ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses
Author: Byker, Erik Jon
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teacher Education,Global Approach,Social Studies,Cultural Pluralism,Critical Theory,Social Justice,Global Education,Elementary Education

Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation, the bond between global competencies and multiculturalism often seems permeable and quite fragile. In the context of multicultural education in the United States, teachers engage with issues of privilege, power, and oppression but with a heavy US-centric focus. The article contends that the predominant United States' focus of multiculturalism limits the opportunities to engage the global: global competencies, global voices, and global citizenship. The article seeks to wed multiculturalism and global education. It does so by introducing and explaining Critical Cosmopolitan Theory (Byker, 2013), which is a theoretical framework to guide the preparation of globally competent and culturally responsive teacher candidates. Utilizing findings from an artifact analysis study of teacher candidates (n = 51), the article discusses ways to assist teacher candidates in their development of becoming Critically Cosmopolitan citizens who embrace social justice by being informed by the global and multicultural.
Impact of Using Instructional Video Games as an on EFL Learners' Vocabulary Retention
Author: Salavati, Maryam
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Games,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Learning,Vocabulary Development,Pretests Posttests,Experimental Groups,Control Groups,Novelty (Stimulus Dimension),Memorization,Statistical Analysis

This study aimed at investigating the impact of Instructional Video Games (IVGs) on the vocabulary retention of Iranian language learners. To do so, 32 male and 43 female, between the ages thirteen to thirty one years old, in Padideh Derakhshan Institute, Sahinshahr, Isfahan, Iran were selected as a whole population. First, the World English placement test was administered, and 60 learners were chosen as the participants of the study. Next, a test of novelty as a pretest of vocabulary was administered at the early stage of the study to ensure the novelty of to-be-instructed words and participants' unfamiliarity with those words. The experimental group members were treated with the new way of learning, IVGs, to practice the new words in each lesson, but control group members were treated with by memorizing the new words through a list. After four weeks both groups sat for vocabulary posttest, and about one month later they sat for delayed posttest. The results were compared statistically. The statistical analysis indicated significant difference in vocabulary retention on learners of the experimental group.
The Inclusion Assistant: Who Is She Supposed to Be? An Exploratory Study
Author: Moshe, Anat
Date: 2016-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Inclusion,Disabilities,Paraprofessional School Personnel,Training,Employment Qualifications,Role,Questionnaires,Semi Structured Interviews,Staff Development,Foreign Countries,Student Needs

Following the almost worldwide implementation of policies giving all students--including those with special education needs--the right to learn within the general education system, there has been a sharp increase in the number of inclusion assistants (IA). IAs provide special-needs students one-to-one accompaniment, allowing them to function in the general education classroom and reducing the onus on the classroom teacher in such cases. Unfortunately, many, if not most, of IAs enter the system without suitable training or special qualifications and often neither they nor the teachers have a clear idea of how they should fulfill their role. This exploratory study used a questionnaire and semi-structured interviews to identify and compare how 30 classroom teachers and IAs define the IA's role. It also studied how eight IAs changed their perception of their roles after attending an IA training course and what the implications of such courses may be. The findings indicated that there is a discrepancy in how teachers and IAs define the IA's role, indicating a need for clearer delineations. The results also indicated the necessity for creating a suitable framework for teaching IAs the theoretical and practical aspects of the job.
Quality Content in Distance Education
Author: Yildiz, Ezgi Pelin
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Quality,Electronic Learning,Course Content,Integrated Learning Systems,Higher Education

In parallel with technological advances in today's world of education activities can be conducted without the constraints of time and space. One of the most important of these activities is distance education. The success of the distance education is possible with content quality. The proliferation of e-learning environment has brought a need for content production. In educational process one of the most important subjects is learning contest. Learning contest represents an entire course, subject materials, content modules, learning objects about courses, information resources and periodicals. Quality of the content in distance education systems come before the factors that determine the quality of education.
Interpretation of Confidence Interval Facing the Conflict
Author: Andrade, Luisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Conflict,College Students,Statistics,Probability,Class Activities,Intervals,Mathematics Instruction,Mathematics Education,Mathematical Concepts,Qualitative Research,Case Studies,College Mathematics,Computation,Computer Simulation,Statistical Analysis,Data Interpretation

