ethanporcaro/eric-fulltext-meta huggingface dataset:
Controlling Religious Knowledge and Education for Countering Religious Extremism: Case Study of the Uyghur Muslims in China
Author: Mahmut, Dilmurat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Muslims,Islam,Educational Policy,Religious Conflict,Government (Administrative Body),Rhetoric,Access to Education,Mass Media,Violence,Minority Groups,Immigrants,Attitudes

As a secularist state, China has always been highly sensitive about religious traditions, particularly Islam. During the late 1990s and especially after the 9/11 terrorist events, the government rhetoric has been to equate the Islamic knowledge and identity with violent ethnic separatism, and more recently extremism and terrorism (Roberts, 2016, 2018). Thus, the Uyghurs' right to access Islamic knowledge and practice Islam has been increasingly restricted and diminished (Cook, 2017; Millward, 2018). After reviewing the recent history of Chinese rhetoric and policies regarding the religious education in Xinjiang, this article discusses the possible ramifications of such developments, via the lenses of postcolonialism, the Politics of Recognition (Taylor, 1994), the push and pull factors that trigger radicalization, and religious literacy. Meanwhile, through sharing the perspectives of the Uyghur diaspora in Canada, the author also highlights that current Chinese policies and practices could deepen the &quot;us&quot; vs. &quot;them&quot; dichotomy between the Muslim Uyghurs and the majority.
Turkish EFL Learners&apos; Attributions for Success and Failure in Speaking English
Author: Demir, Yusuf
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Attribution Theory,Success,Failure,Speech Skills,Student Attitudes,Gender Differences,College Students,Locus of Control

This study aims to investigate Turkish EFL learners' attributions for success and failure in speaking English, and to find out whether gender and department variables exert any impact on their attributions. The attributions were analyzed and compared in terms of the four dimensions: locus of causality, external control, stability and personal control. The data were gathered through Causal Dimensions Scale adapted to Turkish by Koçyigit (2011). The sample consisted of 104 tertiary EFL students studying one-year-long English in the preparatory program of a state university. Descriptive statistics were utilized to analyze the emergent data as well as independent samples T-tests and ANOVA to test significance between/among the variables. The results indicated that personal controllability and internal reasons--a lot more apparent in attributions for success than for failure though--were the two leading factors which were ascribed to both success and failure in speaking English. In addition, the students' attributions for failure tended to be less stable and more externally controllable in comparison to success. The gender variable had no significant effect on attributions for success and failure. With reference to the department variable, a significant difference was observed not in the attributions for success but those for failure, and only between English language teaching and Civil aviation management departments, in terms of locus of causality dimension.
Understanding Teachers&apos; Integration of Moodle in EFL Classrooms: A Case Study
Author: Al Yafaei, Yasir
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Management Systems,Technology Integration,Teacher Attitudes,Case Studies,Teaching Methods,Learning Processes,College Faculty,Foreign Countries

The study explores the integration and implementation of the Moodle platform at the English Language Center of the Salalah College of Technology. To achieve this purpose, a qualitative, interpretive approach with a case study research design was used to collect the data and to deepen our understanding of the phenomena and how it was constructed in social reality of the school.Two teachers have been chosen to be the interviewees, to give their opinions and views on the topic under study, and the factors affecting both the implementation and integration of the Moodle programme. It was evident from the narratives of the two interviewees that the integration of Moodle was successful, and that it has proven to be a useful tool in the teaching and learning processes of English. In spite of some existing factors that may hinder the working mechanisms of the implementation and integration of Moodle, it may be concluded that this platform could be recommended to be extended to the other skills of the English language that it currently does not support. Following this process will inevitably improve the comprehension and production of the English language and related materials, online and real, respectively.
How to Reduce Cheating in an Introductory Computer Programming Course?
Author: Sukhodolsky, Jacob
Date: 2017-10-00
Type: Journal Articles
Subjects: Cheating,Computer Science Education,Programming,Grading,Homework,Punishment,Course Descriptions,Introductory Courses,Tests,Student Surveys,Student Attitudes,College Faculty,Teacher Attitudes

The problem of Computer Science students' cheating in their homework assignments so far has been handled mainly through administrative punishment of the cheaters. The success of such an approach depends to a large degree on the ability of the instructor to recognize the fact of cheating, which is a complicated task. With a large number of students taking the course, identifying the cheaters sometimes requires considerable time. The author of this paper suggests a method of solving the cheating problem by changing the course grading policy. The suggested approach emphasizes the importance of regular checking of students' understanding the course material.
Novice Programmer&apos;s Misconception of Programming Reflected on Problem-Solving Plans
Author: Kwon, Kyungbin
Date: 2017-10-00
Type: Journal Articles
Subjects: Programming,Novices,Misconceptions,Instructional Design,Concept Formation,Preservice Teachers,Introductory Courses,Teaching Methods,Problem Solving,Computer Science Education,Undergraduate Students

