ethanporcaro/eric-fulltext-meta huggingface dataset:
Photographs as a Research Tool in Child Studies: Some Analytical Metaphors and Choices
Author: Poveda, David
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Photography,Research Methodology,Children,Family (Sociological Unit),Educational Research,Child Behavior,Comparative Education,Social Action,Research Problems,Qualitative Research

This methodological paper discusses how photographs can be used in multi-layered data projects with children and families. We present photographs as a versatile low-fi digital artifact that can be used under a variety of research circumstances and critically discuss this particular visual tool in the context of the growing body of visual and multimodal research with children and families. The critical discussion draws on a series of research projects in which we have employed photographs (topics of the projects include family diversity or children's routines). The comparisons between projects highlights some of the procedural and analytical choices that are opened up when using photographs. In particular, we focus on two issues: (a) differences that emerge when materials are created by participants or are elicited by researchers, and; (b) the metaphors that are applied to interpret and work with photographs.
Investigation of the Contribution of Differentiated Instruction into Science Literacy
Author: Sentürk, Cihad
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Scientific Literacy,Elementary School Science,Elementary School Students,Grade 4,Case Studies,Semi Structured Interviews,Observation,Diaries,Content Analysis,Outcomes of Education,Science and Society,Science Process Skills,Qualitative Research,Pretests Posttests,Experimental Groups,Control Groups

The aim of this study is to reveal contributions of the differentiated instruction implemented in the primary school 4th grade science course into science literacy levels of the students. The case study method among qualitative research methods were used in the study. The research was carried out in the second term of 2015-2016 academic year. The study group consisted of the 4th grade students (n = 23, 9-10 aged) studying in the Kozabirlik Primary State School in Bilecik city center in Turkey. Interviews (teachers and students), observations and student diary forms were administrated as data collection tools in the study. The content analysis method was implemented in the analysis of the obtained data. It was concluded from the findings that the differentiated instruction improved involvements of the students with the science-technology-society and the environment and developed their scientific process skills and thus contributed to the science literacy levels of the students.
When an Instructional Designer Hold the Strings of Puppets: A Qualitative Study of Using Visual Metaphor in E-Learning Environment
Author: Alyahya, Dalia
Date: 2018-07-00
Type: Journal Articles
Subjects: Instructional Design,Qualitative Research,Visualization,Figurative Language,Electronic Learning,Graduate Students,Online Courses,Case Studies,Student Attitudes,Interviews,Data Analysis,Coding,Outcomes of Education

Studies have shown the importance of visual metaphor in facilitating learning. Metaphor aids in communicating complex concepts in a clear manner, and enhances the learning experience. This study investigates graduate students' experiences and attitudes toward visual metaphors in an online learning environment. The visual metaphor used in this study was developed for an online instructional design course. Participants read the materials and were asked to respond to open-ended questions. The participants' responses were analyzed qualitatively. A within-case analysis was conducted, followed by a cross-case analysis, in order to study multiple cases. Evidence encountered suggests that visual metaphors assisted participants in fulfilling their educational goals. When interviewed, all participants appreciated the visual metaphors presented and stated that they preferred the presence of visual metaphors in the context of their studies. However, the participants had different perspectives on how the meaning of the metaphors could be perceived.
40th Anniversary Research Timeline
Author: Boylan, Hunter R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Trends,Developmental Programs,Program Effectiveness,Educational History,Annotated Bibliographies,Learning Problems,Role of Education,Intervention,Learning Strategies,Academic Standards,Academic Achievement,Adult Learning,Higher Education,At Risk Students,Educational Assessment,Reading Strategies,Adult Education,Evidence Based Practice,Acceleration (Education),Access to Education,Referral,Educational Improvement,Remedial Instruction

During the four decades since the founding of the National Center for Developmental Education (NCDE; originally the Center for Developmental Education), research related to the field has continued to expand and mature. As a research center focused on using research to inform and improve practice, the NCDE's 40th Anniversary timeline presents annotations of ten impactful research studies from each decade from 1976 through 2016. The authors have defined &quot;impactful research&quot; as investigations that provided important information to influence and direct practice in the field. Their definition of developmental education is the integration of courses and services guided by the principles of adult learning and development. This view of the field as the overarching structures, services, and programs to support and teach underrepresented students in postsecondary education--rather than courses to address academic skills gaps only-- guided the selection of research studies represented on the timeline.
Development of a Structured Learning Assistance (SLA) Program
Author: Diehl, Tara E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Supplementary Education,Mathematics Instruction,Algebra,Introductory Courses,Undergraduate Students,Experimental Groups,Control Groups,Educationally Disadvantaged,Economically Disadvantaged

