ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Televised Children Programs in the Linguistic Development of Kindergarten Children from Teachers' Viewpoints
Author: Yaseen, Mohammad Bani
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Television Viewing,Teacher Attitudes,Questionnaires,Statistical Analysis,Language Acquisition,Kindergarten,Child Development,Childrens Television,Semitic Languages

This study aimed at investigating the effectiveness of televised children programs in the linguistic development of kindergarten children from the viewpoint of teachers. To achieve this, the researchers prepared the study instrument which is represented in a thirty-part questionnaire that was distributed to the study sample. The teachers' responses were statistically analyzed; the results of the analysis showed that (17) parts were available in a high degree representing a percentage of (56.7%), (11) parts were available in a moderate degree representing a percentage of (36.7%); and two parts were available in a low degree representing (6.6%). The parts that focused on listening skill gained the highest averages followed by those that focused on speaking, reading, and finally writing skills. The results of the three-way analysis of variance showed that there were differences due to the effect of specialization in favor of the Arabic language specialization; there also were differences due to the effect of experience in favor of (6-10) experience. There were no differences due to qualification.
Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania
Author: Msangya, Benedicto William
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Undergraduate Students,Teaching Experience,Case Studies,Student Attitudes,Qualitative Research,Questionnaires,Secondary Education,Financial Support

Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A qualitative research methods approach using semi-structure questionnaires was carried out to 351 second and third year undergraduate student teachers in the department of education of the Faculty of Science at Sokoine University of Agriculture. The findings indicate that the student teachers perceived teaching practice as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The results also revealed that teaching practice is sufficiently emphasised and lack of financial support and the mismatch of the teaching practice period with local secondary school calendar were the main challenges. The study recommends provision of adequate fund on time, close supervision, building strong university partnership with the local secondary schools need interventions if not be improved and given its due attention.
Increasing Activeness and Learning Outcomes by Developing Borland Delphi 7.0 Application as Instructional Media
Author: Setyorini, Dyna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Media,Business Education,Vocational High Schools,Research and Development,Instructional Effectiveness,High School Students,Active Learning,Outcomes of Education,Questionnaires,Observation

This study aims to produce instructional media of petty cash fund with Borland Delphi 7.0 application in the Finance Administration subject, Managing Petty Cash Fund material in class XII APK in Vocational High School (SMK) Negeri 1 Pasuruan, East Java, Indonesia. This study used &quot;Research and Development&quot; (R&amp;D) design procedures through 10 steps, which are: (1) potentials and problems, (2) data collecting, (3) design product, (4) design validation, (5) design revision, (6) product try-out, (7) product revision, (8) field testing, (9) product revision, and (10) mass production. Based on the results of expert validation and try-out in small scale, it was obtained the average score of media expert was 92.86% and media expert was 95.58% and small scale try-out was 98.61% which indicated that the media were categorized as valid and applicable. For the product effectivity based on the achievement test, the experimental class obtained 91.03 and control class 84.59, so that the media were effective to use. Therefore, Finance Administration teacher is suggested to use the media as an alternative learning support.
One Teacher&apos;s Instructional Adaptations and Her Students&apos; Reflections on the Adaptations
Author: Parsons, Seth A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Materials,Media Adaptation,Reflection,Teacher Effectiveness,Case Studies,Grade 6,Lesson Plans,Observation,Interviews,Educational Practices,Teaching Styles,Student Attitudes

Currently, much debate exists nationally regarding how to define and measure teacher effectiveness. Educators and researchers agree that adaptability is an important aspect of teacher effectiveness. Teachers must adapt their instruction to navigate the complexity of classroom instruction. However, little research has specifically examined teacher adaptations. Building upon beginning efforts to document teacher adaptations, this study examines one teacher's adaptations, her reflections on her adaptations, and her students' reflections on adaptations. Students' reflections on adaptations have the potential to provide insight into the effectiveness of teachers' adaptations. This case study provides empirical evidence illustrating the complexity of classroom instruction and the knowledge this teacher used to navigate this complexity. Student reflections demonstrated that they generally found the teacher's adaptations helpful.
Novice Explanations of Hurricane Formation Offer Insights into Scientific Literacy and the Development of Expert-Like Conceptions
Author: Arthurs, Leilani A.
Date: 2016-06-00
Type: Journal Articles
Subjects: Scientific Literacy,Natural Disasters,College Students,Science Instruction,College Science,Questionnaires,Earth Science,Comparative Analysis,Scientific Concepts,Misconceptions,Qualitative Research

