ethanporcaro/eric-fulltext-meta huggingface dataset:
The Predictive Validity of Classroom Observations: Do Teachers&apos; Framework for Teaching Scores Predict Kindergarteners&apos; Achievement and Motivation?
Author: Patrick, Helen
Date: 2020-10-00
Type: Journal Articles
Subjects: Predictive Validity,Observation,Kindergarten,Preschool Children,Preschool Teachers,Student Motivation,Reading Achievement,Mathematics Achievement,Teacher Effectiveness,Accountability,Teacher Evaluation,Classroom Environment,Achievement Tests,Academic Standards,Individual Differences

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers' instruction. We investigated how well 81 kindergarten teachers' FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students' year-end achievement and motivation in reading and mathematics, controlling for students' sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students' achievement: 2.5% for reading and 1.3% for mathematics. Neither students' end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.
Integrating Formal Methods for Security in Software Security Education
Author: Modesti, Paolo
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Security,Computer Software,Computer Science Education,Programming,Skill Development,Constructivism (Learning)

As the number of software vulnerabilities discovered increases, the industry is facing difficulties to find specialists to cover the vacancies for security software developers. Considering relevant teaching and learning theories, along with existing approaches in software security education, we present the pedagogic rationale and the concrete implementation of a course on security protocol development that integrates formal methods for security research into the teaching practice. A novelty of the framework is the adoption of a conceptual model aligned with the level of abstraction used for the symbolic (high-level) representation of cryptographic and communication primitives. This is aimed not only at improving skills in secure software development, but also at bridging the gap between the formal representation and the actual implementation, making formal methods and tools more accessible to students and practitioners.
The Effects of Using Web-Based 3D Design Environment on Spatial Visualisation and Mental Rotation Abilities of Secondary School Students
Author: Dere, H. Ebru
Date: 2020-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visualization,Geometric Concepts,Depth Perception,Computer Simulation,Secondary School Students,Grade 6,Tests,Scores,Design

The purpose of this study is to investigate the effects of applications created using a web-based 3D design environment on the spatial visualisation and mental rotation abilities of secondary school students. A total of 63 school students from the sixth grade participated in the study. The researchers applied a mixed research method including both quantitative and qualitative measures. The Spatial Visualisation Test, Mental Rotation Test, and Santa Barbara Solids Test, which concurrently measure spatial orientation and spatial relations, were used as tools to measure the different components of spatial ability prior to and after the treatment application. Following the treatment, a focus group interview using structured questions was conducted. A statistically significant difference showed an increase in all three test scores of the students; also, the students stated that they were satisfied with being able to design and create something new.
Standards-Based Science Institutes: Effective Professional Development That Meets Teacher and District Needs
Author: Chaudhuri, Alakananda R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,High School Teachers,Teaching Methods,Pretests Posttests,Inquiry,Lesson Plans,State Standards,Faculty Development,Educational Needs,School Districts,Middle School Teachers,Models,Teacher Attitudes,Educational Change,Pedagogical Content Knowledge,Biology

Five standards-based science institutes (SI) were conducted between 2005 and 2016 to support improved content knowledge, pedagogy, and pedagogical content knowledge of in-service middle and high school science teachers in the area of biology. The SI were conducted for 90 hours during the summer and academic year. Content covered was related to state science standards taught in the participants' classrooms. Instruction was based on the 5E learning cycle model and emphasized the use of inquiry so that participants experienced the teaching methods specified by the science teaching standards. Pre- and post-test analysis demonstrated significant content gains using this teaching model. Teacher surveys and reflections confirmed that the program had a positive influence on implementation of classroom teaching methods and student learning. Analysis of lesson plans and classroom observations indicated that teachers were able to redesign lesson plans and teaching practices to meet state standards for incorporating inquiry into classroom teaching.
An Analysis of Haiku Teaching Discourse: From Talking about to Doing Haiku
Author: Nguyen, Hong-Nguyen
Date: 2019-00-00
Type: Journal Articles
Subjects: Poetry,Educational Resources,Discourse Analysis,Teaching Methods,Experiential Learning

