ethanporcaro/eric-fulltext-meta huggingface dataset:
School Based Assessment: Will It Really Change the Education Scenario in Bangladesh?
Author: Begum, Mariam
Date: 2008-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Evaluation Methods,Educational Change,Secondary School Teachers,Teacher Surveys,Educational Practices,Educational Policy,Improvement Programs,Teacher Attitudes,Teacher Competencies,Curriculum Implementation,Semi Structured Interviews,Questionnaires,Program Attitudes

In Bangladesh, the system of assessment has always been guided by curriculum though the system only covered learners' ability of memorization and comprehension skills. Other categories of skills in the knowledge like application, analysis, synthesis and evaluation are hardly included in the assessment. Besides, some of the essential qualities such as oral presentation, leadership, tolerance, co-operative attitude, school behavior, co-curricular activities, and social values are not included in the assessment system. As a result, learners' trend to rely heavily on their memorization skill leads them to become crippled lacking required excellence to contribute fruitfully to the society. The government of Bangladesh has timely envisaged the reservation of its education system and has justly adjudicated the School Based Assessment (SBA) aspiring learners' holistic development. SBA has been implemented in junior secondary levels of general education in June, 2007. This paper reveals the current situation of the recently applied assessment system through a study of a group of teachers of secondary level and SBA trainers. It will discuss the issues that emerge from the arguments of the scholars that they hold regarding SBA and its potentiality in the context of Bangladesh.
Exploring Sense of Community in a University Common Book Program
Author: Ferguson, Kristen
Date: 2015-00-00
Type: Journal Articles
Subjects: College Programs,Discussion Groups,Literature Appreciation,Lecture Method,Multimedia Materials,Questionnaires,Student Participation,Online Surveys,Communities of Practice,Social Psychology,Group Dynamics,Class Activities,Participant Satisfaction,Student Attitudes,Foreign Countries,College Freshmen

Many post-secondary common book programs purport to increase a sense of community on campus. This study explored whether a common book program at a Canadian university was able to create a sense of community among students. Results indicate that in-class discussions about the book, liking the Facebook page, attending the author lecture, and watching the author lecture on YouTube had significant impact on the sense of community among those who read the book. However, the program did not create an overall effect of a sense of community among first-year university students. Implications and recommendations for common book programs are discussed.
On Improvement of Physical Education Curriculum Setting in Higher Education
Author: Wang, Guanming
Date: 2008-05-00
Type: Journal Articles
Subjects: Physical Education,Higher Education,Relevance (Education),Curriculum Evaluation,Curriculum Enrichment,Curriculum Development,Reflection,Educational Practices,Educational Change,Change Strategies,Foreign Countries

As the last stage of students' physical training at school as well as the critical part in the formation of lifelong physical exercise, physical education in universities is an important part in the cultivation of student's overall qualities. Curriculum setting is the starting point as well as the axis of the whole physical education field hence having significance for it. Based on the survey over the actual situation of the present physical education curriculum in higher education, this article tries to reveal and analyze the defects in it and to further put forward some measures and suggestions to perfect it for relevant departments and colleagues' consideration.
Developing an Early-Alert System to Promote Student Visits to Tutor Center
Author: Cai, Qijie
Date: 2015-00-00
Type: Journal Articles
Subjects: Tutoring,College Freshmen,At Risk Students,Early Intervention,Class Size,Learning Laboratories,Mathematics Instruction,Help Seeking,Academic Achievement,Statistical Analysis

An early-alert system (MavCLASS) was developed and piloted in a large gateway math class with 611 freshman students to identify academically at-risk students and provide alert messages. It was found that there was significant association between the alert messages students received and their visits to the university's tutor center. Further, the achievement of students who visited the tutor center was improving over the semester. Evidence from the study suggests that an early-alert system focused on personalized feedback from instructional staff correlates with the help-seeking behaviors of at-risk students in large gateway classes.
Gender Privilege and the Culture of the Ontario School System: A Mid- to Late Twentieth-Century Case Study of a Male Public School Professional
Author: Wilcox, Beth
Date: 2015-04-10
Type: Journal Articles
Subjects: Males,Gender Differences,Public School Teachers,Foreign Countries,Case Studies,Teacher Attitudes,Administrator Attitudes,Educational History,Principals,Teaching Experience,Educational Trends,Trend Analysis,Credentials,Boards of Education

This study uses an adapted public history methodology of a local case study to analyze interviews conducted with a former Ontario teacher and principal. It draws on literature and historical documents regarding teaching between the 1950s-1980s to examine the typical experience of public school professionals in that time and discuss structural trends and beliefs regarding credentialism, local school board organization, and gender in the Ontario education system.
Inquiry-Oriented Science in Urban Secondary Schools: Voices of New and Experience Science Teachers on Perception of Preparedness
Author: Osisioma, Irene U.
Date: 2008-05-00
Type: Journal Articles
Subjects: Urban Schools,Secondary School Teachers,Teacher Attitudes,Teacher Education,Science Instruction,Likert Scales,Questionnaires,Inquiry,Teacher Surveys,Qualitative Research,Statistical Analysis