The ability to explain scientific phenomena is a key feature of scientific literacy, and engaging students' prior knowledge, especially their alternate conceptions, is an effective strategy for enhancing scientific literacy and developing expertise. The gap in knowledge about the alternate conceptions that novices have about many of Earth's complex phenomena (National Research Council, 2012), however, makes this type of engagement in geoscience courses challenging. This study helps to fill this gap by identifying and describing how novices to geoscience explain a complex scientific phenomenon, hurricane formation. Using a pragmatism methodology, 326 students in introductory-level geoscience courses at two public universities in the United States of America, in Georgia (n = 168) and Nebraska (n = 158), were surveyed. The questionnaire was designed to target and collect novices' explanations of a single complex Earth phenomenon--hurricane formation. Constant comparative analyses of textual content and diagrams revealed a variety of alternate conceptions. The data suggests that novices seldom invoke scientific first principles, which students matriculating through the education system are expected to learn before college, in their explanations. Two theoretical models synthesize the alternate conceptions and illustrate pathways of conceptual change along which students might move from more novice-like to more expert-like ways of scientific thinking. Our findings provide a basis for the development of instructional activities that aid students in developing more expert-like conceptions of hurricane formation and other complex Earth phenomena.
What Geoscience Experts and Novices Look At, and What They See, When Viewing Data Visualizations
Author: Kastens, Kim A.
Date: 2016-06-00
Type: Journal Articles
Subjects: Expertise,Novices,Earth Science,Visual Aids,Data,Topography,Eye Movements,Verbal Communication,Nonverbal Communication,Observation,Data Interpretation,Cartography,Time Management,Attention,College Students,Scientists,Protocol Analysis,Spatial Ability,Differences

This study examines how geoscience experts and novices make meaning from an iconic type of data visualization: shaded relief images of bathymetry and topography. Participants examined, described, and interpreted a global image, two high-resolution seafloor images, and 2 high-resolution continental images, while having their gaze direction eye-tracked and their utterances and gestures videoed. In addition, experts were asked about how they would coach an undergraduate intern on how to interpret this data. Not unexpectedly, all experts were more skillful than any of the novices at describing and explaining what they were seeing. However, the novices showed a wide range of performance. Along the continuum from weakest novice to strongest expert, proficiency developed in the following order: making qualitative observations of salient features, making simple interpretations, making quantitative observations. The eye-tracking analysis examined how the experts and novices invested 20 seconds of unguided exploration, after the image came into view but before the researcher began to ask questions. On the cartographic elements of the images, experts and novices allocated their exploration time differently: experts invested proportionately more fixations on the latitude and longitude axes, while students paid more attention to the color bar. In contrast, within the parts of the image showing the actual geomorphological data, experts and novices on average allocated their attention similarly, attending preferentially to the geologically significant landforms. Combining their spoken responses with their eye-tracking behavior, we conclude that the experts and novices are looking in the same places but &quot;seeing&quot; different things.
A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy
Author: LoPresto, Michael C.
Date: 2016-06-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,College Science,Astronomy,Science Instruction,College Instruction,Lecture Method,Undergraduate Students,Comparative Analysis,Pretests Posttests,Introductory Courses,Cooperative Learning,Learning Activities,Formative Evaluation,Achievement Gains,Conventional Instruction,Tutorial Programs,Audience Response Systems,Likert Scales,Student Attitudes

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n = 144) to 49% (n = 49). After lecture tutorials and classroom voting response systems improvement was to 73% (n = 72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.
Evolution and Persistence of Students' Astronomy Career Interests: A Gender Study
Author: Bergstrom, Zoey
Date: 2016-06-00
Type: Journal Articles
Subjects: Gender Differences,Evolution,Middle School Students,Astronomy,National Surveys,Student Interests,Career Development,Age Differences,STEM Education,Statistical Analysis,Leisure Time,High School Students,Probability,Predictor Variables,College Freshmen,Student Surveys,Regression (Statistics)

This article uses U.S. survey data (N = 15,847) to characterize the evolution of student interest in an astronomy career in the period between middle school and the beginning of college. We find that middle school students have a relatively high interest in astronomy, which sharply declines with every phase of their education. However, many of the students who leave astronomy--particularly male students--feed heavily into other STEM disciplines. Through statistical modeling, we find that students who spend extracurricular time observing stars, tinkering with mechanical or electrical devices, or reading/watching science or science fiction are significantly more likely than students who do not engage in these activities to hold an interest in pursuing an astronomy career at the end of high school. We also find that females who observe stars during extracurricular time show a greater improvement in their odds of pursuing astronomy than males do. Furthermore, we find that these out-of-school-time activities are better predictors of astronomy interest than commonly studied academic predictors. We discuss the implications of these findings on future extracurricular programming for students.
Retention of Cardiopulmonary Resuscitation Skills in Nigerian Secondary School Students
Author: Onyeaso, Adedamola Olutoyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,First Aid,Skill Development,Followup Studies,Pretests Posttests,Cohort Analysis,Age Differences,Gender Differences,Skill Analysis,Intervention,Achievement Gains,Training Methods,Quasiexperimental Design,Statistical Analysis

