ethanporcaro/eric-fulltext-meta huggingface dataset:
The Australian Geography Competition: An Overview of Participation and Results 2004-2013
Author: Childs, Iraphne R. W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Geography Instruction,Rewards,Competition,Secondary School Students,Student Participation,Age Differences,Gender Differences,Difficulty Level,Curriculum Design,Spatial Ability,Cognitive Ability,Multiple Choice Tests

The Australian Geography Competition (AGC) was established in 1995 by the Royal Geographical Society of Queensland (RGSQ) and the Australian Geography Teachers' Association to promote the study of geography in Australian secondary schools and to reward student excellence in geographical studies. Initially focusing on students at the lower secondary level, the Competition expanded in 2005 to include students up to Year 12. In 2013, the number of students participating nationwide in the AGC was 74,498. This paper firstly gives an overview of national participation by Australian students in the Competition over the 2004-2013 period. Secondly, more detailed analysis of the 2012 and 2013 competitions is presented in terms of overall results in the three age groups, the types and levels of difficulty of questions, and gender differences in achievement. Some concluding observations are made relating to the scope and significance of the AGC in the context of the introduction of the national geography curriculum from 2014.
Secondary School Students' Opinions about Readers' Theatre
Author: Karabag, S. Gulin
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Theater Arts,Grade 11,Secondary School Students,Semi Structured Interviews,School Districts,Student Attitudes,Foreign Countries,Literacy Education,History Instruction,Content Analysis,Reading Processes,Peer Relationship,Qualitative Research

In this article, a teaching strategy which not only blends yesterday and today in a meaningful way but also powerfully integrates literacy and history will be examined. Firstly Readers' Theatre as a technique will be introduced. Secondly, the usage guidelines of Readers' Theatre will be presented. Finally the opinions of secondary school students about Readers' Theatre as an instructional component in history teaching will be discussed. The research was conducted on 72 11th grade students from Deneme Secondary School in Çankaya district in Ankara in the spring term of 2013-2014 school years. For the purpose of the study, students were taught by using Readers' Theatre technique in history lessons for four weeks and at the end of this implementation, the semi- structured interviews were held to determine the opinions of students about Readers' Theatre technique. The themes were formed by making content analyze to the collected data. It is concluded that the students mainly have described Readers' Theatre as &quot;theatre&quot;. They have found Readers' Theatre useful in many respects as they outline the positive effect of the technique on their reading and obtaining historical information. They like most the cooperation with their peers and acting. The vast majority of students have not mentioned any dislikes and a few of them have difficulties to follow the script. Finally, the answers of the majority of the students on the implementation of Readers' Theatre again are &quot;positive&quot; and their suggestions for better implementation are &quot;on stage&quot;, &quot;the same way&quot; and &quot;using visuals&quot;.
Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners
Author: Ozfidan, Burhan
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Processes,Peer Relationship,Feedback (Response),Inner Speech (Subvocal),Self Efficacy,Case Studies,Second Language Instruction,Teaching Methods,Adult Students,Interviews,Social Theories,Age,Linguistic Theory,Learning Theories,Adult Learning,English (Second Language),Observation

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories' central concepts, which includes peer interaction and feedback, private speech, and self-efficacy. The present study is a case study of twenty participants. The participants for this case study were from different nationalities that demonstrated a unique ability to learn languages long after the critical period. Data was collected through interviews and observations. The participant mentioned about the process and the challenges/opportunities he experienced regarding second language learning. By analyzing the learning practices of other successful adult language learners, recurring patterns revealed similarities, which were then emphasized and elaborated in second language pedagogy.
Advanced Science Students' Understandings on Nature of Science in Finland
Author: Sormunen, Kari
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Scientific Attitudes,Epistemology,Science Education,Advanced Students,Qualitative Research,Case Studies,Questionnaires,Teacher Attitudes,Observation,Inferences,Creativity,Knowledge Level,Scientific Literacy,Grade 9,Secondary School Students,Learning Motivation