This study explores urban secondary teachers' perception of how prepared they are to teach science through inquiry-based strategy. It was conducted against the backdrop of recent calls by the National Research Council (NRC) to restructure the way science is taught. Results described in this paper are based on data collected through a Likert scale questionnaire administered to 39 practicing science teachers. The questionnaire provided both quantitative and qualitative data. Analysis of data showed that the majority (78%) of the teachers surveyed believed that they had the knowledge and skill required to teach science through inquiry. Their responses to open ended survey questions indicated something different. Only 13% of the teachers were able to list the elements of inquiry-based science instruction which raised the question about what they actually perceived as knowledge and skills of inquiry-based instruction. These differences are discussed in this paper. Implications for teacher preparation to instruct in an inquiry fashion are also presented.
Understanding the Difficulties Hindering Inter-Agency Collaboration for Students with Special Needs in Quebec
Author: Tetreault, Sylvie
Date: 2015-03-30
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Agency Cooperation,Barriers,Social Services,Health Services,Qualitative Research,Stakeholders,Semi Structured Interviews,Social Support Groups,Program Implementation,Program Effectiveness,Confidentiality,Contracts,Partnerships in Education

In 2003, the government of Quebec established the &quot;Agreement for the Complementarity of Services Between the Health and Social Services Network and the Education Network&quot; to define principles and obligations for inter-agency collaboration aimed at students with special needs and their families. This study documents the perspectives of organisation members from both networks. One hundred eighty-one participants were interviewed regarding their perceptions of inter-agency collaboration and related difficulties. Findings reveal that although network members are committed to collaborate in concordance with the &quot;Agreement,&quot; significant obstacles hinder an effective partnership, including an overall lack of coherence and gaps in the conditions required for an effective partnership, as well as insufficient awareness of the &quot;Agreement.&quot;
Transfer of Learning in Mathematics, Science, and Reading among Students in Turkey: A Study Using 2009 PISA Data
Author: Shelley, Mack
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Transfer of Training,Reading Achievement,Mathematics Achievement,Science Achievement,Predictor Variables,Scores,Socioeconomic Status,Geographic Location,Adolescents,Economic Climate,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Regression (Statistics)

Using Program for International Student Achievement (PISA) 2009 data we study the transfer of knowledge among reading, mathematics, and science among Turkish students. Both Science and Reading are significant predictors of Mathematics scores, although clearly Science is a much stronger predictor; the transfer from Science to Mathematics is much greater than is the transfer from Reading to Mathematics. SCHOOLID is the single strongest predictor of Mathematics outcomes, likely reflecting the importance of socioeconomic and regional or urban/rural differences in the quality of education available to students. Both Mathematics and Reading are significant predictors of Science scores, although Mathematics is a stronger predictor; the transfer from Mathematics to Science is greater than is the transfer from Reading to Science. SCHOOLID is a weaker predictor of Science outcomes than are Mathematics scores, suggesting that the importance of socioeconomic and regional or urban/rural differences in the quality of education available to students may have slightly less consequence for Science outcomes than does the transfer effect from Mathematics to Science. Both Science and Mathematics are significant predictors of Reading scores, but the transfer from Science to Reading is much more robust than the transfer from Mathematics to Reading. SCHOOLID and Science are nearly identically strong predictors of Reading outcomes, suggesting that the importance of socioeconomic and regional or urban/rural differences in the quality of education available is on a par with the Science transfer to Reading. Implications of these findings are discussed.
The End of Academia?: From &quot;Cogito Ergo Sum&quot; to &quot;Consumo Ergo Sum&quot; Germany and Malaysia in Comparison
Author: Lim, Kim-Hui,
Date: 2008-05-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Commercialization,Educational Quality,Information Technology,Industry,Academic Education,Educational Change,Politics of Education,Academic Freedom,College Faculty,Academic Achievement,Economic Factors,Educational Legislation,Standards,Higher Education

The lack of academic and thinking culture is getting more worried and becomes a major challenge to our academia society this 21st century. Few directions that move academia from &quot;cogito ergo sum&quot; to &quot;consumo ergo sum&quot; are actually leading us to &quot;the end of academia&quot;. Those directions are: (1) the death of dialectic; (2) the surrender of culture to technology; (3) the slavery of market-driven education; (4) administrators' hegemony and the syndrome of pseudo-professors; and (5) the bandwagon culture and wholesale purchase of ISO in education.
Updating the Role of Rural Supervision: Perspectives from Alaska
Author: Kaden, Ute I.
Date: 2014-07-00
Type: Journal Articles
Subjects: Role,Supervision,Teaching Methods,Teacher Recruitment,Teacher Persistence,Instructional Effectiveness,Preservice Teachers,Teacher Education Programs,Social Environment,Cultural Context,College Faculty,Observation,Teacher Collaboration,Rural Schools,Student Teaching,Qualitative Research,Phenomenology,Ethnography

