ethanporcaro/eric-fulltext-meta huggingface dataset:
Degree of National and Civic Education Textbook Focus on Reinforcement of the Citizenship Concept of Citizenship in Seventh Grade Students of the North Eastern Badiya Directorate in Mafraq Governorate from Social Studies Teachers' Viewpoint
Author: Menazel, Basil H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Citizenship Education,Textbooks,Concept Formation,Questionnaires,Social Studies,Social Characteristics,Legal Problems,Economic Factors,Elementary School Students,Citizenship,Statistical Distributions,Statistical Analysis

The study aimed to identify the degree of focus on the National and Civic Education Textbook on reinforcing the concept of citizenship in 7th grade students in the North Eastern Badiya Directorate in Mafraq Governorate from the viewpoint of social studies teachers. The study instrument was a questionnaire consisting of five dimensions and 25 items. It was distributed to a sample of 135 male and female social studies teachers in the North Eastern Badiya Directorate in Mafraq Governorate. Analysis of the results revealed the following: the degree of focus of the National and Civic Education Textbook on reinforcing the concept of citizenship in 7th grade students in the North Eastern Badiya Directorate in Mafraq Governorate from the viewpoint of social studies teachers regarding political and behavioral characteristics showed a high degree of practice whereas focus on legal, social and economic characteristics was of a moderate degree of practice. The study recommended that the National and Civic Education Textbook focus on social, legal and economic characteristics to obtain a high degree of practice.
Negative Particles and Morphemes in Jordanian Arabic Dialects
Author: Mrayat, Ahmad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dialects,Semitic Languages,Morphemes,Qualitative Research,Statistical Analysis,Check Lists,Interviews,Grammar,Verbs,Sentences,Secondary School Teachers,Urban Areas,Rural Areas,Cultural Differences

This paper aims at investigating the negative particles and morphemes in three main Jordanian dialects (Urban, Rural and Bedouin). This quantitative and qualitative study includes 30 teachers from different disciplines who use these dialects. The sample of the study was selected randomly. The research used two research instruments, a checklist and an interview. The findings of this research indicate that there are six particles for negation in the three Jordanian dialects and one negative morpheme. This study recommends that other research be conducted to further examine relevant expressions used for negation in these dialects and other negative particles and morphemes among other Arabic language dialects such as Syrian, Egyptian, Saudi and Moroccan.
A Powerful Partner: Philanthropy's Role in Promoting Positive Approaches to School Discipline
Author: Mediratta, Kavitha
Date: 2016-00-00
Type: Journal Articles
Subjects: Philanthropic Foundations,Discipline,Discipline Policy,Inclusion,Educational Policy,Educational Change,Advocacy,Incentives,Prevention,Public Education,Educational Practices,Professional Development

The author works at The Atlantic Philanthropies, an international foundation dedicated to advancing lasting change for those who are unfairly disadvantaged or vulnerable to life's circumstances. At the heart of The Atlantic Philanthropies work is the belief that all people have the right to opportunity, equity, and dignity. The urgency of school disciplinary exclusion--and its racially biased undertones and high economic and social costs to society--led them to launch a $47 million initiative not just to change policy and practice but also to demonstrate that there is a better, more effective way to create safe, successful, and inclusive schools. To that end, Atlantic, working alongside young people, parents, civil rights advocates, judges, educators, academics, and government leaders, helped to bring school discipline to the forefront of education policy and discussion in the United States. In this article, the author traces the efforts of this growing movement, its impacts to date, and the lessons learned about philanthropy's role in education reform.
From Reaction to Prevention: Turning the Page on School Discipline
Author: Skiba, Russell J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Discipline,Discipline Policy,Functional Behavioral Assessment,Educational History,Educational Change,Educational Practices,Suspension,Expulsion,State Action,School Districts,School Support,Change Strategies

In this article, the authors trace the course of school discipline over the past 20 years and examine the status of school discipline reform today. They begin with an examination of zero-tolerance, suspension, and expulsion policies, as well as their assumptions and effects. They discuss alternatives that have been proposed and the guidance that has been offered by the federal government, and examine state changes that may be models for others. Finally, for any new model to be effective, support of teachers and administrators is essential; thus, the authors consider what educators really need if they are to successfully reform school discipline.
Survey of Biology Capstone Courses in American and Canadian Higher Education: Requirement, Content, and Skills
Author: Haave, Neil C.
Date: 2015-12-00
Type: Journal Articles
Subjects: Biology,Curriculum,College Science,Foreign Countries,School Surveys,Incidence,Required Courses,Course Content,Skills,Undergraduate Study