As literature has reported, it is usual that university students in statistics courses, and even statistics teachers, interpret the confidence level associated with a confidence interval as the probability that the parameter value will be between the lower and upper interval limits. To confront this misconception, class activities have been designed with the aim of realizing that this application of confidence level violates the basic laws of probability, when considering two non-overlapping confidence intervals, that could plausibly correspond to two random samples from the same population, where the probability of events within this interpretation contradicts the probability rule for disjoint events and the rule of monotonicity (P[E] = P[F] if E ? F). Afterwards, we use simulation to help students shift to a frequentist interpretation of confidence intervals. Although the expected questioning was generated in students, it does not look like it is enough to establish a solid re-conceptualization of confidence level. We believe that this is due in part, to the slight language used in the teaching process and to incipient conceptions about the probability notion.
Using Short Texts to Teach English as Second Language: An Integrated Approach
Author: Kembo, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Schemata (Cognition),Grammar,Writing Skills,Inferences,Imagery,Vocabulary Development,Skill Development,High School Students,Reading Materials,Reading Processes

The teacher of English Language is often hard pressed to find interesting and authentic ways to present language to target second language speakers. While language can be taught and learned, part of it must be acquired and short texts provide powerful tools for doing so and reinforcing what has been taught/learned. This paper starts from research, but utilizes the studies and experience to present a way of integrating language skills through the use of short texts. Short texts provide opportunity to focus on detail on aspects of reading (nominal and pronominals, direct references, allusion, imagery, inference making, use of schemata), listening and speaking, vocabulary, grammar and even writing skills in ways that a full length text may not. In addition, short texts give weak language learners a sense of fulfillment as readers, instead of the frustration of reading long texts without comprehension. The paper will utilize four short texts to demonstrate to teachers how they can enable their learners to develop different skills of/in English as the target language. The texts and approaches are versatile, and depending on tasks could be used with any students SL learners of high school, or even university, as long as tasks are set at the right cognitive and literary levels. The methods discussed here could also be used with other languages.
Juvenile Offenders: Characteristics and Reasons Why They Drop Out of Regular Education, in Valparaiso Region
Author: Muñoz-Salazar, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Juvenile Justice,Foreign Countries,Educational Change,Dropouts,Adult Education,Laws,Educational Attainment,Learning Motivation,Statistical Analysis,Adolescents,Risk

In Chile, adult education has drastically transformed in recent decades, both in the curriculum reform and in the age of their students. Today, users of this education are no longer working adults who need to complete their studies to work, but they are mostly young teenagers who dropped out of regular education. The problem is that because their age they should be in the regular education, but they opt for adult education with teachers that are not prepared to deal with juvenile problems. This situation is even more complicated because adult education must receive young offenders because the Juvenile Criminal Responsibility Law establishes that they have to come back to school, but regular education has difficulties to accept them. However, they do not choose to come back to school and they have no motivation. This article presents the results of two quantitative researches conducted in 2008-2009 and in 2010-2011. These researches used random samples and together cover all the establishments that provided adult education in the Valparaiso Region. In both studies, the purpose was to characterize adolescents between 14 and 17 years-old and examine the reasons why they drop out of regular educational system and why they chose to continue their studies in the adult educational system.
Investigating Pre-Service Mathematics Teachers' Innovation Awareness and Views Regarding Intelligent Tutoring Systems
Author: Erdemir, Mustafa
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics,Mathematics Teachers,Mathematics Instruction,Mathematics Education,Innovation,Intelligent Tutoring Systems,Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Multivariate Analysis,Correlation,Teaching Methods,Educational Technology,Technology Uses in Education,Statistical Analysis,Likert Scales,Surveys

