitudes,Courseware,Questionnaires,Likert Scales,Foreign Countries,Mixed Methods Research,Regression (Statistics),Undergraduate Students

This study (n = 52) examined mobile assisted in-class course using collaborative learning theories over an 18-week semester in a college level course. A self-evaluation survey containing 50 closed-ended items with two open-ended questions about participants' collaboration experience through the mobile techs was conducted during the last week of the semester. Results from the quantitative data based on linear regression analysis revealed that individual accountability significantly predicted quality of teamwork learning experience in an interactive mobile assisted social e-learning (iMASE) module, as did social skills, quality of feedback, and perceived ability. Finally, based on the qualitative data, perspectives on past experiences, interaction with peers and instructor of the learning community, prompt feedback behavior, authentic group activities were examined and analyzed based on grounded theory. The findings provide useful information for educators or curriculum designers to consider of significant factor when implementing mobile tech as part of the course curriculum in order to rich the quality of learning.
Developing of Indicators of an E-Learning Benchmarking Model for Higher Education Institutions
Author: Sae-Khow, Jirasak
Date: 2014-04-00
Type: Journal Articles
Subjects: Higher Education,Benchmarking,Educational Indicators,Models,Electronic Learning,Delivery Systems,Instructional Design,Curriculum Development,Educational Resources,Evaluation,Teacher Role,Learner Engagement,Teaching Methods,Questionnaires,Literature Reviews,Content Validity

This study was the development of e-learning indicators used as an e-learning benchmarking model for higher education institutes. Specifically, it aimed to: 1) synthesize the e-learning indicators; 2) examine content validity by specialists; and 3) explore appropriateness of the e-learning indicators. Review of related literature included textbooks and research paper and its content was synthesized until 7 indicators were obtained: institute/organization, curricular program/teaching and instructional design, resource/technology/information technology, teaching/learning, learner, faculty and supporting personnel, and measurement/evaluation. Then, the obtained indicators were assessed by specialists based on content validity and appropriateness for further competency comparing.
Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia
Author: Thanabalan, T. Vanitha
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Literacy,Technology Uses in Education,Learning Modules,Curriculum Development,Intervention,Culturally Relevant Education,Curriculum Design,Needs Assessment,Instructional Development,Interviews,Observation,Multimedia Materials

The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students, indigenous community as well as indigenous learners in the context of the study. Insights gained from these participants were used as content for the design and development of a literacy pedagogical module. The module encompassing a digital story was implemented in two schools for indigenous students situated in Peninsular Malaysia. Findings from the study indicated that the literacy pedagogy in the module was a successful intervention which enabled the indigenous learners to respond and engage in the lessons. Evaluation of the module also revealed that literacy initiatives for the indigenous learners should be culturally responsive and relevant to the community. Central to this study is the underlying principles on designing of pedagogical efforts for the indigenous people while underlying these principles are experiences and practices recorded through interviews as well as observations.
Development of the Information Society and Its Impact on the Education Sector in the EU: Efficiency at the Regional (NUTS 2) Level
Author: Aristovnik, Aleksander
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Influence of Technology,Regional Characteristics,Outcomes of Education,Efficiency,Educational Assessment,Program Effectiveness,Information Technology,Input Output Analysis,Correlation,Data Analysis,Educational Attainment,Technology Uses in Education,Science and Society

Information and communication technology (ICT) is one of the most important driving forces promoting economic growth in the economy. However, one puzzling question concerns the efficient and effective impact of ICT on educational outputs and outcomes. Therefore, the purpose of the paper is to discuss and review some previous research studies on development of the information society and its impact on educational outputs/ outcomes at regional level. Respectively, a definition, measurements and the empirical application of the efficiency and effectiveness of the ICT at the regional (NUTS 2) level in the EU is considered (based on 2007-2011 average data). The research findings suggest that a wide range of NUTS 2 regions is characterized by a relatively low efficiency rate of transforming information society progress into educational outputs/outcomes, particularly in Eastern and Southern Europe.
Assessment of Inquiry Skills in the SAILS Project
Author: Harrison, Chris
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Skills,Active Learning,Science Education,Student Evaluation,High School Students,Science Teachers,Secondary School Teachers,Formative Evaluation,Teaching Methods,Secondary School Science,Teacher Attitudes,Program Effectiveness

Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the successes and dilemmas that taking this approach led to as 16 science teachers attempted to assess inquiry skills in high school classrooms.
IBSE and Gifted Students
Author: Trna, Josef
Date: 2014-03-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Academically Gifted,Teaching Methods,Talent Identification,Student Needs,Cognitive Style,Student Motivation,Active Learning,Foreign Countries,Questionnaires,Interviews,Action Research,Portfolio Assessment,Secondary School Students,Secondary School Science,Learning Activities