Capstone experiences have high educational impact with various approaches available for biology. However, no information exists regarding the pervasiveness of capstone courses in Canadian and American biology programs. This study surveyed the prevalence and character of biology capstone courses in the USA and Canada. The survey included a majority of public institutions offering primarily undergraduate programs. Seventy percent of American biology degree programs required a capstone course vs 27% of Canadian schools. Large and graduate institutions were less likely to require a capstone course. Medium-sized institutions were more likely to deliver their biology capstone course as a seminar, whereas small institutions were more likely to include an undergraduate research experience. Sixty percent provided some review of biology's conceptual foundations, but most capstone courses devote little time considering the history or philosophy of biology. Most schools included the development of students' writing, speaking, and thinking as learning objectives. Research skills were significantly less likely to be a learning objective. Although biological capstone courses may intend to integrate students' biological knowledge, educators also need to consider how that knowledge could be synthesized into students' entire education.
Generation of the Dimensional Embryology Application (App) for Visualization of Early Chick and Frog Embryonic Development
Author: Webb, Rebecca L.
Date: 2015-12-00
Type: Journal Articles
Subjects: Embryology,Biology,College Science,Computer Oriented Programs,Handheld Devices,Visual Aids,Computer Uses in Education,Science Instruction,Undergraduate Students

The study of embryonic development of multiple organisms, including model organisms such as frogs and chicks, is included in many undergraduate biology programs, as well as in a variety of graduate programs. As our knowledge of biological systems increases and the amount of material to be taught expands, the time spent instructing students about embryology is becoming more abbreviated. In addition, limitations in budget and resources make the laboratory components of embryology courses more difficult to support. We have generated a free mobile tablet application (App) called Dimensional Embryology (http://itunes.apple.com/app/id985989230) that can be used to quickly and easily teach students about the organization, shape and position of embryonic structures in both early chick and frog embryos. For each organism, we have highlighted different time points in early development, and have two-dimensional and three-dimensional images of the embryos. Using color enhanced images and images with the major structures isolated away from the background, students can make correlations between observations of serial sections and the three-dimensional shape and position of each internal structure. Students that used the Dimensional Embryology App found it to be very informative, easy and convenient to use.
Homework, Motivation, and Academic Achievement in a College Genetics Course
Author: Planchard, Matthew
Date: 2015-12-00
Type: Journal Articles
Subjects: Genetics,College Science,Homework,Student Motivation,Academic Achievement,Mixed Methods Research,Correlation,Student Characteristics,College Students,Questionnaires,Influences,Advanced Courses

We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived motivating/demotivating factors and then tested these factors for correlation with homework completion and academic achievement. We found no significance in homework completion when considering credit or extra credit as a motivating factor. According to student reports they completed significantly more homework when considering reinforcement of content as a motivating factor. However, we found discrepancies between students' reported motivation and actual completion rates. Self-reported study style, self-perceived conscientiousness, intelligence, attitude, time commitments, and complexity of assignments had significant impacts on whether or not students completed homework assignments and impacted students' academic achievement. Overall, we found a positive relationship between homework completion and academic achievement within this upper-level college genetics course and provide implications for increasing student motivation.
Detecting the Presence of Nora Virus in &quot;Drosophila&quot; Utilizing Single Fly RT-PCR
Author: Munn, Bethany
Date: 2015-12-00
Type: Journal Articles
Subjects: Microbiology,Entomology,College Science,Science Instruction,Science Activities,Laboratory Experiments,Molecular Biology,Laboratory Procedures

A single fly RT-PCR protocol has recently been developed to detect the presence of the persistent, horizontally transmitted Nora virus in &quot;Drosophila.&quot; Wild-caught flies from Ohio were tested for the presence of the virus, with nearly one-fifth testing positive. The investigation presented can serve as an ideal project for biology students to gain relevant laboratory experience. The study can be easily adapted to best meet the needs of instructor and student, and provide exposure to PCR, work with &quot;Drosophila,&quot; data analysis, and molecular biology.
Finding Clarity by Fostering Confusion: Reflections on Teaching an Undergraduate Integrated Biological Systems Course
Author: Martin, Kirsten H.
Date: 2015-12-00
Type: Journal Articles
Subjects: College Science,Biology,Science Instruction,Undergraduate Students,Required Courses,Student Empowerment,Integrated Curriculum,Interdisciplinary Approach,Small Colleges

