ethanporcaro/eric-fulltext-meta huggingface dataset:
Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5
Author: Wijekumar, Kausalai
Date: 2017-12-00
Type: Journal Articles
Subjects: Evidence,Intelligent Tutoring Systems,Memory,Expository Writing,Reading Comprehension,Elementary School Students,Grade 4,Grade 5,Content Area Reading,Reading Instruction,Scaffolding (Teaching Technique),Text Structure,Randomized Controlled Trials,Prior Learning,Web Based Instruction,Metacognition,Recall (Psychology),Reading Tests,Pretests Posttests,Standardized Tests,Statistical Significance,Statistical Analysis

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today's diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students' strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.
Active Citizens, Good Citizens, and Insouciant Bystanders: The Educational Implications of Chinese University Students&apos; Civic Participation via Social Networking
Author: Ke, Lin
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Citizen Participation,College Students,Social Networks,Ethnography,Student Attitudes,Preferences,Citizenship Education,Democracy,Life Style,Cultural Activities,Censorship,Freedom of Speech

This virtual ethnographic study explores how Chinese university students use social network sites (SNSs) to participate in civic activities. An ideal of &quot;active&quot; citizens is contrasted with good citizens (Crick) and insouciant bystanders. We find that students engage with the civic issues embedded in everyday life; their online civic preferences are often linked to their course of study; their participation may involve overcoming technological controls; and they have difficulty in translating their interest in life-politics (Giddens) from online to offline. We conclude that in China SNSs do open up space for civic participation by youth, but do not yet constitute an idealized public sphere (Habermas). Thus, there is a need to develop citizenship education that encourages young people to reflect on their online practice and develop critical online and offline civic participation.
Empire at the Margins: Compulsory Mobility, Hierarchical Imaginary, and Education in China&apos;s Ethnic Borderland
Author: Yang, Peidong
Date: 2014-03-00
Type: Journal Articles
Subjects: Student Mobility,Ethnic Groups,Ethnography,Foreign Countries,Rural Areas,Geographic Location,Minority Groups,Migration,Compulsory Education,Educational Legislation,Confucianism,Rewards,Discipline,Educational Policy,Social Mobility,Occupational Aspiration,Economic Factors,Elementary Secondary Education,Governance

This paper presents an ethnographic interpretation of education as a social technology of state sovereign power and governing in the borderlands of contemporary China. Illustrated with snapshots from ethnographic fieldwork conducted in a Pumi (Premi) ethnic village located along China's south-western territorial margins, it is argued that the hierarchical structure of the education system, coupled with the arduous and yet &quot;compulsory mobility&quot; entailed in educational participation, powerfully shapes the social and political imaginaries of peripheral citizens. Education serves simultaneously as a &quot;distance-demolishing technology&quot; and a &quot;hierarchy-establishing technology&quot; that counters the &quot;frictions of terrain&quot; that traditionally presented a problem to the state for governing such geographically inaccessible borderlands.
Teachers&apos; Attitude towards Implementation of Learner-Centered Methodology in Science Education in Kenya
Author: Ndirangu, Caroline
Date: 2017-10-23
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Curriculum Implementation,Student Centered Curriculum,Science Education,Science Curriculum,Principals,Administrator Attitudes,Constructivism (Learning),Inservice Education,Educational Practices,Statistical Analysis,Hypothesis Testing,Instructional Innovation,Surveys,Likert Scales,Probability,Secondary School Mathematics,Secondary School Science,Questionnaires,Interviews,Observation

This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers' attitudes, the teachers' attitudes and the level of implementation of Activity-focused methods, Student-centred activities, Experimenting and Improvisation through the Plan, Do, See and Improve (ASEI/PDSI) classroom practices. A sample of 68 head teachers, 147 science teachers and 16 trainers was used for the survey. The study established that majority of the teachers (75%) were partial implementers, and a few (5%) were full implementers. The Chi-square findings for the head teachers were: Biology X[superscript 2] = 72.35&gt;66, Chemistry X[superscript 2] = 69.38&gt;66, and Physics X[superscript 2] = 67.03&gt;66. The teachers were: Biology X[superscript 2] = 55.3429&gt;54, Chemistry X[superscript 2] = 54.4581&gt;48 and Physics X[superscript 2] = 69.4286&gt;58 meaning that they were significant. The conclusion was to reject the null hypothesis, and accept the alternative hypothesis that there is a significant relationship between the teachers' and head teachers' attitude, and the level of implementation of the ASEI/PDSI classroom practices. The study recommended that since the level of implementation was found to be related to the teachers' and head teachers' attitudes towards the innovation, the national Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) inset should then have strategies to bring on board those who still have a negative attitude in order for the implementation to be successful.
Effects of the Types of Error, Proficiency Level of the Learners and Nature of the Recasts on the Uptake of Learners
Author: Yuksel, Dogan
Date: 2017-10-23
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Second Language Learning,Turkish,Error Analysis (Language),Language Proficiency,Error Patterns,Error Correction,Feedback (Response),Phonology,Lexicology,Grammar,Video Technology,Qualitative Research,Data Collection,Case Studies,Statistical Significance

