ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Implementation Perceptions among Teachers on the Use of Ecological Sanitation and Application of Human Urine as Fertilizer
Author: Devkota, Govinda Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Sanitation,Teacher Attitudes,Foreign Countries,Agriculture,Gardening,Stakeholders,Public Opinion,Cultural Influences,Ecology,Gender Differences,Knowledge Level

Although human urine contains nutrients for plant growth, very few community schools in Nepal use a urine diversion dry toilet (UDDT) and apply the human urine as fertilizer in their school garden. Using human urine in agriculture reduces the use of chemical fertilizers, thus saving the expenditure associated with it. Application of human urine improves the soil fertility and may contribute to increased food security among school children if the school can supply the canteen with food for mid-day meals. This study adopted a Participatory Action Research (PAR) approach in order to understand stakeholder perspectives and involve them in the planning and implementation of urine diverting toilets. The data for this study were collected from five teachers' focus group discussions. This paper presents teachers' perceptions of the urine diversion dry toilet system and use of human urine as a fertilizer for the school garden. Only a few teachers accepted that human urine could be used as fertilizer, however, they were not willing to use it on their crops since it was considered impure. Due to a perceived bad odor and the uncomfortable sitting position on the UDDT, particularly for females, teachers disliked this toilet and they felt using urine as fertilizer was unnecessary. One of the key lessons drawn from the study is that schools, in collaboration with local governments, should employ participatory approaches to understanding and engaging local stakeholders, including teachers, to minimize negative perceptions prior to the application of human urine as fertilizer in the school garden.
The Effect of Leisure Meaning on Work Engagement: Teacher Example
Author: Yanci, Hanife Banu Ataman
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Leisure Time,Work Environment,Teacher Attitudes,Gender Differences,Marital Status,Recreational Activities,Participation,Motivation,Time,Incidence,Interaction,Self Esteem,Time Management

This study aimed to investigate the effects of leisure meanings on work engagement of teachers from different branches. The study sample consisted of 514 teachers working in public schools in Istanbul. The survey method was used for the research, and the survey consisted of three sections: demographic information form, the Meaning of Leisure Scale (MLS), and Work Engagement Scale (WES). The data were analyzed with SPSS statistics package program, and frequency, independent samples t-test, ANOVA, correlation, and regression analysis were performed. The study results suggested a significant and positive correlation between the meaning of leisure and work engagement.
Effects of POWER Strategy Instruction for Students Supported by Assistive Technology
Author: Jozwik, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Assistive Technology,Students with Disabilities,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Emotional Disturbances,Elementary School Students,Grade 5,Public Schools,Writing Strategies,Content Area Writing,Scientific Concepts,Handwriting,Writing Skills,Accuracy

This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without disabilities. The purpose of this study was to evaluate instructional effects and method of transcription used in composing science-related explanations. To examine effects of POWER instruction on writing quality and accuracy, researchers used a multiple baseline design across participants. Method of transcription was evaluated through a concurrent time series design. After POWER strategy instruction, participants' explanations earned quality and accuracy scores that were greater than their respective baseline scores. Scores on AT-transcribed responses exceeded those earned on handwritten explanations, with larger effects on accuracy than on quality. Implications are discussed in relation to POWER strategy instruction for students with disabilities who require transcription support.
&quot;Cognitive Apprenticeship&quot; Revisited
Author: Kirschner, Paul A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Apprenticeships,Teacher Student Relationship,Modeling (Psychology),Scaffolding (Teaching Technique),Coaching (Performance),Instructional Design

Beginning in the late Middle Ages and up through the beginning of the twentieth century, it was perfectly normal for children to get an education or be trained in a profession by being apprenticed to masters in their workplace. The apprentice began by observing the master craftsman at work--for example a weaver, blacksmith, or printer--and learned to look and practice under her or his (almost always his) tutelage. The training was mostly about practical actions; the usefulness of what had to be learned was clear, and there were clearly defined end products such as a cloth or tapestry, a knife, or a book. Also, the learning environment was social. In their article, &quot;Cognitive Apprenticeship: Making Thinking Visible,&quot; (available at https://www.aft.org/ae/winter1991/collins_brown_holum) Allan Collins, John Seely Brown, and Ann Holum make a case for a form of instruction that resembles the former master-apprenticeship relationship. They call this method of instruction &quot;cognitive apprenticeship&quot;. Cognitive strategies are central to the integration of skills and knowledge and certainly to abstract knowledge areas such as reading, writing, and arithmetic. These strategies are, in their view, best communicated through contemporary apprenticeship education: learners should see from an expert (teacher or more advanced fellow student) and hear how they solve the task, which strategies the expert uses, and why. The student can then practice under supervision.
How &apos;Networked&apos; Are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the &apos;Networkedness&apos; of Collaboratively Constructed Content
Author: Sher, Noa
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Computer Mediated Communication,Technology Integration,Cooperative Learning,Graduate Students,Asynchronous Communication,Network Analysis

