ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientific Inquiry Based Professional Development Models in Teacher Education
Author: Corlu, Mehmet Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Education,Inquiry,Critical Thinking,Foreign Countries,Physics,Science Teachers,Student Teachers,Mathematical Formulas,Teacher Education,Action Research,Professional Development

Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers (N=48) by developing scientific inquiry skills. The impact of the course was measured in two-folds: (a) The results obtained from pre- and post-course scientific inquiry self-evaluations of student teachers, which showed a statistically significant improvement, (b) independently measured scientific inquiry levels, which were found highly correlated with student grades from practical courses. Qualitative data indicated that the student teachers were having difficulties in applying mathematical formula into physics applications. (Contains 3 figures and 4 tables.)
The Use of History of Science as a Cultural Tool to Promote Students' Empathy with the Culture of Science
Author: Guney, Burcu G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Science History,Science Education,Science Instruction,Empathy,Physics,High School Students,Grade 9,Secondary School Science,Case Studies,Interviews,Critical Thinking

It is difficult for students to understand historical settings, connect to today's world, interpret and appreciate scientists' efforts within current perspectives. Empathizing with historical characters and events can mediate understanding nature of physics for students. The purpose of this study was to investigate the effect of history of science on students' empathy with the historical characters and the events. With regards of socio-cultural theory, empathy was defined as a cultural tool, which mediates between students and the science society. The study was conducted in a private high school with participation of twenty-one 9th grade students in physics class for the unit of The Nature of Physics. A qualitative case-study method was employed. Data resources were video and audio recordings, field notes, students' tasks, interviews, and surveys. After transcribing and categorizing, the data were analyzed and patterns were organized. The findings supported eight aspects of empathy: Making Personal Connections, Imagination, Identification, Humanization, Understanding the Events, Understanding Different Perspectives, Understanding the Tentativeness of the Conclusions and Taking Perspectives. The results supported that students could interact with the culture of science with the use of the aspects of historical empathy. The use of the aspects of empathy attracted students' interest in physics lesson. The results are also promising for students' understanding nature of science.
An Activity-Based Study on Providing Basic Knowledge and Skills of Measurement in Teaching
Author: Maral, Sahide
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Education,Preservice Teachers,Science Instruction,Mixed Methods Research,Pretests Posttests,Science Curriculum,Foreign Countries,Psychomotor Skills

Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement skills, aims to clarify knowledge of some basic quantities (length, mass, weight, volume, temperature and time), create awareness about fundamental skills in measuring related quantities, and develop these basic skills for the benefit of pre-service science teachers (n=73). The experimental study, which has been designed using a mixed research methodology, includes both qualitative and quantitative research methods, uses a skill-observation form and researcher observation notes, as well as pre-test, post-test and retention tests. This research, which focuses on developing measurement activities, reveals the importance of not only knowledge and skill integration but also of continuity in teaching measuring skills. In addition, recommendations have been set forth for the effective use of measurement tools in basic science education courses and some measurement activities have been suggested. (Contains 4 tables.)
Mathematics Education Research in Turkey: A Content Analysis Study
Author: Ciltas, Alper
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Content Analysis,Mathematics,Mathematics Instruction,Mixed Methods Research,Data,Data Collection,Data Analysis,Sampling,Sample Size,Science Education

In this study, a content analysis of research is aimed in the field of mathematics education of Turkish researchers. To this aim, the investigation of 359 article were made which were accessed from web in full text between 1987 and 2009 years and which were published in the field of mathematics education from 32 different journals. 27 of these journals were national and 5 of them were indexed in Web of Science (SSCI). For this particular aim, a paper classification form, developed by Sozbilir, Kutu and Yasar was revised and used for research in mathematics education. Each publication has been subjected to content analysis through this form and the data were recorded in a database. The data were analyzed using SPSS 16.0 software. The results chart, frequency, and percentage table is presented as a descriptive manner. As a result, a large increase in mathematics education since 2002 is concerning studies, quantitative research is more preferred, as the subject of research is in the forefront of learning activities, studies, using more than one data collection tool and as a method of data analysis are in the forefront of the use and frequency were determined.
Falling between the Cracks: Ambiguities of International Student Status in Canada
Author: Kenyon, Kristi
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Foreign Students,Classification,Student Recruitment,Student Diversity,Social Capital,Citizenship,Credentials,State Aid,Student Needs,Role,Ambiguity (Context),Context Effect,Identification (Psychology),Student College Relationship,Higher Education,Comparative Education,Differences,Self Concept,Immigrants,Status

