ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Play Supported Program on the School Readiness of 60-72 Month-Old Disadvantaged Children
Author: Polat, Özgül
Date: 2015-07-00
Type: Journal Articles
Subjects: Program Effectiveness,Young Children,Disadvantaged Youth,School Readiness,Comparative Analysis,Experimental Groups,Control Groups,Foreign Countries,Foster Care,Pretests Posttests,Intervention,Program Evaluation,Mathematics Skills,Scores,Social Development,Emotional Development,Physical Development,Daily Living Skills,Cognitive Development,Language Skills,Freehand Drawing

The aim of this research is to examine the effect of The Play supported Program designed for 60-72 month-old disadvantaged children on their readiness levels. The sample of the research has consisted of an experimental group and a control group, each having twenty 60-72 months old children (10 girls and 10 boys) at Göztepe Semiha Sakir Children's Home, an institution under the Turkish Republic Social Services and Society for the Protection of Children in Kadiköy Istanbul during 2010-2011 Academic Year. Research was designed according to pretest-posttest control group model. The Play Supported Program was prepared for the 60-72 month-old disadvantaged children and the training program has been carried out with the experimental group. The control group was not given an extra program. The development and application forms of &quot;Marmara Primary School Education Readiness Scale&quot;, which was developed and standardized by Polat Unutkan in 2003, have been used to gather data in the research. The results of the research show that there are significant differences in the favor of experiment group on the aspects of Mathematics, Science, Audio Capabilities, Cognitive and Language Development, Social and Emotional Development, Physical Development, and Self-Care Skills.
Individual Factors That Encourage the Use of Virtual Platforms of Administrative Sciences Students: A Case Study
Author: Arias, Alejandro Valencia
Date: 2015-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Electronic Learning,Foreign Countries,Case Studies,Questionnaires,Statistical Analysis,Student Attitudes,Self Efficacy,Factor Analysis,Likert Scales

Higher education Institutions have incorporated into their educational processes the virtual learning platforms use, in their search to answers to the dynamic and changing needs of young students, thus students have practical training in the use of information technologies and communication (ICT) in their curses. However, few studies have been developed in developing countries to understand the motivating factors of the virtual learning platforms use of undergraduate students. Based on this need, this research aims to examine the individual factors that encourage the virtual platforms use in university students from the city of Medellin, taking as a case study the population of undergraduate students of management sciences from the Universidad Autónoma Latinoamericana, the Institución Universitaria Escolme and the Instituto Tecnológico Metropolitano. The proposed methodology is descriptive type through a quantitative methodological design, where a self-administered questionnaire was used as instrument and applied to 270 university students from the city of Medellin. Between the main results it is observed although most of undergraduate students have used virtual learning platforms and have low frequency platforms use per week. In addition, it is noted that the factors who have influence in the positive attitude of respondents to the virtual learning platforms use are the innovative personnel, ability for self-learning, and self-efficacy and personal perception.
Conceptual Analysis and Implications of Students' Individual Differences to Curriculum Implementation in Technical Education
Author: Akpan, Godwin A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Technical Education,Individual Differences,Personality Traits,Self Efficacy,Ability,Student Needs,Individualized Instruction,Information Technology,Educational Technology,Computer Software,Problem Based Learning,Intelligence Differences

Individual differences refer to the unique ways each human being differs from another human being as expressed in behaviour or perceived in the physical appearance. Three factors of individual differences identified to be closely related to learning/acquisition of skills and performance of tasks. These are personality dimensions, self-efficacy and abilities. These factors individually and collectively have implications to implementation of curriculum in technical education. These implications presents the technical teacher with the challenges of understanding the students and planning instruction with due consideration to the needs, abilities, personalities and other individual differences related characteristics of the students. Among the various ways of coping with individual differences in curriculum implementation are through individualized instruction, the use of ICTs and software as Discrete Educational Software (DES), the use of problem-based or planning production and demonstration (PPD) to supplement classroom/workshop instructions.
Preferences and Willingness for Participating MOOCs in Turkish
Author: Erdem-Aydin, Irem
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Preferences,Attitude Measures,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Online Surveys,Questionnaires,Technology Uses in Education,Distance Education,Gender Differences,Age Differences