The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary education. The data were collected through a paper-based survey composed of three parts. In the first part of the survey, there are 9 items about demographic information demographic profile of the respondents such as name, gender, age, study styles, learning styles, and motivation styles. In the second part, there is a scale about &quot;Innovation Awareness Scale&quot; and in the third part there is a scale about views concerning the usability and the influence of WBITS on learning. The data obtained from the study were analyzed using SPSS-21 based on descriptive statistics such as frequency, percentage distribution, and arithmetic mean in addition to MANOVA, which is a parametric test, and &quot;Pearson product-moment correlation coefficient&quot;. Analysis indicated that the participants were &quot;neither negative or positive&quot; regarding both WBITS and innovation. It was seen that there was no significant relationship between participant awareness regarding innovation and their views regarding WBITS. Another important finding is that study styles, learning styles, and motivation styles are not influential variables over their views about WBITS' usability and its effect on learning attitudes towards WBITS.
Some Criticisms against Exam Questions: To What Extent Can Mythic, Romantic and Philosophical Questions Be Used?
Author: Seker, Hasan
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Items,Test Content,Preservice Teachers,Criticism,Student Attitudes,Mixed Methods Research,Content Analysis,Questioning Techniques,Comprehension,Foreign Countries

In the present study, some of the pre-service teachers' criticisms against their exams were investigated. Moreover, as an alternative, to what extent philosophical, romantic and mythic questions could be used was also looked at. The study group consists of 117 pre-service teachers from the classroom teacher education. In the study, it was investigated what criticisms directed to exams by the pre-service teachers are the most important ones. Moreover, a form consisting of 20 items was administered to the study group to test mythic, romantic and philosophical understanding. The aim of this form is to elicit the pre-service teachers' opinions about the questions testing mythic, romantic and philosophical understanding. The present study employed a mixed method as it used both quantitative and qualitative content analysis techniques. Incorporation of romantic, mythic and philosophical questions into both exams and teaching process may serve the function of trying &quot;unusual&quot; questions. In addition, use of such questions may have contributions to the consideration of affective components as well as cognitive components of teaching.
EduOpen: Italian Network for MOOCs, First Three Months Evaluation after Initiation
Author: Rui, Marina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Networks,Universities,Partnerships in Education,Distance Education

EduOpen is an Italian national network devoted to foster the MOOCs diffusion, not just another national provider, being mainly focused to intervene in some crucial fields such as: educational innovation, internationalization strategy, educational research on OER in order to build up some strategy of diffusion and also to make an effort of training those people involved into ICT supported education. It has been officially launched December 30th 2014 by seven universities, along with EDUNOVA (an Interuniversity Centre for supporting innovation technology in education, communication and research), by answering a project call of &quot;Miur&quot; (Italian Ministry of education). The founding universities are: the Polytechnic of Bari and the Universities of: Bari, Ferrara, Foggia, Modena and Reggio Emilia, Parma and Genova. The kick off took place April 20th 2015 and the official opening has been April 21th 2016 on the &quot;Miur&quot; premises; During this time, the network tuned various experiences of partners, defining and refining its own guidelines, according to both the literature and the Italian agency's recommendations (ANVUR). Nowadays, the number of universities increased up to sixteen and other ones are being negotiating their entrance.
Effects of 6 Weeks Psychological Skill Training on Team Cohesion, Self-Confidence &amp; Anxiety: A Case of Youth Basketball Players
Author: Miçoogullari, Bülent Okan
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Esteem,Anxiety,Team Sports,Intervention,Likert Scales,Program Effectiveness,Males,Experimental Groups,Cognitive Restructuring,Behavior Modification,Qualitative Research,Semi Structured Interviews,Athletic Coaches,Athletes,Control Groups,Questionnaires,Adolescents,Multivariate Analysis,Foreign Countries,Statistical Analysis