Undergraduate biology programs in smaller liberal arts colleges are increasingly becoming focused on health science fields. This narrowing of focus potentially decreases opportunities for these students to explore other sub-fields of biology. This perspectives article highlights how one small university in Connecticut decided to institute a required integrated biological systems course into their biology degree. The course focuses on empowering biology students to view science topics through multiple scales.
The Need for an International Geoscience School Syllabus: Its Development and Publication
Author: King, C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Earth Science,Course Descriptions,Holistic Approach,Elementary School Curriculum,Secondary School Curriculum,Curriculum Development,Foreign Countries

International comparisons of school-level geoscience education across the world had shown great variability in the amount and content of the geoscience materials and in the ways in which it was taught. When this situation was discussed at meetings of organisations concerned with international school-level geoscience education in 2012, the decision was taken to develop an international geoscience syllabus that could be used in future discussions with curriculum developers, many of whom have little geoscience understanding. The new syllabus that was developed was based on a holistic systems approach, as advocated in the literature, and is presented in ways most easily assimilated by non-geoscience expert curriculum developers. The more detailed content was determined through an analysis of the geoscience content of curricula of a range of countries, since it is easier to argue for material to be included if it is already being taught elsewhere across the world. The syllabus was published on websites in January 2014. It has the potential to enhance Earth science education across the world, increasing the Earth science literacy of all pupils involved, whilst encouraging some to become the geoscientists of the future.
Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics
Author: Olaniyan, A. O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Secondary School Science,Science Achievement,Models,Quasiexperimental Design,Control Groups,Experimental Groups,Lecture Method,Teaching Methods,Pretests Posttests,Energy,Science Instruction,Statistical Analysis,Scores,Gender Differences,Physics,Hypothesis Testing,High School Students,Foreign Countries

The study investigated the Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics. The research design was a quasi-experimental, non-randomized, non-equivalent pretest, post-test using a control group. The study was conducted in two schools purposively selected and involved a total of 120 Senior Secondary School II students, 60 students per school. The experimental group was exposed to the Target-Task Problem-Solving Model while for the control group lecture method was used. The experimental and control groups were pre-tested in the first week of the research after which the treatment was applied and post-testing took place in the sixth week using a performance test on Current Electricity (PTCE). The data collected were analysed using mean, standard deviation and analysis of covariance (ANCOVA), and the hypotheses put forward tested at an alpha level of 0.05. The study revealed that the Target-Task Problem-Solving Model enhanced performance of low scoring level male students. Other findings, implications, recommendations and suggestions for further studies were explored.
Laboratory Exercise in Behavioral Genetics Using Team-Based Learning Strategies
Author: Peterson, Elizabeth K.
Date: 2015-12-00
Type: Journal Articles
Subjects: Genetics,College Science,Science Instruction,Teamwork,Cooperative Learning,Advanced Courses,Student Centered Learning,Undergraduate Students,Animal Behavior,Science Experiments,Laboratory Experiments,Instructional Effectiveness

In this paper, we describe a two-week learning module where students tested the role of the &quot;fruitless&quot; gene on aggression and courtship in &quot;Drosophila melanogaster&quot; via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform to implement the course goals and teach scientific skills in two sections of a junior/senior-level college Behavioral Genetics laboratory. We utilized the TBL format: pre-class preparation, readiness assurance, and concept application. The first week students learned the concepts necessary to understand the role of the &quot;fruitless&quot; gene on behavior and were tested as individuals and teams during the Readiness Assurance Test (RAT). They practiced working with the organisms and observing their behavior before developing novel research experiments and engaging in an extensive peer review process of their experimental designs. The following week, each group re-designed and implemented their experiments. Student performance improved during the team RAT, they preferred TBL, and were more prepared for their final research projects. Therefore, we found that incorporating TBL in this laboratory module was a successful tool toward encouraging the development of scientific skills in this laboratory.
It's about Relationships: Creating Positive School Climates
Author: Ashley, Dana M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Positive Behavior Supports,Teacher Effectiveness,Holistic Approach,Coping,Skill Development,Psychological Patterns,Stress Management,Partnerships in Education,Capacity Building,Sustainability,Specialists,Behavior Modification,Behavior Problems,Suspension,Discipline Problems,Elementary Secondary Education