As Canadian universities seek to attract more international students, there is a need to recognize and respond to the diversity within this group and to question the binary categories of domestic students and international students. Relying primarily on 116 qualitative interviews with international undergraduates at the University of British Columbia, we utilize American students as a case study from which to explore the complex and blurred boundaries between these two categories. Americans resemble domestic students in some respects and international students in others, yet they are often less prepared to meet adaptational challenges because they have low expectations of cultural and institutional differences. We compare the experiences of Americans and international students from other countries, as well as other groups of students who fall between the cracks of the domestic and international student classifications. We argue that, by targeting services on the basis of these broad administrative categories, categories that were created for financial purposes, the university reduces the take-up of the very services students need. (Contains 20 notes, 1 figure and 2 tables.)
Are Transfer Students Different? An Examination of First-Year Grades and Course Withdrawals
Author: Stewart, Jo
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grades (Scholastic),Withdrawal (Education),Foreign Countries,College Transfer Students,Introductory Courses,Community Colleges,Comparative Analysis,Gender Differences,Educational Policy

Using data from several introductory-level courses at one Canadian university, community college transfer students were compared to transfer students from other universities and to non-transfer students on a number of measures of academic success. The three groups did not differ significantly in terms of course withdrawal rates, and final course grades for college transfer students were not significantly different from those of non-transfer students. However, students who had transferred from other universities received higher final grades. Mid-course grades and gender comparisons are discussed, as are policy implications and suggestions for future research. (Contains 8 endnotes and 5 tables.)
Indigenous Knowledge in Post-Secondary Educators' Practices: Nourishing the Learning Spirit
Author: Anuik, Jonathan
Date: 2012-00-00
Type: Journal Articles
Subjects: Lifelong Learning,American Indian Education,Animation,Foreign Countries,Indigenous Knowledge,Indigenous Populations,Teaching Methods,Holistic Approach

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi'kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.
Educational Outcomes of English Language Learners at University
Author: Roessingh, Hetty
Date: 2012-00-00
Type: Journal Articles
Subjects: English Language Learners,Comparative Analysis,Undergraduate Students,Academic Achievement,Literacy,Academic Persistence,Grade Point Average,Resilience (Psychology),Age,Immigration,Foreign Countries,Outcomes of Education,Teaching Methods,Educational Policy

This study compares the undergraduate academic achievement of domestic English language learners (ELLs) of different age on arrival (AOA) cohorts to native English speakers (NS), all of whom graduated from local high schools. The broad research question that frames the study is how the literacy levels of ELLs of different AOA cohorts influence retention, progress, and grade point average (GPA) as indicators of academic success. Findings suggest that ELLs are resilient and determined as they make progress toward degree status. However, their progress and achievement, regardless of AOA, is fraught with challenges. This outcome represents a loss of educational capital for Canada in an economy that needs the participation of these students, who are among our brightest and best. Suggestions are made for policy reform, pedagogy, and service provision for ELLs at university. (Contains 8 tables and 4 figures.)
Putting Research into Practice: Pedagogy Development Workshops Change the Teaching Philosophy of Graduate Students
Author: White, Peter J. T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Theory Practice Relationship,Workshops,Educational Philosophy,Graduate Students,Surveys,Student Attitudes,Memorization,Learning Strategies,Time Management,Discussion,Lecture Method,Concept Formation,Foreign Countries,Multivariate Analysis

Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no difference between groups (workshop attendees versus non-attendees) in their beliefs that (a) it is important to focus on in-depth learning of core concepts when teaching and (b) &quot;memorization&quot; is a poor learning strategy for students. On average, however, respondents who had taken the workshop allocated more in-class time for student-to-student discussions (interactive engagement) and placed less emphasis on lecturing. These results suggest that graduate students are generally aware of the importance of conceptual learning, but workshop attendees have clearer ideas on how to teach for effective learning. (Contains 2 tables and 2 figures.)
A Portrait of Administrator, Teacher, and Parent Perceptions of Title I School Improvement Plans
Author: Isernhagen, Jody C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Special Needs Students,Educational Change,English Language Learners,Educational Improvement,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Educational Strategies,Childhood Needs,Intervention,Educational Research,Data,Educational Objectives,Interviews,Professional Development,Community Involvement,Mixed Methods Research,Academic Achievement

As a nation we need to identify a set of practical tools to help schools meet the needs of diverse learners. Schools must improve learning for all students, including children living in poverty, students learning English for the first time, students with special needs, students that are mobile, and students with diverse backgrounds. It is critical to their success that decision making be based on real-time accurate data and include classroom interventions based on research. An increase in staff knowledge is required to promote a unified focus on strategies, targets, and data monitoring that is tied directly to the school mission, beliefs, and objectives for improvement. (Contains 1 table and 1 figure.)
Stereotype Threat and School Belonging in Adolescents from Diverse Racial/Ethnic Backgrounds
Author: Mello, Zena R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Minority Groups,American Indians,Asian Americans,Stereotypes,Social Attitudes,African Americans,Hispanic Americans,Whites,Student Attitudes,Identification (Psychology),Racial Differences,Secondary School Students,High School Students,Socioeconomic Status

In this study, we extend research on stereotype threat to adolescents and to school belonging. Stereotype threat refers to the impact of societal stereotypes on individual performance. Participants included adolescents from marginalized racial/ethnic minority groups including African Americans, American Indians, and Latinos and nonmarginalized racial/ethnic groups including Asian Americans and European Americans. A subtle manipulation that involved altering the sequence of instruments on a survey was employed to make identity salient and to activate stereotype threat. Results indicated that marginalized minority adolescents in the threat condition reported lower school belonging scores than their counterparts in the nonthreat condition, with a small to medium effect size. Making identity salient did not affect school belonging in nonmarginalized participants. Findings have implications for academic performance in minority adolescents. (Contains 1 table and 1 figure.)
Summer Literacy Intervention for Homeless Children Living in Transitional Housing
Author: Willard, Adrienne Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Reading Fluency,Emergent Literacy,Tutors,Disadvantaged Youth,Homeless People,Program Effectiveness,Summer Programs,Children,At Risk Students,Reading Instruction,Literacy Education,Public Housing,Individualized Instruction,Parents,Interviews,Teacher Attitudes,Parent Attitudes,Reading Skills,Student Attitudes,Reading Attitudes,Self Esteem,Recreational Reading,Family Environment

This study reports the findings of a six-week summer literacy program conducted at a transitional housing facility for homeless families in the Southwestern region of the U.S. This study is grounded on the body of knowledge on students' literacy and homelessness. The intervention included one-on-one instruction by tutors. This study examined reading scores, attitudes, and the previous home literacy environments of the 12 participants (ages five to 12). Parents and tutors also participated in postprogram interviews (N = 24). Descriptive statistics results showed that reading fluency increased (i.e., words per minute) through the literacy intervention. No significant change in attitude toward reading was found; however, themes within qualitative data suggested that participants' reading confidence and summer reading behaviors increased. Findings give (some) insight into early literacy and home literacy development of homeless children. (Contains 1 table.)
Is the Black-White Achievement Gap a Public Sector Effect? An Examination of Student Achievement in the Third Grade
Author: Simms, Kathryn
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Minority Group Students,Standardized Tests,Educational Vouchers,Private Schools,Grade 3,Elementary School Students,Scores,Comparative Analysis,African American Students,White Students,Racial Differences,Reading Achievement,Mathematics Achievement,Science Achievement,Public Schools,Family Influence,Peer Influence,Institutional Characteristics,Socioeconomic Status,Religious Education,Gender Differences