Understanding the students' programming misconceptions is critical in that it identifies the reasons why students make errors in programming and allows instructors to design instructions accordingly. This study investigated the mental models of programming concepts held by pre-service teachers who were novice programmers. In an introductory programming course, students were asked to solve problems that could be solved by utilizing conditional statements. They developed solution plans using pseudo code including a simplified natural language, symbols, diagrams, etc. Sixteen solution plans of three different types of problems were analyzed. As a result, the students' egocentric and insufficient programming concepts were identified in terms of the misuse of variables, redundancy of codes, and weak problem-solving strategies. The results revealed that the students had difficulty designing solution plans that computers could execute correctly. They needed instructional supports to master how to express their solution plans so programs run as intended. Problem driven instructional designs for novice programmers were discussed.
Motivating Teachers to Teach Computing in Middle School: A Case Study of a Physical Computing Taster Workshop for Teachers
Author: von Wangenheim, Aldo
Date: 2017-10-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Motivation,Workshops,Computer Science Education,Interdisciplinary Approach,Pedagogical Content Knowledge,Technological Literacy,Faculty Development,Programming,Robotics,Computers,Computer Software,Public School Teachers,Foreign Countries

Computing education in schools faces several problems, such as a lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating the teaching of computing within other subjects, creating the need to motivate teachers from other disciplines to teach computing in middle school. Therefore, the motivation and training of in-service teachers becomes crucial, as they need to have computing content and technological knowledge as well as pedagogical content knowledge. Yet, so far there exist very few training programs. Thus, as part of a comprehensive outreach program, we present a study on a one-day taster workshop for middle school teachers on physical computing education. Participants learn computer programming practice and computational thinking by programming an interactive robot. The workshop also approaches pedagogical aspects for teaching computing and technical issues regarding the installation and preparation of the required hardware/software. Preliminary results of its application with public school teachers in Florianopolis/Brazil are positive, motivating the majority of participants to introduce computing into their classes. However, our results also highlight that in order to enable teacher to apply the workshops effectively, longer training courses and ongoing support is required.
Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School -- A Case Study
Author: von Wangenheim, Christiane Gresse
Date: 2017-05-00
Type: Journal Articles
Subjects: Computer Science Education,Computation,Thinking Skills,Interdisciplinary Approach,Social Studies,Programming,Instructional Design,Elementary School Students,Middle School Students,Grade 5,Grade 7,Learner Engagement,Learning Motivation,Programming Languages,Games,Foreign Countries

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as a lack of computing teachers and time in an already overloaded curriculum. A solution may be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts, including computational thinking, by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a pilot case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.
Classroom Talk and Computational Thinking
Author: Jenkins, Craig W.
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Secondary School Students,Thinking Skills,Programming,Discussion (Teaching Technique),Extracurricular Activities,Clubs,Computation,Coding,Logical Thinking,Interaction,Poetry,Dialogs (Language)

This paper is part of a wider action research project taking place at a secondary school in South Wales, UK. The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible 'build your own block' programming activities. This paper examines classroom talk at an extracurricular programming club and focuses in particular on dialogue relating to computational thinking. Learners spent a number of weeks carrying out an activity designed using the Snap! programming tool. The activity was themed around language and the task was to devise a collection of fixed-form poetry. The findings are in two parts. First is a dialogue analysis using the SEDA coding scheme. This analysis revealed a number of learner interactions showing evidence of reasoning. Second, examples of talk sequences are provided in order to examine how the reasoning identified in the interactions relate to what we may recognise as computational thinking. The paper concludes by considering how dialogic approaches in the classroom potentially have an important role to play in the process of teaching young people to think computationally. [For the Online Submission version of this article, see ED581597.]
ISLEC: An Interactive Learning Scenario Framework
Author: Papadimitriou, Alexandros
Date: 2017-08-00
Type: Journal Articles
Subjects: Equipment,Foreign Countries,Science Instruction,Active Learning,Inquiry,Computer Simulation,Logical Thinking,Thinking Skills,Comparative Analysis,Civil Engineering,Misconceptions,Technology Education,Secondary Education,Technical Education,Teacher Education,Prediction

This paper presents an innovative interactive scenario framework called ISLEC for the learning of electrical circuits by high school students or beginners of higher education. This framework aims to develop investigative, critical, creative, and decision-making skills by trainees, as well as aiming to tackle and resolve misunderstandings and learning difficulties. During each section of ISLEC, the student teams, through inquiry-based simulations, discover electrical principles by comparing a known to an unknown electric circuit for similarities and differences and make and verify predictions. Making use of the inductive reasoning, they come to conclusions and generalizations. The ISLEC was evaluated by students of civil engineering of the School of Pedagogical and Technological Education of Athens and, except other things, it considered by them as useful and usable.
The Future of the Computing Curriculum: How the Computing Curriculum Instills Values and Subjectivity in Young People
Author: Wohl, Benjamin S.
Date: 2017-01-00
Type: Journal Articles
Subjects: Computer Science Education,Curriculum Development,Futures (of Society),Teaching Methods,Educational Policy,Educational Change,Curriculum Implementation,Industry,Economic Factors,Discourse Analysis,Foreign Countries,National Curriculum,Elementary Secondary Education,Knowledge Economy,Educational Objectives