Despite the documented importance of professional experiences in teacher preparation, numerous questions persist as to how university supervisors can effectively contribute to rural preservice teachers' development and to establish lasting collaborations between involved stakeholders (e.g., collaborating teacher, principal, community). This paper provides insight into the challenges and potential for a comprehensive and updated approach to in-person supervision in a rural sociocultural context. Transcriptions of field notes, observation protocols, and conversations from forty supervision travels to remote Alaska villages are examined and interpreted. Results support a fresh, rural-contextual approach to in-person supervision that has the potential to help preservice teachers not only master effective teaching strategies but also support teacher recruitment, retention, and collaboration.
Assessing Learning in a Student-Centred Classroom Environment
Author: Simpson, Gary
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Outcomes of Education,Student Centered Curriculum,Formative Evaluation,Summative Evaluation,Educational Assessment,Prior Learning,Testing,Class Activities,Evaluation Criteria,Classroom Environment

The author describes the manner in which student learning outcomes can be successfully measured, in a student-centred classroom environment, using both formative and summative approaches. He argues that by carefully planning units of work and/or individual activities in negotiation with students, it is possible to ascertain what they already know and understand about a subject and what skills and interests they may bring to the study of it. It is then possible to assess the growth of students' knowledge, understanding, and skill during, and at the end of, an activity or unit of study and report on this personal growth.
Turning around Newton's Second Law
Author: Goff, John Eric
Date: 2004-00-00
Type: Journal Articles
Subjects: Science Education,Introductory Courses,Physics,Scientific Concepts,Equations (Mathematics),Motion,Secondary School Science,High Schools,Teaching Methods,Visual Aids

Conceptual and quantitative difficulties surrounding Newton's second law often arise among introductory physics students. Simply turning around how one expresses Newton's second law may assist students in their understanding of a deceptively simple-looking equation.
In Their Own Words: What Girls Say about Their Science Education Experiences
Author: Papadimitriou, Michael
Date: 2004-00-00
Type: Journal Articles
Subjects: Science Education,Secondary School Science,High School Students,Student Attitudes,Scientific Attitudes,Females,Physics,Chemistry,Phenomenology,Learning Experience,Mathematical Aptitude,Science Interests,Prior Learning,Learning Strategies,Teacher Student Relationship,Student Evaluation of Teacher Performance,Constructivism (Learning),Journal Writing,Interviews,Observation

The purpose of this phenomenological study was to identify and describe the essential components of the current science education experience as constructed by female high school physics and advanced chemistry students. The participants identified five major factors as salient components of the science education experience: (a) mathematics, (b) interest in science, (c) previous experiences, (d) instructional strategies, and (e) the teacher. Unfortunately, participants recalled very few school-related elementary experiences. As a result, out-of-school experiences emerged as crucial to interest development. Further, students related teacher attributes closely to course attributes. In addition, instructional strategy preference varied widely. Mathematics (i.e., the quantitative nature of science) was described as a key factor in the determination of future science participation. Apparently, in high school, as the quantitative nature of science emerges, students must adjust their personal perceptions of science. This adjustment may determine the likelihood, and type, of future science participation.
Learning from Our Students: Photovoice and Classroom Action Research
Author: Whitfield, Dean
Date: 2005-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Teacher Student Relationship,Scientific Literacy,Scientific Attitudes,Student Attitudes,Research Methodology,Photography,Video Technology,Grade 9,Grade 10,Teaching Methods,Educational Practices,Student Projects

In this project, Photovoice, a participatory action research tool, was used to establish a relationship between teacher and students and an understanding of students' ideas of, and about, science. The background to the research, the action research and Photovoice methods used, and what was learned from the study are discussed. Suggestions are made for how Photovoice and action research will be applied to future teaching.
Trouble in the Kitchen: A Problem-Based Activity in Human Biology
Author: Clovis, Christopher J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Biology,Secondary School Science,Scientific Concepts,Investigations,Critical Thinking,Science Activities,Thinking Skills,Science Experiments,Student Projects,Food Service,Patients,Vignettes,Instructional Materials,Dietetics,Science Process Skills,Teaching Methods,Foreign Countries