As noted in the literature, students struggle to learn developmental mathematics. A positive experience with developmental mathematics has been shown to increase students' confidence in learning mathematics (Duranczyk, 2008). Additionally, students who have a successful developmental experience are more likely to experience success in subsequent courses and are more likely to persist and earn a degree (Penny &amp; White, 1998). Program factors that have been shown to impact success are smaller class size, development of students enrolled within developmental mathematics. There is an urgency to help students be successful because the longer a student is enrolled in developmental mathematics courses, the less likely he or she is to graduate (Stigler, et al., 2010). In an effort to improve students' completion, the author proposed designing a Structured Learning Assistance program to assist students in developing the skills necessary to experience success in their developmental mathematics courses.
Efficacy of a College Reading Strategy Course: Comparative Study
Author: Saxby, Lori Eggers
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Strategies,Comparative Analysis,Content Area Reading,Reading Skills,Study Skills,College Students,Practicums,Reading Attitudes,Reading Habits,Reading Programs,Remedial Reading,Literature Reviews

Developmental reading courses that use specific content-area reading skills and whose reading specialists interact closely with discipline-specific faculty improve student learning (Cox, Friesner, &amp; Khayum, 2003, p. 191). Additionally, content-area instructors who teach strategies such as utilizing study guides and graphic organizers, and who discuss the differences between literal and inferential meaning in course textbooks (Bickley, Davis &amp; Anderson, 2001; Brothen &amp; Wambach, 2000), found that students increased their success in the course as they relied less on surface reading. This review of literature provided the underpinnings on which to base the design and objectives of the practicum. The evaluations of the objectives as well as the long-term impact of the practicum are detailed in this article.
Fostering Professional Growth: Models to Support Developmental Educators
Author: Severs, Erin
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Models,College Readiness,College Faculty,Community Colleges,Two Year College Students,Adjunct Faculty,Developmental Studies Programs

Erin Severs believes that meeting the needs of underprepared students and supporting the faculty who do this work can only continue to be more central to the success of higher education in this country. With more and more students testing into developmental courses, and an unfortunately low completion rate for these students (25% complete a degree within eight years of starting college according to Michael Collins from Jobs For the Future), Severs can see nothing more vital than work which improves the practice of educators working with underrepresented student groups, with the ultimate goal of improving the success of all students. Severs maintains that professional development in general and the practicum project described in this article are powerful methods by which this goal can be accomplished. This paper was written as a summary of the full practicum report by Erin Severs and Alex Haines-Stephan (2012). With changes in best practices and changes in politics, the original goals that motivated this paper have shifted to some extent. At this point, Severs and Haines-Stephan along with numerous other colleges, are pushing toward placing more students in credit-bearing courses with better support. As this process moves forward, it becomes more important than ever to train faculty to assist a wide spectrum of students to be successful.
Integrating Reading and Writing Instruction in an Accelerated Curriculum: An Interview with Katie Hern
Author: Stahl, Norman A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Writing Instruction,Acceleration (Education),Community Colleges,Remedial Instruction,Faculty Development,Academic Support Services,Remedial Programs,Developmental Studies Programs,English Teachers,Two Year College Students,Writing (Composition),College English

Katie Hern is an English Instructor at Chabot College and Co-Founder of the California Acceleration Project (CAP), a professional development network that supports the state's 113 community colleges to transform remediation and increase student completion and equity. Hern speaks nationally on remediation reform and integrated reading and writing. Her publications focus on the need to rethink placement, design principles for teaching accelerated English and math, pedagogy for integrated reading and writing, and the equity imperative of transforming remediation. In this interview with Norman Stahl, Hern discusses the changes within the field of developmental education across the past decade, and her hopes for the field going forward.
Online Developmental Mathematics: Challenging Coursework Traditions
Author: Martin, Taylor
Date: 2017-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Algebra,At Risk Students,Educational Change,College Mathematics,Online Courses,Community Colleges,Two Year College Students,Undergraduate Students,Textbooks,Electronic Publishing,Course Content,Universities