In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz's values to examine how the teaching of computing has been primarily embedded within the value of self-enhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people's view of themselves and the world we want to equip them to create. [For the Online Submission of this article, see ED572690.]
The Effect of Tablet Use on Students&apos; Success in English as a Foreign Language (EFL) Grammar Classroom
Author: Kayapinar, Ulas
Date: 2019-03-10
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Grammar,Language Skills,English (Second Language),Second Language Instruction,Student Attitudes,Foreign Countries,College Students,Teaching Methods

Integration of tablets in teaching English as a Second or Foreign language has been popular in recent years. However, there is limited evidence to prove the effect of tablet use on the acquisition of specific language skills. This paper aims to investigate the impact of tablet use on students' mastery of grammar skills. In order to answer the research questions, an experimental pretest-posttest with a control group design was employed at a private university in Turkey. The pre-test scores of both groups were compared with their post-test scores, and the post-test scores of the groups were also analyzed to look into a possible significant difference. The results indicate that there is no significant difference between the grammar achievement scores of the students in both groups. The findings were also cross-checked by using the views of the instructor and students of the experimental group on tablet use in the classroom. The instructor emphasized the influence of tablet use in learner autonomy, digital distraction, and network connection. Students mainly indicated that tablets can be supplementary, but they should not replace basic course materials such as textbooks and workbooks. The study can help raise awareness of curriculum designers and decision-makers generally about the effect of tablet use in the language classroom.
Learning Basic Programming Concepts with Game Maker
Author: Johnson, Claire
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Educational Technology,Technology Uses in Education,Programming,Secondary School Students,Early Adolescents,Cooperative Learning,Student Attitudes,Design

&quot;Game Maker&quot; is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting. The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as 'building material' to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context. The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using &quot;Game Maker&quot; may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education.
Teaching Religious Education: The Ethics and Religious Culture Program as Case Study
Author: Jafralie, Sabrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Religion,Religious Education,Teaching Methods,Teacher Competencies,Teacher Education Programs,Preservice Teacher Education,Ethics,Foreign Countries,Teacher Attitudes,Faculty Development,Controversial Issues (Course Content)

Responding to religious diversity and the new reality of schooling, the Ethics and Religious Culture (ERC) Program was introduced as a mandatory subject for all students in Quebec, Canada. Now in its tenth year, the ERC has faced both challenges and successes in it's implementation. Though many studies have been written around the wider concepts of religious education and religious literacy in the public system, few studies have included voices from educators. Jafralie and Zaver's qualitative research study examines the potentials and struggles of the ERC Program, and by doing so, raise important considerations around the effective teaching of religion. The findings point to several consistent themes that teachers grapple with regarding curriculum and pedagogy and highlights that in-service teachers are not thoroughly prepared to teach about religion, nor are teacher education programs effectively preparing pre-service teachers entering the field to deal with the complexities of teaching about religion in a secular setting. The authors suggest avenues in which teacher education for ERC teachers, and all religious education teachers, can follow for students and teachers to engage meaningfully with religious diversity.
Beebe Badger Bookmobile…Blazing a Reading Trail
Author: Calvert, Kay
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Libraries,Motor Vehicles,Books,Summer Programs,Public Schools,Elementary Secondary Education,Lunch Programs

The Beebe (AR) Public School District is committed to the mission of utilizing all resources to provide learning opportunities, tools, progressive technology, and guidance to enable all students to become productive citizens and lifelong learners. Each school year, upon returning from summer vacation, a noticeable decline in student reading levels from the end of the previous school year is evident. The research is clear that children who do not read during the summer can lose up to three months of reading progress and that loss has a cumulative, long-term effect. This article describes a project taken on by the Beebe School District to combat summer reading loss. A retired 1994 sixty-six-passenger school bus from the fleet was retrofitted into the Beebe Badger Bookmobile. The intentional focus of the bookmobile project was to get books into the hands of students in this community. The maintenance, technology, and carpentry crews at Beebe Public Schools completed most of the retrofitting on site, resulting in substantial savings to the district in comparison to the cost of conversion by a specialty company. The Beebe Badger Bookmobile joins the school lunch summer meal program (supported by a federal grant) on planned stops Monday through Thursday of each week during the summer. Students, ages eighteen and under, are invited to enjoy a healthy sack lunch and beverage prepared by food service employees in an effort to meet young learners' physiological needs. The food service employees (who have their own van) encourage all students to visit the bookmobile after they finish their lunch. Likewise, bookmobile employees encourage all patrons to enjoy a healthy school lunch after they choose their books. Feeding both the bodies and minds of students during the summer is an action step toward fulfilling the mission to use all resources to guide students to becoming lifelong learners.