The goal of this study is to explore preferences of the experts, students, faculty, and administrators in the field of academic computing regarding the Massive Open Online Courses (MOOCs). This descriptive study was conducted during the Academic Informatics 2015 Conference help during 31 January-6 February 2015, Anadolu University, Eskisehir, Turkey. An online questionnaire was used to gather data. The results have revealed that there is a strong will among the participants of the study to take MOOCs on computing (programming, software engineering, etc.), open and distance learning tools and applications, as well as some topics in social sciences, personal development and hobbies. It was also noticed that male participants in the range of ages 17-24 show more interest in taking MOOCs among all the groups.
Evolution of the Conditions for Successful Innovation in Remote Networked Schools
Author: Hamel, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Program Implementation,Educational Technology,Rural Schools,Small Schools,Information Technology,Stakeholders,Discourse Analysis,Educational Indicators,Professional Development,Professional Isolation,Questionnaires

This paper investigates the presence (or absence) of Ely's (1999) conditions for implementing innovation in a rural context in the province of Quebec (Canada). The innovation, namely the Remote Networked School (RNS) initiative, is designed to bring new technology tools to enrich the learning environment of students and diminish teachers' isolation in the smallest and most remote schools of the province. The study presents a discourse analysis of four major stakeholder groups of the RNS initiative over three years. The qualitative analysis was designed to identify: 1) the conditions for innovation that were most present in stakeholder discourse over the years; 2) the indicators that strengthened the conditions for innovation presence or absence; and finally, 3) certain variations occurring during the adoption/implementation years of the RNS initiative. This paper reconfirms the adequacy of Ely's model as an effective framework for understanding and monitoring ICT-based systemic teaching and learning innovations such as the province-wide RNS initiative in Quebec.
An Overview of Models of Speaking Performance and Its Implications for the Development of Procedural Framework for Diagnostic Speaking Tests
Author: Zhao, Zhongbao
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diagnostic Tests,Oral Language,College English,English (Second Language),Test Construction,Instructional Design,Needs Assessment,Feedback (Response),Test Reliability,Test Validity,Computer Assisted Testing

This paper aims at developing a procedural framework for the development and validation of diagnostic speaking tests. The researcher reviews the current available models of speaking performance, analyzes the distinctive features and then points out the implications for the development of a procedural framework for diagnostic speaking tests. On basis of the overview and the experience gained from the development of Diagnostic College English Speaking Test, The researcher elaborates on the process of the development of the procedural framework. The framework is composed of four major phases: phase 1 needs analysis, phase 2 test design, phase 3 test piloting, administration and validation, and phase 4 test impact. Each phase is further divided into several steps, each having concrete aims and objectives. Literatures relevant to each component of the procedural framework are also recommended by the researcher to help teachers to develop their own diagnostic tests. The paper concludes with suggestions for further research on the development of computerized diagnostic assessment systems.
A Century of Professional Organization Influence: Findings from Content Analyses of MVTTEC Annual Meetings
Author: Wells, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Associations,Conferences (Gatherings),Conference Papers,Content Analysis,Scholarship,Technology Education,Engineering Education,Educational History,Educational Trends,Trend Analysis,Teacher Education,Teaching Methods,Educational Policy,Epistemology,STEM Education,Educational Objectives,Theory Practice Relationship,Alignment (Education),Progressive Education,Educational Change,Excellence in Education,Pedagogical Content Knowledge

Investigating the content presented at annual national conferences is regarded by many as a valid means for revealing patterns within a given professional organization concerning their interests, issues, concerns, priorities, and research foci, which collectively present an opportunity to provide future direction for the organization. As a result, scholars across many different disciplines have conducted such investigations in an attempt to gain insights into their professional organizations (e.g., Berryman, 1982; Conger, 1997; Fetro &amp; Droplet, 1991; Kiehn &amp; Kimball, 2008; Price &amp; Orman, 2001) and provide guidance based on the resultant patterns. Findings from such analyses of conference content are instrumental in documenting patterns relative to past trends within the field, organizational alignment with larger national trends, and using them to suggest future directions for professional organizations. In the field of technology and engineering education, the Mississippi Valley Technology Teacher Education Conference, today referred to simply as the Mississippi Valley Conference (MVC) is the oldest continuous conference with an entire century of content available for analysis. The MVC marked its 100th meeting in the fall of 2013, presenting not only a significant historical milestone but also a unique opportunity for investigating the extent to which this individual conference may have influenced the profession as a whole. This paper takes advantage of this opportunity by presenting an analysis of 100 years of discussion topics as a means for understanding the significance of the past century of meetings and to offer organizational insights that may prove valuable in guiding future directions for both conference and profession writ large.
Fostering Early Numerical Skills at School Start in Children at Risk for Mathematical Achievement Problems: A Small Sample Size Training Study
Author: Hasselhorn, Marcus
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Developmental Disabilities,Numeracy,Mathematics Skills,At Risk Students,Mathematics Achievement,Number Concepts,Pretests Posttests,Mathematics Instruction,Intervention,Instructional Effectiveness,Training,Remedial Mathematics,Control Groups,Competence,Program Effectiveness