Prior research has suggested private school education in middle school and high school as a solution for the Black-White achievement gap. However, more recent research calls this solution into question. Additionally, research increasingly implicates third grade as being of preeminent importance in driving students' subsequent academic achievement. Consequently, this study relied on a nationally representative sample to compare standardized test scores of Black and White third graders who attended private schools. Regression analysis revealed achievement gaps in reading, math, and science. These achievement gaps were not significantly different from those detected in public schools. Hence, school vouchers may be inadvisable for most minority students. (Contains 3 tables.)
Layering Sel(f)ves: Finding Acceptance, Community and Praxis through Collage
Author: MacKenzie, Sarah K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teaching,Teaching Experience,Student Teachers,Teacher Educators,Art Products,Poetry,Art,Research Methodology,Educational Research,Praxis,Reflection,Art Education,Elementary Education

There are multiple aspects that shape one's experience as a student teacher; however often as teacher educators, we focus on the intellectual rather than the emotional nature of the experience. Within this a/r/tographical inquiry, we render a story of what can happen when teacher educators intentionally engage the multidimensional nature of the student teaching experience through the integration of arts-informed epistemologies within the context of the student teaching seminar. Student teachers entered into a dialogic space of reflexivity and praxis where they discovered that their experiences mattered and did not occur in isolation. This project has implications for considering ways to help student teachers and teacher educators bridge the gaps between the personal, social, artistic, and academic that is teaching. (Contains 8 figures.)
Fostering Growth in the Survivorship Experience: Investigating Breast Cancer Survivors' Lived Experiences Scaling Mt. Kilimanjaro from a Posttraumatic Growth Perspective
Author: Burke, Shaunna M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Activities,Exercise Physiology,Cancer,Case Studies,Females,Posttraumatic Stress Disorder,Foreign Countries,Self Concept,Interpersonal Relationship,Role,Interviews,Observation

The aim of this study was to use an ethnographic case study approach to explore breast cancer survivors' experiences scaling Mt. Kilimanjaro from a posttraumatic growth perspective. Three breast cancer survivors who participated in interviews and observations during a nine-day climb on the mountain were included in this study. Findings are presented first as three individual case studies and then offered as a cross-case analysis to emphasize themes that illustrated the women's shared experiences of growing from adversity. Participation in the climb on Mt. Kilimanjaro provided an opportunity for the women to (a) nurture priorities, (b) foster self-belief, and (c) cultivate connections. Future research should conduct investigations into the role of physical activity as a facilitator of the posttraumatic growth process.
Insurrectionary Womanliness: Gender and the (Boxing) Ring
Author: McNaughton, Melanie Joy
Date: 2012-00-00
Type: Journal Articles
Subjects: Quality of Life,Females,Expectation,Social Attitudes,Femininity,Gender Issues,Human Body,Athletics,Cultural Context,Violence,Conflict,Autobiographies,Ethnography,Sex Role

Integrating sociological theory on sport with Judith Butler's concept of insurrectionary speech, the author explores why and how womanliness is produced and problematized. In particular, this article investigates how participating in combat sport violates conventional womanliness by foregrounding physical capability and aggression. Using her identity as a female fighter as a starting point to engage the cultural construction of womanliness, the author connects a critical/cultural look at gender and sport with autoethnography.
Qualitative and Quantitative Approaches to the Study of Poverty: Taming the Tensions and Appreciating the Complementarities
Author: Balarabe Kura, Sulaiman Y.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Statistical Analysis,Social Science Research,Research Methodology,Poverty,Mixed Methods Research,Epistemology,Philosophy

There is a germane relationship between qualitative and quantitative approaches to social science research. The relationship is empirically and theoretically demonstrated by poverty researchers. The study of poverty, as argued in this article, is a study of both numbers and contextualities. This article provides a general overview of qualitative and quantitative approaches to poverty studies and argues that only a combination of the two approaches, where necessary, would provide a robust, rich and reliable data for researching issues of poverty. Hence, the contemporary drive towards a mixed methods approach in poverty research is not only welcomed but certainly timely as well. Thus, understanding ontological and epistemological paradigms about social sciences is imperative in dousing such tensions.