Many students must take remedial or developmental mathematics coursework to gain skills and knowledge necessary to satisfy college-level quantitative literacy requirements; however, large numbers of those students struggle to complete such coursework and are consequently unable to graduate. This issue implies the need to reform developmental mathematics curricula, and modern developmental mathematics curriculum standards have been used as a basis reforming developmental mathematics curricula and programs at a number of community colleges and universities. We report an analysis of developmental mathematics assessment practices based on a large dataset, and how assessment practices indicate alignment with reform-oriented curriculum standards. We conclude with suggestions for improving developmental mathematics curricula.
Waiting and Help-Seeking in Math Tutoring Exchanges
Author: DeFeo, Dayna Jean
Date: 2017-00-00
Type: Journal Articles
Subjects: Help Seeking,Tutors,Tutoring,Remedial Mathematics,Peer Teaching,Ethnography,Undergraduate Students,Tutorial Programs,Participant Observation

Drop-in peer tutoring is the most popular model on college campuses, but a high student-tutor ratio suggests that students will spend the majority of their lab time working without the aid of a tutor. This study observed students in a drop-in tutoring center serving developmental math students and explored what they do in that independent time. The ethnographic research method identified five distinct student types, distinguishable by their behaviors, help-seeking strategies, and participation in tutoring exchanges. The analysis reviews both the form and function of these distinct typographies, considers students' needs for learning and student services, and makes recommendations for tutors and managers.
Using a Mixed Methods Study to Improve K-12 Alternative Education Instructional Design
Author: McBath, Gabrielle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Elementary Secondary Education,Nontraditional Education,Instructional Design,Grade 9,At Risk Students,Action Research,Models,Portfolios (Background Materials),Electronic Publishing,Longitudinal Studies,Pretests Posttests,Correlation,Secondary School Students,Potential Dropouts

The purpose of this Mixed Methods study is to conduct a full quantitative and qualitative research methods on a hypothetical K-12 Alternative Education program, wherein ten students have had poor grades and are at-risk of withdrawing. Within a six-part action plan on the quantitative side, students were tested twice, before and after a two-paired sample t-test in their 9th grade year. On the qualitative side, students were evaluated on their Electronic Portfolios (e-Portfolios). Results were triangulated by Concurrent Design. Despite the results of the quantitative research, the collaborative efforts of the students' e-Portfolios showed that students worked-well collaboratively and the Action Research Framework encompassed well both the t-test and the e-Portfolios. Future research is still needed on the same group of students in other subject areas of the course work.
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
Author: Etuk, S. E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary Schools,Educational Policy,Compulsory Education,Foreign Countries,Correlation,Public Schools,Elementary Schools,Education,Public Policy,Statistical Analysis,Hypothesis Testing

This study attempts to answer the questions on whether the number and spatial distribution of available state owned primary and secondary schools in Akwa Ibom state, Nigeria can actually support the government policy of free and compulsory education in the state. The study examined the relationship between the available public schools and population as well as land area. The causality of the establishment and distribution of public primary and secondary schools were equally investigated. The result of this investigation reveals that though there is linear correlation between land area and number of public schools, and between population and number of public schools, yet neither land area nor population is the cause of establishing public schools in the state. Statistics reveals that the number of available public schools cannot make the free and compulsory education policy attainable, since private schools outnumber public schools. More public schools, which should be evenly distributed based on land area and population are needed for the policy to succeed. This is very necessary, since there is no better investment for any society than training the children and the youth.
Teaching Learning Practices in Schools under Shiksha Vikash Samiti, Odisha: Perception of Major Stakeholders
Author: Dash, Kalpana Rani
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Mixed Methods Research,Stakeholders,Interviews,Questionnaires,Instructional Materials,Educational Equipment,Teaching Methods,Computer Uses in Education,Elementary Secondary Education