With the growing role of online multi-participant collaborations in shaping the academic, professional, and civic spheres, incorporating collaborative online practices in educational settings has become imperative. As more educators include such practices in their curricula, they are faced with new challenges. Assessment of collaborations, especially in larger groups, is particularly challenging. Assessing the quality of the collaborative &quot;thought process&quot; and its product is essential for both pedagogical and evaluative purposes. While traditional quantitative quality measures were designed for individual work or the aggregated work of individuals, capturing the complexity and the integrative nature of high-quality collaborative learning requires novel methodologies. Network analysis provides methods and tools that can identify, describe, and quantify non-linear and complex phenomena. This paper applies network analysis to the content created by students through large-scale online collaborative concept-mapping and explores how these can be applied for the assessment of the quality of a collective product. Quantitative network structure measures are introduced for this purpose. The application and the affordances of these metrics are demonstrated on data from six large-group online collaborative discussions from academic settings. The metrics presented here address the organization and the integration of the content and enable a comparison of collaborative discussions.
Development of an Individual Professional Development Plan Proposal That Is Based on Continuing Professional Development Needs of Teachers
Author: Özer, Bayram
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Individual Needs,Professional Development,Professional Continuing Education,Inservice Teacher Education,Teacher Improvement,Teacher Attitudes,Self Evaluation (Individuals),Barriers,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Goal Orientation

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. For this purpose, descriptive survey model was used as a method. There are both qualitative and quantitative data in the research. The collection of research data was done in three stages. A survey was conducted in the first stage. At this stage, the population of the research consists of teachers from social networking networks facebook, instangram and whatsApp, which are included in the teacher groups of 529.412 individuals. The sample is composed of 507 teachers who voluntarily respond to the sharing in these groups. In the second phase of the study, focus group interviews were conducted with experts, teachers' professional development needs were determined, and solutions were reported. In the third phase of the research method, relevant literature regarding the teachers' professional development activities in the world and how these activities were carried out were collected through literature review. As a result of the research, the data gathered by the methods mentioned in the study were combined and an individual professional development plan proposal was prepared. The importance of individual professional development is emphasized for the professional development of teachers.
Personalizing Learning with Mobile Technology in a Secondary School in the Netherlands: Effects on Students&apos; Autonomy Support, Learning Motivation and Achievement
Author: Admiraal, Wilfried
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Personal Autonomy,Learning Motivation,Academic Achievement,Program Effectiveness,Student Empowerment,Participative Decision Making,Educational Technology,Grade 7,Grade 8,Laptop Computers,Computer Uses in Education,Student Attitudes,Geography Instruction,English Instruction,English (Second Language),Mathematics Instruction

Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students' autonomy in decisions during their learning process. Effects on students' perceived autonomy support, learning motivation and their achievement have been examined. One intervention -- the one with the highest scores on perceived autonomy support -- shows small positive effects on students' learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students' autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.
Prevalence of Attention Deficit Hyperactivity Disorder among Pupils in Primary Schools in Ghana
Author: Ntiakoh-Ayipah, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention Deficit Hyperactivity Disorder,Elementary School Students,Incidence,Students with Disabilities,Inclusion,Disability Identification,Gender Differences,Symptoms (Individual Disorders),Elementary School Teachers,Parents

In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.
Somali American Boys with Autism: Examining Three Educational Transitions through Capital Theory
Author: Baker, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Special Education Teachers,Parent Teacher Cooperation,Autism,Pervasive Developmental Disorders,Cooperative Planning,Immigrants,Parent Background,Educational Attainment,Cultural Capital,Social Capital,Socioeconomic Status,Family Involvement,Educational Resources,African Americans