When teachers wonder &quot;What should I do?&quot; in response to challenging student behaviors, the answers are not as simple as they might seem. What teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or thwart positive resolutions of conflicts. The most effective teachers in working with challenging students had very positive relationships with them. For years, many school districts have provided training or support around positive discipline but with little evidence of improving the culture of punishment that pervades many New York City schools. This author found that most educators were not directly trained in the strategies their schools were trying to implement. Positive Behavioral Interventions and Supports (PBIS) is a tiered framework of positive behavior systems in a school. Success depends on having clear expectations that are taught, rehearsed, and reinforced consistently across settings. In spring 2012, The Atlantic Philanthropies awarded a three-year, $300,000 grant to the consortium that helped cover start-up costs, technology, and professional development. With this grant, the consortium has sought to support schools regarding student behavior. This was the beginning of what would become the Positive Learning Collaborative (PLC), an initiative jointly run by the United Federation of Teachers and the New York City Department of Education to help educators create positive school environments. The Positive Learning Collaborative (PLC) is a holistic approach that focuses on teaching reflective and restorative practices and was implemented in the New York City school system. To that end, educators are coached to be mindful of their own internal dialogue and to teach students coping skills to deal with feelings such as anger and frustration.
A Critical Review: Connecting Nature of Science and Argumentation
Author: Soysal, Y.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Persuasive Discourse,Correlation,Educational Research,Online Searching,Science Education,Periodicals,Conference Papers,Books,Reputation,Epistemology,Teaching Methods,Predictor Variables,Literature Reviews

The purpose of this critical review is to examine studies incorporating interconnectedness between Nature of Science (NOS) and Argumentation. This in-depth critical review seeks to illuminate insights and direction of the linkage between these two eminent research fields in science education. It involves a computerized, web-based search to provide relevant studies consisting of conference papers, academic and peer-reviewed journals and well-known book chapters. The main selection criterion is the appropriateness of included products associated with the purpose of the review. Reputation of the research and recent impacts factors of higher-quality products are indicatives in specifying selection criteria. Additively, methodological aspect is considered to draw a more complete and holistic portrayal of the related studies regarding Argumentation and NOS. The presence of an Aptitude-Treatment Interaction (ATI) effect between NOS and argumentation instruction and, in addition to NOS understanding, gives necessary consideration to learners' Scientific Personal Epistemological Beliefs (SEBs) found to be prominent implications of the review. Other functional and methodological implications are also pointed out for further research related to the linkage between NOS and argumentation.
Learning to Switch Gears: In New Haven, a Restorative Approach to School Discipline
Author: Dubin, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Discipline,Discipline Policy,Discipline Problems,Punishment,Suspension,Educational Change,Behavior Change,Positive Reinforcement,Educational Practices,Skill Development,Teacher Student Relationship,Problem Solving,Educational Environment,Classroom Techniques,Communication Skills,Professional Development,Public Schools,Program Effectiveness,Elementary School Students,Middle School Students,Partnerships in Education,School Districts,Unions

Together, a school district and a local union are working to ensure that educators are trained in restorative practices in order to improve school climates and keep students in school and learning. This article describes how, in recent years, administrators and teachers have shifted from traditional school punishments, such as suspension, to strategies that help students acquire the skills to engage in positive behaviors. To that end, educators in the building have embraced restorative practices, in which students participate in conversations with their teachers and peers to discuss problems at school and at home. Last year, the New Haven Federation of Teachers (NHFT) received a two-year grant for $300,000 from the American Federation of Teachers Innovation Fund toward this school discipline endeavor. The grant money is used to train teachers in restorative practices and to pay for a project director responsible for helping teachers apply these practices in their classrooms.
How Contextualized Learning Settings Enhance Meaningful Nature of Science Understanding
Author: Bilican, K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientific Principles,Context Effect,Science Instruction,Preservice Teachers,Elementary School Science,Elementary School Teachers,Questionnaires,Teaching Methods,Foreign Countries,Qualitative Research,Semi Structured Interviews,Intervention

Exploring different contexts to facilitate in-depth nature of science (NOS) views were seen as critical for better professional development of pre-service science teachers, which ultimately would assure better students' NOS understanding and achieve an ultimate goal of current science education reforms. This study aimed to reduce the lack of information related to the contribution of contextualized settings to gain a deeper NOS understanding by pre-service science teachers and provided evidence to inform researchers for effective teacher education programs. The present study focused on helping pre-service teachers develop their NOS views within a combination of different contextualized settings, coupled with explicit reflective NOS instruction. The study was undertaken with seven pre-service elementary science teachers. Data was collected by administration of open-ended questionnaire. The findings revealed substantial improvements in pre-service science teachers' NOS understanding. The results showed that contextualized learning settings might provide teachers with meaningful deeper understanding of NOS rather than rote memorization of NOS tenets.