Haiku have attracted interest among educators and teachers because of their aesthetic, intellectual, and therapeutic possibilities. Teachers whose interest is piqued might turn to online resources as haiku are not yet officially taught in teacher education programs. This paper is designed to investigate the discourses of resources concerning haiku that teachers might find online. Drawing on a discourse analysis, this study reveals two different discourses: (1) a &quot;talking about haiku&quot; discourse, which includes topics concerning theoretical aspects of haiku; and (2) a &quot;talking/doing haiku&quot; discourse, which concerns modelling haiku. The latter shows a movement toward an authentic practice in teaching haiku instead of using only a metalanguage approach. Based on the findings, an increased initial focus on the actual doing (talking) haiku is suggested preceding the elaboration of historical and other structural information to enhance its potential benefits.
Flipping a College Physical Activity Course: Impact on Knowledge, Skills, and Physical Activity
Author: Vaughn, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,College Students,Physical Activities,Knowledge Level,Skill Development,Physical Education,Learning Experience,Homework,Video Technology,Pretests Posttests,Teaching Methods,Student Attitudes

The purpose of this study was to examine the impact of a flipped classroom model on students? knowledge, skills, and physical activity in a collegiate physical activity course. While there are many studies exploring the impact of the flipped classroom in various fields of study, a dearth of studies has examined the impact of this new pedagogy in a physical education course. We thus flipped a college level physical education course and examined students? learning experiences. Students were required to watch health knowledge and exercise skill videos prior to a class and engage in active physical activity both inside and outside the classroom. Multiple data were collected to examine the impact, including pre- and post- knowledge and skill tests, individual interviews, student surveys, and physical activity logs. The findings demonstrated that students? health knowledge and exercise skills were significantly improved, and the course allowed students to be engaged in various types of physical activity inside and outside the classroom.
Developing Visual-Spatial Thinking in Youth Using Sensorimotor Experiences: Approaches from a Piagetian Cognitive Framework
Author: Frazier, Andrea Dawn
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,Sensory Experience,Piagetian Theory,Logical Thinking,Urban Planning,Elementary School Students,After School Programs,Middle School Students,Human Body,Summer Programs,Theater Arts,Imagination,Housing

Shaping OurSpace was an urban planning project asking children to propose plans for a housing project phased for redevelopment. Our primary aim was building visual-spatial thinking. McCormack's (1988, 2011) hierarchical framework was used to operationalize visual-spatial thinking, and we believe that embodied cognition served as a vehicle for fostering visual-spatial thinking not only in rudimentary ways but also more conceptually. Thus, although our study did not depend on Piaget and Inhelder's (1956) developmental approach to spatial reasoning, their work provides theoretical insight that supports assumptions underlying our work. We highlight two areas of connection between Piaget and Inhelder's theory on spatial reasoning development and our methodology across the 2 phases of our project: (1) Piaget and Inhelder privilege sensorimotor experiences as the bases for spatial reasoning; and (2) Piaget and Inhelder argue that spatial reasoning occurs in 2 phases -- via perception and via imagination and thought. We argue that Piaget and Inhelder's arguments about spatial reasoning remain decidedly relevant in understanding how to potentially facilitate this reasoning in children.
Respecting Students: Abusive Classroom Teacher Verbal Behaviour
Author: Hogan, Terry
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teacher Behavior,Verbal Communication,Bullying,Foreign Countries,Antisocial Behavior,Racial Bias,Social Bias,Homosexuality,Discipline

This qualitative study examined classroom Teachers verbal abuse by reviewing a sample of the decisions of the discipline committee of the Ontario College of Teachers (OCT). Data were collected from the Canadian Legal Information Institute (CANLII) online database, which provided a record of all the OCT discipline committee decisions, with supplementary data from &quot;Professionally Speaking,&quot; the magazine of the OCT, as well as the OCT's website. Data revealed that verbal abuse is present in Ontario classrooms, and measured responses and related methods of dealing with teacher misconduct are derisory at best and slowly evolving. Investigated cases of verbal abuse in the classroom were reviewed and illuminated the progress that has been made in dealing with Teacher verbal abuse in schools, while providing suggestions for improvement. Male Teachers are often offenders and the impact on all stakeholders is both lifechanging and serious. In sum, any delay in effectively dealing with complaints and disciplinary matters is unacceptable as it stands and must be fixed to protect students from abuse.
A Comparative Study of the Multiple Intelligence Profiles of First-Year IT Students and Employed Graduates
Author: Wilinski, Antoni
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Intelligence Tests,College Freshmen,Graduate Students,College Graduates,Employees,Information Technology,Computer Science Education,Personality Traits,Labor Market,Foreign Countries