This study examines collaboration between American special educators and Somali American families of boys with autism through the lens of capital theory. Subthemes are organized according to phases in the educational planning process, from ongoing and pre-meeting interactions through finalization of the Individualized Education Program (IEP). Results reveal that within a homogenous group (i.e., families of Somali American boys with autism) differences in, for example, immigration history or parents' educational backgrounds can facilitate or impede access to capital (economic, social, cultural). Across the phases, families who leverage capital effectively participate more actively in educational planning. Additionally, findings suggest that children whose families have more access to social and cultural capital tend to enroll in better-resourced schools even if they themselves live in under-resourced school districts. This fact affects their educational trajectories and their families' experiences of collaboration. Implications for practice are discussed.
Determination of Primary School Children&apos;s Speech Skills in Interdisciplinary Communication in Learning Environments
Author: Yesnazar, Asel
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Speech Skills,Interdisciplinary Approach,Educational Environment,Grade 3,Foreign Countries,Communication Skills

This aims to determine the formation of primary school children's speech skills in interdisciplinary communication in learning environments in learning environments and verify the effectiveness of a methodology for the improvement of speech skills in interdisciplinary communication in learning environments in learning environments. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication in learning environments in learning environments. Experimental method was used in the study. There were two groups including experimental and control groups. The experimental study involved 113 third-grade primary school children. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication in learning environments consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren's speech skills in interdisciplinary communication in learning environments in learning environments are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, it can be revealed that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. This study revealed that systematic work is needed to form primary school children's speech skills.
Determining Parents&apos; Level of Awareness about Safe Internet Use
Author: Elgharnah, Khairi Ghet Elghadafi
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Safety,Parents,Knowledge Level,Privacy,Information Security,Child Safety,Foreign Countries,Computer Software,Reliability,Risk

Internet security safety awareness of parents is an important issue that should be addressed to raise the knowledge and awareness level about internet risks, information privacy, personal information, safety concerns and online attacks among parents to be able to teach their children to keep safe use on the internet. This study amid to investigate the awareness of parents towards the safe use of the internet. A questionnaire was created by researchers for this aim. A survey sample was conducted contains items of the characteristics of internet security and safety. A total of 252 participants who their children study at Near East Libyan School were targeted in this study. 116 of the participants are males and 136 are females. The average age of participants is 27. Data were collected and analyzed by using SPSS software. Parametric tests were applied to collected data according to statistical analysis. Results are confirmed that parents' awareness towards the safe use of the internet is medium level. Also, there is no statistically significant difference between relative relationship variables and all dimensions of the questionnaire. Seminars should be organized for information about online privacy information on websites and how to create strong passwords for their children's online accounts.
Ask the Cognitive Scientist: How Can Educators Teach Critical Thinking?
Author: Willingham, Daniel T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Perspective Taking,Problem Solving,Expertise

In this regular &quot;American Educator&quot; column, findings from the field of cognitive science that are strong and clear enough to merit classroom application are considered. Individuals vary in their views of what students should be taught, but there is little disagreement on the importance of critical thinking skills. In free societies, the ability to think critically is viewed as a cornerstone of individual civic engagement and economic success. In this column, Daniel Willingham offers a commonsensical view. One is thinking critically if (1) the thinking is novel--that is, not simply drawing a conclusion from a memory of a previous situation; (2) the thinking is self-directed--that is, not merely executing instructions given by someone else; and (3) the thinking is effective--that is, it respects certain conventions that make thinking more likely to yield useful conclusions. These would be conventions like &quot;consider both sides of an issue,&quot; &quot;offer evidence for claims made,&quot; and &quot;don't let emotion interfere with reason.&quot; This column focuses on this third characteristic and shows how what constitutes effective thinking varies from domain to domain.
Utilisation of an Intervention to Support Students on the Autism Spectrum: Examining Teachers&apos; Responses to Finished! The On-task Toolkit
Author: Macdonald, Libby
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Teacher Attitudes,Program Effectiveness,Visual Aids,Scheduling,Foreign Countries,Elementary School Teachers,Instructional Materials,Knowledge Level,Self Efficacy,Time on Task,Elementary School Students

A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a large extent, on their contextual fit and how they are perceived by those that will use them. This mixed methods study examined general education teachers' responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation.
Geography Teachers&apos; Knowledge of and Perceptions on Dyslexia
Author: Passadelli, Anthoula Styliani
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Knowledge Base for Teaching,Teacher Competencies,Students with Disabilities,Dyslexia,Teacher Attitudes,Teaching Methods,Student Needs,Foreign Countries,Grade 7,Grade 8,Junior High School Teachers,Educational Technology,Technology Uses in Education

At all levels of education, teachers are actively involved in improving students' learning outcomes and developing their own pedagogical experience. As a consequence, the teacher's role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers' knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers' knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers' willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers' knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students' performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers' training on dyslexia and the integration of new technology in teaching dyslexic students.