Majority of NOS studies comprise of determination or assessment studies conducted with ordinary students. In order to gain further understanding on variation in NOS understandings among the students, there should be different research attempts focusing on unconventional students such as academically advanced students. The purpose of this study is to determine epistemological understanding of Finnish academically advanced science students concerning aspects of NOS. The study was a case study (N = 39) conducted with qualitative perspective. Questionnaires on the students' attitude toward science and motivation toward science learning plus a form for the teacher's ideas and VNOS-C, were used as diagnostic tools and data collection instruments. The study revealed that the majority of the students were found to be naïve in aspects such as &quot;empirical basis of science&quot;, &quot;observation and inference&quot;, &quot;subjectivity of scientists&quot;, &quot;social and cultural embeddedness&quot;, &quot;creativity in science&quot;, &quot;theories and laws&quot; and &quot;tentativeness&quot;. [This paper was presented at the 11th International and 6th Greek History, Philosophy and Science Teaching Joint Conference, 1-5 July 2011, Aristotale University of Thessaloniki, Thessaloniki, Greece.]
The Relationship between Mobile Phone Use, Metacognitive Awareness and Academic Achievement
Author: Dos, Bulent
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Telecommunications,Handheld Devices,Academic Achievement,Grade Point Average,Private Colleges,Life Satisfaction,Metacognition,Foreign Countries,Music,Video Technology,College Students,Student Attitudes,Asynchronous Communication,Measures (Individuals),Regression (Statistics),Questionnaires

Mobile phones are getting smarter and the usage through university students becoming more popular. University students using mobile phones for talking, for texting message, for Internet search, for listening music, watching videos, playing games, using social media etc. Mobile phones are not accessory any more, they are integrated like our clothes. There are studies examining the effects of using mobile phones frequently. The aim of this study was to determine the relationship between mobile phone usage, satisfaction with life, academic achievement and metacognitive awareness. Metacognitive awareness inventory used to measure the awareness. Total GPA was used to measure the academic achievement and the mobile phone using time, the number of text messaging and callings are used for indicating the mobile phone usage. 250 total university students attended voluntarily to the study. The study carried out in private university in the southeast region of Turkey. The results indicated the usage of mobile phones are very frequent through university students. Many of the students are using mobile phones heavily. There was a positive relationship between mobile phone usage and academic achievement, also between mobile phone usage and metacognitive awareness.
Effects of Autonomy Supportive vs. Controlling Teachers' Behavior on Students' Achievements
Author: Hofferber, Natalia
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Personal Autonomy,Academic Achievement,Rote Learning,Concept Formation,Multiple Choice Tests,Cognitive Ability,Test Format,Units of Study,Teaching Methods,Middle School Students,Grade 7,Science Instruction,Scientific Concepts,Biology,Quasiexperimental Design,Pretests Posttests,Prior Learning,Outcomes of Education,Foreign Countries

Grolnick and Ryan (1987) assume that an autonomy supportive environment leads to higher learner engagement and thus to greater achievements and deeper understanding of content. In school, knowledge acquisition (rote learning as well as conceptual learning) are regarded as most important. In this study, we examined the effects of teachers' autonomy supportive vs. controlling behavior on knowledge acquisition as measured by reproduction as well as at higher cognitive levels. The sample consisted of seventh graders (N = 85; M = 12.85 years; SD = 1.6 years). One week in advance to the teaching unit, the students were tested for prior knowledge using two knowledge tests. Test 1 used multiple-choice items to address rote learning and Test 2 used an open response format to address conceptual learning. One week after the teaching unit, the same knowledge tests were used to assess the learning outcome. Analysis of the knowledge tests suggests that the students taught in an autonomy supportive environment develop greater conceptual knowledge than those taught in a controlling environment. Rote learning was not affected.
Working with Students' Ideas in Physical Geography: A Model of Knowledge Development and Application
Author: Lane, Rod
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Pedagogical Content Knowledge,Student Attitudes,Concept Formation,Teacher Attitudes,Self Efficacy,Physical Geography,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers

Researchers in science education have for some time recognised the need for teachers to develop an awareness of students' common alternative conceptions--a key element of pedagogical content knowledge (PCK)--and use this knowledge to develop student understanding (Morrison &amp; Lederman, 2003). Less attention, however, has been devoted to the investigation of geography teachers' awareness of and work with students' ideas. This paper outlines what is currently known about the nature of alternative conceptions in physical geography, teachers' knowledge of these ideas and their use of this knowledge to inform instruction. The paper proposes a framework to explain the factors affecting the development of geography teachers' knowledge in this area and their application of this knowledge in the classroom. Implications of the framework for pre-service training, and the accreditation and ongoing professional learning of geography teachers, are discussed along with directions for future research.
The Role of Adaptability in Tackling Climate and Environmental Challenges
Author: Martin, Andrew J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Climate,Environment,Perception,High School Students,Foreign Countries,Student Surveys,Student Attitudes

Adaptability is our capacity to respond to change, uncertainty, and variability. We report on recent research investigating how young people's adaptability is related to their environmental awareness, environmental concerns, and pro-environmental attitudes that support the need for policy and action to sustain the environment.
What Is Powerful Knowledge and Can It Be Found in the Australian Geography Curriculum?
Author: Maude, Alaric
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,National Curriculum,Knowledge Level,Cognitive Processes,Individual Power,Units of Study

The concept of powerful knowledge was introduced into educational debates nearly a decade ago by Michael Young, a British sociologist of education. Young describes powerful knowledge as knowledge that enables young people to go beyond the limits of their own experience; better explain and understand the world; think about alternative futures and how to influence them; learn new ways of thinking; and follow and participate in current debates of local, national or global significance. These are all types of knowledge that give young people intellectual abilities that they are unlikely to learn from their everyday lives, and are therefore the knowledge that schools should be teaching. The concept of powerful knowledge has been debated by British geography educators for several years (Catling, 2014; Catling &amp; Martin, 2011; Lambert, 2014a; Lambert, 2014b; Morgan, 2011; Roberts, 2014). However, the debate has been mostly about philosophy and pedagogy, and little has been written about what powerful geographical knowledge might actually look like. In this article the author explains the concept, interprets what it might mean in geography, and discusses examples from the Australian curriculum that represent powerful knowledge.
A Note on the Status of Geography Teachers in Indian Schools
Author: Alam, Sarfaraz
Date: 2015-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teacher Characteristics,Teacher Effectiveness,Teacher Qualifications,Secondary School Teachers,Questionnaires,Educational Practices,Barriers,Educational Quality,Teacher Surveys,Foreign Countries

Pervasiveness of illiteracy has remained a foremost social and developmental challenge for India. This has prompted successive central and state governments to remain obsessed with increasing enrolments and decreasing dropout of children. However, these efforts are not accompanied by policies and programs for improving the quality of education. A pertinent issue in this context is the widespread incidence of underqualified teachers in Indian schools. The problem of underqualification of geography teachers is much more complex than in other subjects due to the distinct nature of geography. This paper looks into the problem of underqualification of geography teachers in Indian schools, its causes and implications.
A Study on the Relationship between Teacher Self Efficacy and Burnout
Author: Savas, Ahmet Cezmi
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Burnout,Teacher Characteristics,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Multiple Regression Analysis,Correlation,Self Concept Measures,Measures (Individuals),Teacher Attitudes,Foreign Countries,Questionnaires

The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, &quot;Maslach Burnout Inventory&quot; and &quot;Teacher Sense of Efficacy Scale&quot; were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and secondary state schools in 2014-2015 academic year. The results of the data analysis put forward that there was significant, medium and negative correlation between teacher self efficacy and burnout levels of the participants. Hierarchical multiple regression analysis results, which were run to assess the relationship between the two variables better, indicated that teacher self efficacy predicted burnout negatively. In the light of these findings and other related studies several suggestions were made.
Linguo-Intercultural Sensitivity and Its Predictors in EFL in a Bosnian Sample
Author: Aydogan, Hakan
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Predictor Variables,Foreign Countries,Cultural Awareness,Language Role,Intercultural Communication,Language Attitudes,International Schools,Correlation,Language Proficiency,Attitude Measures,Language Usage,Statistical Analysis,Verbal Ability,College Students,High School Students,Student Characteristics,Likert Scales