This study has aimed to seek the perception of stakeholders (HMs, Teachers, and Parents) on quality of education in schools under Shiksha Vikash Samiti, Odisha with reference to the teaching learning practices. The Convergent-Parallel Design under Mixed Research Method has been followed for carrying out the study. The study is delimited to coastal Odisha, so the population of the study comprised all the stakeholders of such schools such as: HMs, Teachers, and Parents and Community Members. Tools used for data collection are interview schedule for Head Master/ Pradhan Acharyas; Questionnaire for teachers; and interview schedule for parents-cum-community members. The findings are: HMs reported globes, maps; charts, science kit, math kit, computers were used frequently in classroom teaching process. Majority of teachers (&gt;60%) reported the same. Majority of parents (&gt;60%) also reported aware of availability of globes, maps, charts, science and math kits, computers, and audio-visual instruments and majority of them (&gt;65%) were satisfied with availability of these equipment. In case of 50% schools LCD projector were not at all used for teaching purpose and the same was agreed upon by the teachers. On the other hand, one-fourth of parents did not know about availability of computers and LCD projectors in the schools. Half of the parents (49.24%) under study reported that Teaching Learning Materials (TLM) corner was available and 69.23% from among them were satisfied with TLM corner. Majority of parents (72.73%) reported, group discussion was practiced in the schools. Half of these those (52.08%) reported group discussion was effective for their children. Majority (64.40%) of parents reported that the teachers used to write lesson diary. Out of these parents 76.47% reported that writing lesson diary had appositive effect on their children.
Mathematical Knowledge for Teaching (MKT) among Primary School Teachers of Fiji
Author: Raiula, T. N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Gender Differences,Hypothesis Testing,Surveys,Statistical Analysis

Primary School Teachers in Fiji are employed and supervised by the Ministry of Education and are expected to teach all subjects prescribed by the Ministry with necessary teacher qualification. The objectives of the study is to examine the current status of MKT for Primary School Mathematics Teachers in Fiji schools in terms of its components; Knowledge of Content and Students (KCS); Knowledge of Content and Teaching (KCT); Common Content Knowledge (CCK); and Specialized Content Knowledge (SCK), and to compare status of MKT (Mathematical Knowledge for Teaching) for primary schools teachers, with gender. The study engages descriptive survey with engagement of Stratified Random Sampling technique with sample size of 363 Primary School Teachers, from each stratus covering the four major Divisions; Northern, Central, Western, and Eastern and uses a test on MKT to gauge the levels of teachers' MKT and t-test analysis is used to analyse the data quantitatively. The relevance of the study is to give a sense of direction to the Ministry of Education in Fiji, on how to support primary school teachers with teaching and other related assistance, to bring about higher achievement in mathematics assessments, and more importantly, meaningful learning for students. Secondly, the study would allow the different teachers colleges dialogue on the notions of MKT and incorporate in mathematics education courses. The findings of the study are discussed in detail in the paper.
Locus of Control in School Students and Its Relationship with Academic Achievement
Author: Kumaravelu, G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Locus of Control,Academic Achievement,Measures (Individuals),Scores,Gender Differences,Correlation,Multiple Regression Analysis,Statistical Analysis

This study aims to find out whether there is any positive relationship among locus of control and academic achievement of High school students in Puducherry region from a study on 380 school students. Locus of control scale developed by Levenson (1973) was used to collect the data. Results revealed significant difference was not observed in internal, external, and chance locus of control among male and female students, female students received higher mean scores for the internal, external, and chance locus of control than the male students. The students on the subjects of English, mathematics, and sciences showed significant difference on the internal locus of control with (F = 6.358, P&lt;0.05) and significant difference was not observed on the external and chance locus of control. Chance locus of control with r = 0.138 on the meaningful level of P&lt;0.01 and internal locus of control with r = 0.112 on the meaningful level of P&lt;0.05 had a significant and positive relationship with the academic achievement of school students.
Scaffolding Learner Puzzling in Exploratory Practice: Perspectives from the Business English Classroom
Author: Banister, Chris
Date: 2018-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Business English,English Teachers,Teacher Researchers,Mixed Methods Research,College Faculty,Foreign Countries,Student Research,Undergraduate Students,Problems,Inquiry,English (Second Language),Second Language Learning,Case Studies,Questionnaires

This study describes a teacher-researcher's experience of scaffolding his business English learners in identifying, formulating, and exploring language learning puzzles using the principles of exploratory practice. Adopting both qualitative and quantitative methods, the teacher-researcher reflected upon the learner-initiated and learner-centred inquiry as it played out in his UK university setting. Learners' perspectives revealed an enthusiasm for puzzling, especially when connections were established with their wider world. However, tensions also emerged, including the opaqueness of the scaffolding role and the mind-set shift required from learner-researchers and the teacher-researcher alike. Practical recommendations for teacher-researchers in similar contexts are provided: the need to highlight connection-building between learner puzzles and learners' wider lives and the importance of recognising distinctions between puzzles and problems.