Background/Objective: For effective bystander cardiopulmonary resuscitation (CPR), retention of CPR skills after the training is central. The objective of this study was to find out how much of the CPR skills a group of Nigerian secondary school students would retain six weeks after their first exposure to the conventional CPR training. Materials and Methods: It was a quasi-experimental study design with participants drawn from both private and public secondary schools in Obio/Akpor Local Government Area in Port Harcourt, Rivers State, Nigeria. The initial cohort (stage I) involved 400 participants from senior secondary school 1 and 2 (SS1) and SS2) when their baseline CPR skills were assessed. The same group was assessed again immediately after the CPR training (stage II) and six weeks post training (stage III). The final cohort involved in both stages I, II and III of the study was 322 exposed to both class room teachings and the practical hands-on sessions using manikins in line with the American Heart Association (AHA) guidelines. The data was analyzed using descriptive statistics, ANOVA and t-test. Results: The CPR skills retained by the participants six weeks after their exposure to the training were found statistically (P &lt; 0.05) significant. Neither age nor gender had any significant influence on their CPR skills. Conclusions: The Nigerian secondary school students can learn and retain CPR skills and could serve as effective bystanders CPR providers in emergency situations. Incorporation of the teaching of CPR into Nigerian secondary school curricula is recommended.
The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill
Author: Turnip, Betty
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Inquiry,Learning Strategies,Models,Learning Activities,Physics,Quasiexperimental Design,Conventional Instruction,Teaching Methods,Cooperative Learning,Pretests Posttests,Instructional Effectiveness,Intermode Differences,College Students,Foreign Countries

One of the factors that can support successful learning activity is the use of learning models according to the objectives to be achieved. This study aimed to analyze the differences in problem-solving ability Physics student learning model Inquiry Training based on Just In Time Teaching [JITT] and conventional learning taught by cooperative model so that it can be seen whether there is influence learning model Inquiry Training based Just In Time Teaching on problem solving ability of students in General Physics II study. This research is a quasi-experiment study, population are students of program Physical Education Department of Physics, State University of Medan. Sample selection is done by cluster random sampling. The instrument used was a test problem solving abilities. Data was analyzed using ANOVA one-way test. Results of testing the hypothesis showed that H[subscript a] accepted that there are differences in problem solving capabilities of physics students through learning model Inquiry Training based JITT and cooperative learning model so that it can be concluded that there is influence learning model Inquiry Training based JITT against problem solving ability of students in learning physics General physics II.
Teacher Factors Affecting the Implementation of Early Childhood Development Education in Kericho Municipality, Kericho County
Author: Mutindi, Koech Zipporah
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Program Implementation,Performance Factors,Teacher Influence,Mixed Methods Research,Questionnaires,Interviews,Observation,Preschool Teachers,Preschool Evaluation,Instructional Materials,Teacher Competencies,Pedagogical Content Knowledge,Educational Resources,Educational Practices,Teacher Effectiveness,Foreign Countries

Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. Concerns have been raised over the state of the ECDE programmes with regard to the negative teacher attitudes towards selection and use of instructional resources due to low remuneration, lack of time and demotivation. The study adopted the descriptive survey design and was carried out in Kericho Municipality Zone, Kericho County. The fact that class one pupils cannot read or perform simple arithmetic shows that they did not acquire the skills in ECDE. This aroused concern to the researcher and raised questions that begged for answers. The study findings can benefit the young children to acquire the skills of reading, manipulative, numeric, interpersonal skills and positive attitude towards education. The objective of the study was to assess the influence of teacher preparedness in the use of available instructional materials in the teaching and learning and to explore the attitude of teachers and its influence on the selection and use of instructional in ECDE centres in Kericho County. The study adopted mixed research methods (qualitative and quantitative). Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centres. Data was collected using questionnaires, interviews and observation, and was analyzed using descriptive statistics; this included frequencies and percentages. Majority of the pre-school teachers 75 (94.9%) agreed that they used available IR in teaching and learning in ECDE centres, however the status of the available materials in the centres were either inadequate, obsolete, dilapidated or unsuitable for use. From the study findings it was concluded that teachers were well prepared to use the available IR though they did not maximize the use of IR in teaching and learning.
Learning, Tablet, Culture-Coherence?
Author: Norqvist, Lars
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Technology Uses in Education,Foreign Countries,Handheld Devices,Access to Computers,Educational Research,Qualitative Research,Student Attitudes,Intention,School Districts,Interviews,Grade 6,Photography,Pictorial Stimuli

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of &quot;what learning is&quot; are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.
The Level of Shyness among Talented Students in Light of Socio-Economic Level of the Family in Riyadh
Author: Asi, Khaled Yousef
Date: 2016-00-00
Type: Journal Articles
Subjects: Shyness,Talent,Foreign Countries,Socioeconomic Status,Statistical Analysis,Measures (Individuals),Family Characteristics,Correlation,Qualitative Research,Questionnaires,Likert Scales

The present study aimed to identify the level of shyness among talented students in the city of Riyadh, Saudi Arabia, and detect differences according to the variable of socio-economic level of the family. The sample consisted of (101) students, who randomly chosen from centers of talented students in Riyadh, Saudi Arabia. Shyness scale utilized in this study. The results showed that the arithmetic mean of the feeling of shyness among the participants was medium, and the results indicated that there were statistically significant differences in the level of feeling shy attributed to the socio-economic level of the family in favor of those with low- socioeconomic level. The study recommended the need to develop strategies and programs, by educational officials, which contribute to the reduction of the level of shyness among talented students, including those with low socio-economic level.