In this article, the predictive power of five variables relevant for Linguo-intercultural sensitivity (flexibility) is examined. Communication aspect of intercultural interactions, specifically, the role of English as an international language are emphasized. Attitudes Towards English and Its Usage Scale (ATEUS) was applied to 194 students who attended to international colleges and schools in Sarajevo, Bosnia and Herzegovina. The results suggest that almost all variables are mutually correlated. The findings also reveal Verbal expressiveness and Verbal abilities as statistically significant predictors of linguo-intercultural sensitivity. Other predictors (English competence and Emotional attitudes) do not significantly contribute to explaining Linguo-intercultural variance.
European Teachers' Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies
Author: Baris, Mehmet Fatih
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Web Based Instruction,Knowledge Level,Teacher Attitudes,Teacher Surveys,Self Efficacy,Age Differences,Teaching Experience,Gender Differences,Elementary Secondary Education,Correlation,Statistical Analysis,Computer Attitudes

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their duties in 19 countries of the European Union (EU). In this study, the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey developed by Lee, Tsai, and Chan was used. The data obtained statistics software was analyzed using SPSS for Windows 17.0 statistics software. As a result of the analysis, it was revealed that TPCK-W self-efficacy of teachers carrying out their duties in EU countries was high and their attitudes were positive; and age, experience, and gender did not affect their TPCK-W self-efficacy and attitudes. Moreover, participants' general web attitudes changed positively, depending on their web communication, web content, and pedagogical use of the web.
A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition
Author: Liu, Chen L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,Cognitive Processes,Difficulty Level,Writing Instruction,Listening,Oral Language

Studies of incidental vocabulary acquisition in second language learning have got more and more attention both at home and abroad. By first introducing the definition and theoretical foundations of incidental vocabulary acquisition, this paper reviews empirical studies of effect of different tasks on incidental vocabulary acquisition and points out new perspective for further study in order to help Chinese English learners acquire vocabulary more effectively.
Emotion and Education: Reflecting on the Emotional Experience Emotion and Education
Author: Mortari, Luigina
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Experience,Graduate Study,College Faculty,Grounded Theory,Metacognition,Emotional Experience,Teaching Methods,Teacher Education,Student Attitudes,Epistemology,Educational Research

The paper presents an educative experience organized in a postgraduate course in a faculty of education with the aim of facilitating students' &quot;affective self-understanding&quot;. Affective self-understanding is a reflective practice that allows people to comprehend their own emotions in order to gain awareness of them. Students were spontaneously engaged in a laboratory, where they were invited to reflect on their emotional lives. The educative experience was subdivided into different phases requiring writing and analysis tasks. At the end of the experience, students were asked what they thought they had learned, what had been difficult, and what had been the most important phase for learning. Students' answers were analyzed on the basis of grounded theory through an inductive process of analysis. The theoretical framework of the research is the cognitive theory of emotions. According to this theory, an emotional education is possible because we can understand emotions by identifying their cognitive component and the actions they induce.
Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools
Author: Pilz, Matthias
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prevocational Education,Comparative Education,Curriculum Implementation,Teacher Attitudes,Content Analysis,Competency Based Education,Qualitative Research,Interviews,Expertise

This paper presents a comparative research project on pre-vocational education in lower secondary schools in seven European countries. The primary aim of the study was to better understand how the formal pre-vocational education curriculum is interpreted and shaped by individual teachers. The countries covered are Austria, Germany, Hungary, Latvia, Poland, Portugal and Scotland. Two research methods have been used. First, a content analysis of the relevant curricula was carried out, focussing on how, and to what extent, pre-vocational education competencies are embedded in the official curriculum in the seven countries covered by the study. Second, 75 teachers took part in qualitative expert interviews about their implementation of the relevant curriculum. This research builds upon previous studies in education and employment and in particular, on a theoretical framework that explores the differences between the &quot;prescribed&quot; curriculum and the &quot;enacted&quot; curriculum. This study will argue that, although it is possible to identify a distinct pre-vocational curriculum within each region in the seven countries, this curriculum is, in practice, taught very differently within the schools and that the differences in curriculum implementation can be explained, amongst other factors, by the availability of resources and the initial and further training of teachers.