The aim of the article is to determine in the studied groups the multiple intelligence distribution defined in the 1980s by Howard Gardner. The research was conducted in three groups of respondents. The first study group was first-year students of computer science, the second was master (2nd degree) students, educationally 4 years older than the first group. Their intelligence distributions were compared with the intelligence distributions of the third group -- graduates of the same university, the same field of study after several years of work in positions consistent with their education. Participants filled one of the multiple intelligence tests selected by answering 24 questions. A group of approximately 110 students and approximately 40 IT employees were examined. As there were statistically justified differences in several significant sub intelligences, a discussion was held on the forms of educational impact on student development paths. The research was carried out in conditions of full voluntary participation in the test and on the basis of self-assessment according to questions suggested in one of the online sources. According to the authors, the results seem interesting, although surprising.
Voice Assistants and Smart Speakers in Everyday Life and in Education
Author: Terzopoulos, George
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Natural Language Processing,Assistive Technology,Technology Uses in Education,Elementary Secondary Education,Special Education,Second Language Learning,Privacy,Information Security

In recent years, Artificial Intelligence (AI) has shown significant progress and its potential is growing. An application area of AI is Natural Language Processing (NLP). Voice assistants incorporate AI by using cloud computing and can communicate with the users in natural language. Voice assistants are easy to use and thus there are millions of devices that incorporates them in households nowadays. Most common devices with voice assistants are smart speakers and they have just started to be used in schools and universities. The purpose of this paper is to study how voice assistants and smart speakers are used in everyday life and whether there is potential in order for them to be used for educational purposes
Constructive Graph Tasks in Distant Contests
Author: Chukhnov, Anton
Date: 2020-00-00
Type: Journal Articles
Subjects: Graphs,Computer Simulation,Mathematics,Computer Science,Competition,Task Analysis,Astronomy,Problem Solving

The paper discusses a certain type of competitions based on distance interaction of a participant with simulation models of concepts from discrete mathematics and computer science. One of them is the &quot;Construct, Test, Explore&quot; (CTE) competition, developed by the authors, the other is the Olympiad in Discrete Mathematics and Theoretical Informatics (DM&amp;TI). The tasks presented in this paper are generally devoted to the concept of a graph isomorphism. Most of the tasks are verified automatically.
Can an Insulator Be Electrified? Teaching Electricity in Elementary and Middle School in the Age of NGSS
Author: Bar, Varda
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Energy,Middle School Students,Scientific Concepts,Concept Formation,Intervention,Hands on Science,Foreign Countries,Grade 8,Elementary Education,Science Experiments,Elementary School Science,Secondary School Science

In light of extensive research demonstrating widespread misconceptions about electricity, this paper describes a learning study that targeted the most likely source of difficulty--failure of middle school pupils to develop a mental model that serves as a bridge between static and current electricity. During the intervention, pupils first envision static electricity as due to mechanical forces that separate two kinds of electrical charges. They then expand the model to account for current electricity, noting that the battery uses chemical means to separate charges, thus providing a force to drive an electric current. Pupils also develop a nuanced understanding of the role played by insulators and conductors in static and current electricity. The instructional unit combines hands-on activities and demonstrations in which pupils' pre-instructional ideas conflict with their observations, discussions to help them resolve the conflicts, and direct instruction about the history of electrical science. The underlying philosophy is constructivist--to help pupils develop a meaningful and flexible mental model of electrical phenomena.
Learning the Science behind Drug Addiction: A School-Based Laboratory Approach to Addiction Prevention
Author: Miles, Rhea
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Drug Abuse,Drug Addiction,Program Development,Animals,Inquiry,Teaching Methods,Pharmacology,Biomedicine,Career Choice,Scientific Research,Faculty Development,Laboratory Procedures,Middle School Students,Science Tests,Pretests Posttests,Instructional Effectiveness,Teacher Attitudes,School Districts