Inquiry-based science education (IBSE) seems to be the appropriate method to encourage interest in science and technology education. The core principles of IBSE are involvement of students in discovering natural laws, linking information into a meaningful context, developing critical thinking and promoting positive attitudes towards science. IBSE is suitable in the education of all students, including gifted ones. For gifted students some components of IBSE must be selected and modified. The use of IBSE also allows teachers to discover hidden giftedness, because it enables an individual approach to students. IBSE matches the special educational needs of gifted students, because it corresponds with their behaviour. Gifted students have many questions, are curious, have unusual ideas etc. The objective of our research is to find which components of IBSE are suitable for gifted students. The main research method used in this study is design-based research. IBSE components for gifted students are a very important part of teachers' continuous professional development (CPD). Teachers and parents also need teaching/learning materials for gifted students. Our research outcomes have been created within the European project PROFILES, which supports science teachers in their use of IBSE.
IBSE and Creativity Development
Author: Trnova, Eva
Date: 2014-03-00
Type: Journal Articles
Subjects: Creativity,Science Instruction,Inquiry,Teaching Methods,Creative Teaching,Teacher Influence,Cognitive Style,Secondary School Teachers,Foreign Countries,Profiles,Observation,Portfolios (Background Materials),Content Analysis,Structured Interviews,College Students

Creativity plays a very important role in education. Most of educational systems support creativity as relevant competence for the 21st century. According to the findings of experts, teachers' creativity is important for the development of students' creativity. We introduce a theoretical base of creativity and styles of creativity. Based on our research, inquiry-based science education (IBSE) seems to be the appropriate way for creativity development of teachers as well as students. Every teacher and student is more or less creative and IBSE enables individual attitudes in the development of creativity. The core principles of IBSE such as student activities, linking information into a meaningful context, developing critical thinking, promoting positive attitudes towards science and motivation correspond to basic components of creativity. Similarly, IBSE involves basic processes that give rise to creativity, which is delineated by R. Sternberg. We present reasons why IBSE is suitable for development of teachers' creativity.
First-Year Students' Priorities and Choices in STEM Studies--IRIS Findings from Germany and Austria
Author: Elster, D.
Date: 2014-03-00
Type: Journal Articles
Subjects: STEM Education,College Freshmen,Career Choice,Needs Assessment,Questionnaires,Self Efficacy,Interviews,Student Educational Objectives,Performance Factors,Influences,Student Experience,Gender Differences,Student Attitudes,Expectation,Foreign Countries,Qualitative Research

IRIS (Interests and Recruitment in Science; http://iris.fp-7.org/about-iris/) is a European 7th framework project focusing on the challenge that only few young people in general, and women in particular, choose an education and career in science and technology. Project IRIS aims to contribute to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire information about the factors that influence the educational choice of young people, a questionnaire was developed by the IRIS consortium. The IRIS questionnaire is based on the model of achievement-related choices (Eccles, Barber, &amp; Jozefowicz, 1999) and on the theory on the role of self-efficacy beliefs (Bandura, 1997). These theories provide a framework for investigating the central aspects that influence an individual's educational choice. This paper reports the experience and findings of the IRIS survey conducted in Austria and Germany. The data are based on a questionnaire survey with 3680 first-year students. Additionally, interview data from Austrian biology students contribute qualitative data about supportive and hindering factors that influences the study choice. The findings indicate that experiences in the secondary school and good teachers are important in choosing a STEM study. To prevent drop-out key factors are relevance of the study choice for the own life, social and academic integration and supportive mentoring systems.
Does Artificial Tutoring Foster Inquiry Based Learning?
Author: Schmoelz, Alexander
Date: 2014-03-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Intelligent Tutoring Systems,Electronic Learning,Learning Activities,Metadata,Learning Processes,Educational Technology,Science Education,Integrated Learning Systems

This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based learning (IBL) and multistage learning (MSL) pathways. This paper will show how learning activities and pathways are formalized so that they become suitable for artificial tutoring. Therefore relations between different IBL &amp; MSL learning objects are established as learning pathways, in a way that they become readable to e-learning systems. Developing specifications for pedagogical meta-data and pedagogical rules derived from learning pathways provide the opportunity to connect technology enhanced learning with IBL &amp; MSL. The reader will learn how the complex structure of inquiry-based learning and multistage learning was adopted to the extent that it can be facilitated by adaptive e-learning systems. Results show that the transition from IBL to computational IBL requires a certain adaption of the student-centred notion to become feasible for computational formalities.
Balancing the Needs between Training for Future Scientists and Broader Societal Needs--SECURE Project Research on Mathematics, Science and Technology Curricula and Their Implementation
Author: Sokolowska, D.
Date: 2014-03-00
Type: Journal Articles
Subjects: STEM Education,Foreign Countries,Mixed Methods Research,Curriculum,Questionnaires,Interviews,Teacher Attitudes,Student Attitudes,Age Differences,Mathematics Instruction,Science Instruction,Technology Education,Likert Scales