Eight six-year old German children with development disabilities regarding such number competencies as have been demonstrated to be among the most relevant precursor skills for the acquisition of elementary mathematics received intensive training with the program &quot;Mengen, zählen, Zahlen&quot; [&quot;quantities, counting, numbers&quot;] (MZZ, Krajewski, Nieding, &amp; Schneider, 2007). In 24 30-minute training sessions administered across an interval of eight weeks, four children received the full program. Using a pretest-posttest control group design, the effectiveness of the training was demonstrated with a large effect size (d = 4.6). In addition, a shortened training of the waiting control group (n = 4) after finishing the principal evaluation replicated the appropriateness of the MZZ program (d = 2.5) as a means of remediating early number competence deficiencies at the onset of formal schooling.
Faculty Members' Ethical Behaviors: &quot;A Survey Based on Students' Perceptions at Universities in Turkey&quot;
Author: Ozcan, Kenan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,College Faculty,Ethics,Student Attitudes,Teacher Responsibility,Dating (Social),Sexual Harassment,Teacher Student Relationship,Student Evaluation of Teacher Performance,Grade Point Average,Behavior Rating Scales,Statistical Analysis,Factor Analysis,Likert Scales,Qualitative Research,Surveys

As members of academic team, faculty behaviors have vital influence on students' lives at universities. This study purposes to discover students' perceptions about faculty behaviors concerning their professional responsibilities, dating/sexual harassment, behaviors inside and behaviors outside the classroom and relationship based on self-interest. The study employs both a quantitative and a qualitative research technique. Results reveal that students' considerations are negative in terms of faculty behaviors inside the classroom and faculty professional behaviors. Significant differences were discovered according to establishment dates of the universities and students' Grade Point Averages (GPAs).
A Content Analysis of AIAA/ITEA/ITEEA Conference Special Interest Sessions: 1978-2014
Author: Reed, Philip A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Professional Associations,Industrial Arts,Content Analysis,Educational Change,Technological Literacy,Technology Education,Educational History,Educational Trends,Scholarship,Teaching Methods,Research,Trend Analysis,Biotechnology,Curriculum,Gender Issues,Design,Distance Education,Leadership,STEM Education

Associations routinely hold annual conferences to aid with professional development and actively promote the ideals of their membership and the profession they represent. The American Industrial Arts Association (AIAA) was created in 1939 and has held an annual conference the past 76 years to further these goals (Starkweather, 1995). Throughout this period, the profession has gone through significant changes that include a paradigm shift from a focus on the products and processes of industry to a broader focus on technological literacy. The AIAA reflected this shift by changing the association name to the International Technology Education Association (ITEA) in 1985. More recently, the association adapted to the increasing focus on engineering education and changed its name again in 2010 to the International Technology and Engineering Educators Association (ITEEA). The ITEEA conference has run consistently throughout this period and remains a cornerstone professional event. This article presents a content analysis of the ITEEA conference special interest sessions (N = 5,639) that took place between 1978-2014. The analysis is intended to highlight, among other topics, conference history, trends and issues, leadership, scholarly research, curriculum, and instructional methods.
Practice and Reflection on Interactive Three-Dimensional Teaching System in Agricultural and Forestry Colleges
Author: Lei, Zhimin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Colleges,Agricultural Education,Forestry,Educational Change,Teaching Methods,Social Systems,Ideology,Politics of Education,Student Centered Curriculum,Educational Practices,Student Participation