The purpose of Science Education Against Drug Abuse Partnership (SEADAP) is to use the planarian animal model to develop an inquiry-based program to teach the science of drug addiction and pharmacology of drugs being abused. Upon completion of a SEADAP teacher professional development, study data reveals a favorable increase in teacher awareness of careers related to biomedical research, knowledge of the hazards of using addictive substances, knowledge about the science of drug addiction and skills related to the use of animals in scientific research. Additionally, SEADAP supported professional development (PD) for teachers is of high quality, relevant to their needs, and meets their expectations in providing important resources for teaching and learning. SEADAP teacher participants gain relevant knowledge about drug addiction and abuse to incorporate it into instruction about the scientific process. Teacher SEADAP participants administered a pretest to middle school students prior to SEADAP-related instruction and a posttest was administered to student participants after SEADAP-related instruction had concluded. Student mean posttests scores on knowledge about drugs, biomedical careers and animal model research significantly increased from pretest scores. This indicates that the implemented lessons of the SEADAP teachers impact students.
Educating Professionals for a Global Vision: No Past, No Future
Author: Tammaro, Anna Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: International Organizations,Library Education,Global Approach,Library Associations,Futures (of Society),Professional Identity,Educational Change,Job Skills,Conferences (Gatherings),Foreign Countries

Since its beginning, IFLA has been concerned with education and training, creating guidelines and standards for educational quality. Ninety years after the first IFLA Conference, IFLA Satellite returned to the Vatican Library with the aim of stimulating a high-level conversation on the future of librarians. This article is a reflection on the IFLA's role in the past and in the present for education and training and the impact of IFLA Global Vision on the education of new professionals. The main results of the conversation during the Satellite are that librarians are no longer the ones who mediate in a passive role between the communities and the collection but have been transformed into active agents of the community and, within it, &quot;facilitators&quot; of knowledge. The mutability of the global world context means that competencies must be reviewed and adapted to new operative instruments. The IFLA Global Vision and a focus on strong value bases may help librarians outline a more solid mission. Among the new disciplines emergent in the LIS context, technology and informatics are fundamental. The competencies in education have emphasized also the fundamental knowledge of research methods and critical abilities in analyzing the results. Nevertheless, librarians are not only users of research; they actively contribute to research and need practical abilities in programming and realization of research projects. From what emerged during the Rome Satellite, LIS is being enriched by new technological, ethical, and social aspects that should be inserted into future curricula and will become part of the librarian's identity. The very rethinking of professional identity has in itself brought a transformation in the LIS discipline, in which the concepts of digital inclusion, social inclusion, and lifelong learning are central.
Future LIS Education and Evolving Global Competency Requirements for the Digital Information Environment: An Epistemological Overview
Author: Raju, Jaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Library Education,Educational Trends,Futures (of Society),Competence,Foreign Countries,Library Science,International Organizations,Library Associations,Epistemology,Higher Education,Educational Quality

In the context of an evolving digitally-oriented library and/or information science (LIS) discipline and framed by Andrew Abbott's Chaos of Disciplines theory, this article presents an epistemological overview of evolving competency requirements for a global digital information environment and the implications of this for future LIS education. In doing so it draws from both an international case study of ongoing research by the IFLA BSLISE (Building Strong LIS Education) Working Group into the development of an international framework for the assessment of quality standards in LIS education and a national (South African) case study involving the compilation of an LIS competency index in a highly digitally oriented information environment. The Chaos of Disciplines theory was originally conceptualized to demonstrate the evolution of disciplines in the social sciences. Its core principles of the interstitial character of a discipline and fractal distinctions in time are employed as a heuristic tool to connect the empirical evidence from these two purposively selected case studies to the inherent nature of the LIS discipline and the implications of this for competency requirements for professional practice in a highly digitized global information environment and for future LIS education responding to these competency exigencies.
Learners&apos; Views on Asymptotes of a Hyperbola and Exponential Function: A Commognitive Approach
Author: Mudaly, Vimolan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Geometric Concepts,Mathematics,Grade 11,Secondary School Students,Student Attitudes,Comprehension

Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners' mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Realisation Tree Assessment tool focused on teacher talk, the Realisation Tree of a Function focused on learner expression and responses. A qualitative research design was essentially adopted, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis. A purposive sampling strategy was implemented. Data were collected by means of a test administered to a total of 112 Grade 11 participants from four selected secondary schools. Focus group interviews were conducted with 24 of the best-performing participants by using their responses from the written mathematical tests. The results revealed that the learners' mathematical discourse is not coherent. While learners' work on each representation was often mathematical there seemed to be a struggle when the task had an unusual orientation. Different expressions of the same mathematical object elicited different responses. The challenge is that learners exhibited a fragmented relationship between the mathematical objects of the function.