SECURE is a collaborative project under FP7 to provide research results of current mathematics, science and technology (MST) curricula across Europe. The research focuses on the MST curricula offered to 5, 8, 11 and 13 year old learners in ten European countries. The consortium invited 60 schools from each partner country to participate in the project. Altogether almost 9000 pupils, 1500 teachers and 600 schools took part in the study. The research framework is constructed upon the curriculum spider web. A mixed method approach for the analysis of the MST curricula is applied throughout three different representations of the curriculum: the &quot;intended&quot; (formal curriculum documents), the &quot;implemented&quot; (the actual process of teaching, researched on the basis of questionnaires and interviews with teachers) and the &quot;attained curriculum&quot; (focus on learning experiences, researched on the basis of questionnaires and interviews with learners). This contribution is a part of our broader study concerning the average European results on learners' and teachers' attitude towards MST subjects and their opinions on the role of affective domain in everyday school practice. The objective is to investigate the influence of topics, activities and teachers on liking the MST subjects by pupils and to research teachers' perception of motivation in everyday school practice. The study shows a substantial drop of the impact of all three factors on students' positive attitude towards all MST subjects, especially between ages 8 and 11. This trend is repeated by mathematics teachers in their opinions about easiness of motivating learners towards their subject, but not duplicated by the teachers of science and technology. Teachers are also divided as regarding the importance of motivating the students: only the mathematicians agree that this aspect is crucial. The study shows a significant misunderstanding between learners and teachers of science and technology in aspect of motivation towards school subjects across Europe.
Development of Visual Literacy Levels Scale in Higher Education
Author: Arslan, Rumiye
Date: 2014-04-00
Type: Journal Articles
Subjects: Higher Education,Visual Literacy,Test Construction,College Students,Factor Analysis,Item Analysis,Rating Scales,Minimum Competency Testing,Academic Standards,Test Reliability,Test Validity,Psychometrics,Schools of Education,Foreign Countries

The aim of this study is to develop a scale determining the visual literacy levels of university students. After reviewing the relevant literature a 75 item draft scale was prepared. The scale was applied to 3rd and 4th year students of Education Faculty of Amasya University. Non-functional items have been excluded from the scale as a result of the factor analysis and 41 items have been included. It has been determined that the statements in the scale are gathered in 7 dimensions. These dimensions consisted of: &quot;Identification of the need for visual&quot;, &quot;Finding and accessing visual sources&quot;, &quot;Analyzing and interpreting the visuals&quot;, &quot;Evaluation of visuals and visual sources&quot;, &quot;Effective usage of visuals and visual media&quot;, &quot;Designing and creating visuals&quot; and &quot;Taking ethical and legal issues into consideration&quot;. The General Cronbach Alpha internal consistency of the scale has been determined as a = 0.947.
Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students
Author: Baz, Fatih Çagatay
Date: 2014-04-00
Type: Journal Articles
Subjects: Second Language Learning,Courseware,Computer Software Evaluation,Grade 7,Elementary School Teachers,Elementary School Students,Likert Scales,Teacher Attitudes,Student Attitudes,English (Second Language),Computer Assisted Instruction,Foreign Countries,Surveys

The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale for students are used for data collection. The findings show that the software has partly sufficient qualities from the point of teachers; the students have indecisive views about the software.
Gifted' Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan
Author: Al-Shabatat, Ahmad Mohammad
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Questionnaires,Interviews,Teacher Surveys,Teacher Attitudes,Teaching Methods,Technology Integration,Academically Gifted,Educational Practices,Mixed Methods Research

No study has investigated the gifted' teachers stages of concerns for integrating e-learning in their teaching. Thus, this study was conducted to explore these concerns. Mixed methods were used to gather data around the research questions. A number of 22 gifted' teachers participated in this study. The Arabic version of the Stage of Concern Questionnaire (SoCQ) was used and followed by interviews. The results showed that the participants' scores of self-concerns (Stages 0, 1, and 2) are relatively high, the task concern (Stage 3) is lower, and the impact concerns (Stage 4, 5, and 6) are low as well. Results revealed a low interest of the participants in the e-learning relative to other activities. Females have positive concerns towards e-learning and higher interest in e-learning than males, while negative concerns towards e-learning found in males' profile.