Ever since the new curriculum was implemented, Sichuan Agricultural University that is characterized by agricultural science has conducted ideological and political teaching reform, explored a basic route to integrate scientific outlook on development into theoretical teaching and initially formed a human-oriented interactive three-dimensional teaching system. In the practice of teaching reform, this university has insisted on healthy growth orientation of students and the basic principle of respecting students' subjective status, stuck to the basic principle of the guiding position of Marxism and the leading position of students, set up the board of studies mechanism to direct students to take an initiative in participating in reform on theoretical teaching, constructed the self-education module of interaction of &quot;explaining the theory&quot; by students, set up the subjective teaching module of teaching leading and interaction between teachers and students and gradually formed the &quot;quaternity&quot; interactive teaching mode in which the four aspects of teachers and students, students and students, intracurricular and extracurricular resources and practice of students inside and outside the school interact with each other in an organic way. The result of the teaching reform practice is of demonstrative significance and promotion value.
The Effect of Emotional Labor on Job Involvement in Preschool Teachers: Verifying the Mediating Effect of Psychological Capital
Author: Fu, Ching-Sheue
Date: 2015-07-00
Type: Journal Articles
Subjects: Preschool Teachers,Psychological Patterns,Emotional Response,Teacher Persistence,Work Attitudes,Self Efficacy,Teacher Attitudes,Positive Attitudes,Job Satisfaction,Personality Traits,Regression (Statistics),Foreign Countries,Questionnaires

In this study, the participants comprised 385 preschool teachers. The relationship among their emotional labor, Job Involvement, and psychological capital were examined using hierarchical regression analysis. In addition, whether psychological capital exerted a mediating effect on Job Involvement was investigated. The results show that &quot;deep acting exerted&quot; the strongest influence on Job Involvement in preschool teachers and that high psychological capital alleviated their emotional burden. Moreover, &quot;self-efficacy&quot; and &quot;optimism&quot; mitigated the need for psychological satisfaction of work in preschool teachers. In addition, &quot;optimism&quot; exerted a mediating effect on the relationship between emotional labor and Job Involvement in preschool teachers.
Evaluation of Teachers for the 21st Century Training Project
Author: Elannani, Hassan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Teacher Education,Teacher Workshops,Participant Observation,Program Evaluation,Educational Benefits,Professional Development,Barriers,Qualitative Research,Documentation

The United Arab Emirates has witnessed exponential growth while its schools have been lagging behind other areas of national development. Research studies attributed that to classroom practices that overemphasized theory and rote memorization. Education officials addressed this issue by setting up training programs about effective teaching techniques and strategies. The author participated in the &quot;Teachers for the 21st Century&quot; project and provided workshops to hundreds of public schools' teachers. To evaluate this teacher training project, the author followed a qualitative methodology using participant observation and data from documents, newspaper accounts, observation notes, and transcriptions of tape-recordings during the project. After each training session, the author tape recorded observations and noted participants' views and impressions. After the tapes were transcribed there emerged salient findings related to training content, trainers and translators, participants, training environment, and project management. The author found that an amalgam of organizational, professional, and cultural deficiencies had caused the three years' project to be discontinued after less than one year of its inception. Despite these shortcomings, teachers and trainers had benefited from the training. However, these pressing issues must be seriously addressed in order to conduct sustainable professional development programs in the United Arab Emirates and Gulf region.
&quot;I Really Want to Save Our Language&quot;: Facing the Challenge of Revitalising and Maintaining Southern Sami Language through Schooling
Author: Lyngsnes, Kitt Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Maintenance,Language of Instruction,Indigenous Populations,Uncommonly Taught Languages,Language Minorities,Learning Motivation,Native Language Instruction,Instructional Materials,Distance Education,Semi Structured Interviews,Elementary School Students,Secondary School Students

This article is based on a study of Southern Sami language learning in Norway. There are around 600-1000 Southern Sami living widely dispersed over a large territorial area in Norway. As an indigenous people, they have a right to instruction in their own language. The Southern Sami language however is in danger of extinction. The purpose of this article is to explore how Southern Sami language learning is organised and implemented in school and, whether this training contributes to revitalising and maintaining the language. Data is collected in the contexts of the main Southern Sami language learning schools through qualitative interviews with pupils, teachers, headmasters, and parents. A sociocultural theoretical framework is used to analyse the data. The findings show that Southern Sami language learning in school offers very limited access to a Southern Sami language community due to the small number of pupils and teachers, lack of learning materials and most importantly the overall lack of language arenas for Southern Sami language. Another finding was that enthusiasm and motivation for learning and saving the language was very extensive.