In Ontario, the secondary school science curriculum advocates the use of laboratory activities to reinforce specific scientific concepts and promotes the development of skills in scientific investigation and communication. Students in biology courses are often expected to identify unknown substances using standard tests, but rarely are these tests integrated into a problem-based learning situation. This activity provides an opportunity for students to demonstrate critical thinking and deductive reasoning skills, while also demonstrating procedural aptitude. To be successful, students must conduct a series of controlled experiments and, by analyzing the results, solve the dilemma of which food to serve to which hospital patient.
Transforming Your Practice: Hero or Heretic
Author: Simpson, Gary
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Practices,Transformative Learning,Change Agents,Active Learning,Learning Processes,Instructional Improvement,Communities of Practice,Peer Groups,Teacher Collaboration,Change Strategies,Teacher Improvement

How do you transform your own practice, and the practice of your peers? How do you act as a change agent in a positive, open dialogue with peers? The author seeks to explore this complex, often difficult issue, hoping to encourage others to look at their practice, and the practice of their peers, and ask: &quot;Can we do better?&quot; Can we better engage our students as active learners? Can we improve the teaching and learning process for our students?
Reflections from a Computer Simulations Program on Cell Division in Selected Kenyan Secondary Schools
Author: Ndirangu, Mwangi
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Educational Technology,Secondary School Science,Cytology,Science Instruction,Computer Simulation,Biology,Scientific Concepts,Interaction,Classroom Communication,Interviews,Qualitative Research,Cooperative Learning

The application of computer technology in education is a relatively new approach that is trying to justify inclusion in the Kenyan school curriculum. Being abstract, with a dynamic nature that does not manifest itself visibly, the process of cell division has posed difficulties for teachers. Consequently, a computer simulation program, using animated colour graphic images capable of presenting the dynamic nature of the process through a multi-sensory approach, was developed from the existing school biology syllabus and implemented for a period of 4 weeks. Data was collected and analysed to help unravel what was actually happening as the teachers and the students interacted with the computer simulation program and/or instructional materials during cell division lessons. Results indicate that the computer simulation program created a community of meaning makers by enabling learners to aggregate their insights through co-elaboration and self-teaching while interrogating the learning experiences presented by the simulation. Support is provided for the idea that the use of computer simulations can greatly enhance pupils' understanding of cell division concepts.
The Splashdown Effect: Measuring the Effect of Science Enrichment Programs on Science Attitudes of Gifted High School Girls and Boys
Author: Stake, Jayne E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Science Education,Academically Gifted,Enrichment Activities,High School Students,Program Effectiveness,Summer Programs,Educational Quality,Student Attitudes,Self Esteem,Attitude Change,Pretests Posttests,Interviews,Rating Scales,Questionnaires,Followup Studies

The benefits of enrichment programs for the enhancement of students' science achievement are well established. However, little evidence is available on the value of these programs for increasing students' confidence and motivation for science. One problem in measuring changes in students' science attitudes is that students may suffer from a temporary &quot;big pond, little fish&quot; phenomenon when they are with academically strong students in their enrichment program rather than with students in their usual school settings. To study the influence of science enrichment programs for improving student science attitudes, it is therefore important to assess the program effect that students experience as they return to (&quot;splashdown&quot; in) their home high school after completing their enrichment program. It may be only then that students can fully recognize how they have benefited from their program. We found that gifted high school students experienced strong splashdown effects following an intensive summer science program, and these effects were especially strong for students who returned to academically weaker schools (smaller &quot;ponds&quot;). Our findings provide strong support for the importance of evaluating splashdown effects following enrichment programs so as to measure the full impact of science enrichment on students' motivation and confidence to achieve in science. (This paper is a summary of Stake &amp; Mares, 2005).
First Time International College Students' Level of Anxiety in Relationship to Awareness of Their Learning-Style Preferences
Author: Young, Arlene Shorter
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Anxiety,Foreign Countries,Cognitive Style,Preferences,Profiles,Asians,Acculturation,School Orientation,Focus Groups,Teacher Attitudes,Student Attitudes,Cultural Influences,Cultural Differences,Gender Differences,Grade Point Average,Pretests Posttests,Interviews,Transitional Programs,Student Adjustment

Given the receptivity of American colleges to international students, administrators and professors must recognize the diversity such registrants bring to campus in the form of achievement, age, gender, language, and national differences. The purpose of this study was to compare learning style preferences of international first year college students and to analyze the effects of accommodating learning-style preferences of first year international college students on achievement and anxiety levels over one semester. This paper focused on the identification of learning style profiles of first time visiting Japanese, Korean, and Chinese college student populations. It also assessed the anxiety and acculturation levels of these international students when they were first introduced to the American educational system which incorporated teacher facilitation and promoted student directed studies. Finally, student learning styles were assessed after a six-week summer session to see if learning styles remained the same after students were introduced to the American educational system. After the six-week summer session and two semesters, a focus group meeting with a sample population of students and a separate focus group meeting with instructors were held to confirm quantitative findings.