The purpose of this study was to examine the impact of a six-week psychological skill training (PST) program that is based on a cognitive-behavioral conceptual framework on team cohesion, confidence, and anxiety of an intact team. Thirty-six male basketball players, 19 athletes for the experimental group and 17 athletes for the control group, aged between 15-16 years old voluntarily participated in this study. For the quantitative part of the study, the Group Environment Questionnaire, Trait Sport-Confidence Inventory, and State-Trait Anxiety Inventory were given during the pre-intervention, post-intervention and follow-up tests. Qualitative methods were also employed in the current study to support validation of the implied PST program. Six players and the coach of both teams were interviewed utilizing a semi-structured interview schedule. Statistical testing within factor analyses of the experimental group reveals a significant difference over time for team cohesion and for self-confidence but no significant difference for anxiety. Moreover, comparisons between the experimental and control groups' results indicate that there is a significant difference between groups. Overall, it is concluded that the experimental team's participation in the PST program affected the team's cohesion levels and the athletes' self-confidence levels positively but there is no significant effect on the athletes' anxiety levels.
Modelling Teacher Development through Open and Distance Learning: A Zimbabwean Experience
Author: Tarusikirwa, Moffat C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Standards,Foreign Countries,Open Universities,Distance Education,Teacher Qualifications,Teacher Education,Educational History,Teacher Certification,Student Teachers,Models,Costs,Teaching Methods,Elementary School Teachers,Secondary School Teachers

Historically, in Southern Rhodesia, now Zimbabwe, Standards 3, 4, 5 and 6 would teach during the school term and attend teacher training during the school holidays. This was mostly in Missionary institutions. Later, these organisations changed into full-time teacher training institutions. Then teacher training lasted two years. Students would spend time in college and in the field. Some teachers were certified because of good performance, without having attended any teacher development college. Some, for example holders of Primary Teacher Lower Course (P.T.L.) who passed the Cambridge General School Certificate, GCE were given an examination and upgraded to the Primary Teacher Higher Course (P.T.H.) qualification. Among the past models are the -3-3-3, the -3-3-3-3 and the ZINTEC (Zimbabwe Integrated Teacher Education Course) model of teacher development used in conventional colleges. Currently, conventional colleges use the 2-5-2 model. For the purpose of this paper, the Zimbabwe Open University ODL model of Teacher Development will be discussed. In this model, student teachers are continually teaching in schools, while at the same time undergoing teacher development. The purpose of this model is to make it cheaper to produce teachers as it has advantages of producing large numbers of teachers at the same time as they teach in the schools making it economic for the country.
Production Indicators of Mathematics Teachers in Public Universities of the Valencian Community on Web of Science
Author: Lorenzo, G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Education,Public Colleges,Mathematics Teachers,Foreign Countries,Comparative Analysis,College Faculty,Higher Education,Citation Indexes,Databases

The current evaluation and comparison system of scientific production by impact factor has been criticised from different perspectives in recent years, and has ensured that publishing in high-impact journals does not necessarily imply that works are quality works. Many of these jobs are mostly not cited or, in the best of cases, only a very small number are, especially during the first years since their publication [4, 21]. In this context, the h-Index appeared in 2005 [19], and is currently one of the most bibliometric indicators used to estimate the success of research work and to predict the impact of future production. Following that proposed in [11], we used the h-index as a measure of scientific quality and productivity of mathematics teachers in Public Universities of the Valencian Community on the Web of Science. The results showed that the h-Index widely correlates citations and number of items.
Time Management Problem in Science Course in Secondary School 5th-8th Grades in Turkey: Units Emphasized Less and the Reasons
Author: Bozdogan, Aykut Emre
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Secondary School Students,Time Management,Science Teachers,Questionnaires,Teacher Surveys,Instructional Program Divisions,Science Tests,Units of Study,Science Curriculum,Statistical Analysis

This study is carried out to reveal which units teachers who encounter problems about falling behind the science course curriculum in secondary school in the 5th grade through the 8th grade prefer to focus on less and the reasons for their preferences. Survey model was used in the research study. Total 302 science teachers from 28 different cities in Turkey participated in the study carried out in 2015-2016 academic year. The research data were gathered via questionnaire form developed by the researcher. The results of the study revealed that nearly two-thirds of the science teachers spent less time teaching the units related to the &quot;Earth and Universe&quot; subject area to catch up on the curriculum in case of holidays, meetings, and exams held apart from the planned schedule. The units including ecology subjects within the subject area of Living Things and Life follow it. When the units are examined considering the grades, &quot;Natural Processes&quot; unit, the last unit of the 8th grade, ranked first. The reasons why science teachers put less emphasis on these units is the place/order of the units in curriculum, timetable of the centralized exam held in the country and timetable of the last written exams in schools, distribution of questions in the centralized exam, the number of gains from the unit and content, and the students' pace in understanding the subject.