This current study examined the effects of the type of errors learners make (that is, phonological, lexical and grammar), proficiency level of the learners (that is, A1, A2, B1, B2 and C1) and nature of the recasts (that is, long and short) on the uptake of the learners. The data of this study came from the video-recordings of A1, A2, B1, B2 and C1-level of Turkish as a Second Language (TSL) classes. 60-h data have been transcribed and analyzed by the researchers. Here, qualitative methods of data collection was employed in this multi-case research along with quantitative methods of data analysis, when necessary, to examine the relations between and among the constructs. Analysis of the study revealed that the learners had a higher percentage of uptake rate against phonological errors (with significant difference); C1 level learners had the highest percentage of the uptake rate (with significant difference) and long recasts yielded a higher percentage of the uptake (but with no significant difference between recast types). Thereafter, findings of this research are compared with those of other prominent studies.
Teacher Opinions on Ministry of National Education 2002, 2006, and 2013 Preschool Education Curricula in Turkey
Author: Durmusoglu, Mine Canan
Date: 2017-10-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Opinions,Semi Structured Interviews,Preschool Teachers,Preschool Education,Behavioral Objectives,Lesson Plans,Learning Activities,Educational Practices,Curriculum Evaluation,Student Evaluation,Qualitative Research,Content Analysis

This study was aimed to make a historical review by collecting and comparing teachers' opinions on target-behaviors/learning-objectives outcomes, content, plans, activities, practices and assessment of the Ministry of National Education (MoNE), Turkey 2002, 2006, and 2013 preschool education curricula (PEC) in six categories. The sample group of the study was selected by easily accessible technique from eight districts of Ankara province. This includes a total of 40 teachers. The data collection tools of the study were semi-structured &quot;Teacher Interview Form&quot; and teachers' &quot;Personal Information Form&quot;. In this study, content analysis was carried out by using interview technique from qualitative research methods. As a result of the study, it was determined that preschool teachers tend to regard preschool education curricula as becoming more effective, child-centered, easier to implement, teacher-guided, with active participation of the children. In the vast majority of teacher opinions on MoNE 2002 PEC, it is reported that the objectives of curriculum are appropriate for children and these objectives can be acquired by children. The practice category of the MoNE 2002, 2006 and 2013 curricula recommends that the practices are child-centered, the teacher serves as a moderator during activities, the activities are implementable and easy, and it is an actively participated curriculum.
Getting to Know You: The Development of Intercultural Competence as an Essential Element in Learning Mandarin
Author: Jin, Tinghe
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mandarin Chinese,Second Language Instruction,Cultural Awareness,Competence,Intercultural Communication,Higher Education,College Students,Ethnography,Social Influences,Cultural Influences,Asian Culture,Discourse Analysis,Semi Structured Interviews

The role of cultural dimensions in the teaching of Chinese as a foreign language in the UK is not as fully understood as it needs to be, especially in relation to developing students' abilities with intercultural communication. This paper adopts an ecological perspective on learning another language and seeks to contribute to the field of teaching and learning a foreign language through an investigation of the perceptions and experiences of university-based learners of Chinese. Learners' perceptions and experiences might productively be conceptualized with an ecology metaphor which provides analysts with a complex view of the learning and use of language based on a consideration of time and space. This present study focuses on one aspect of a broader research project in which the author investigated a group of students studying Chinese at universities in London and other British cities whose construction of culture and intercultural competence while learning Chinese as a foreign language was based on their learning experiences and intercultural encounters. In what follows we consider the concept of &quot;language distance&quot; in order to understand both the linguistic and social space that students of Chinese need to overcome. Drawing from the research data, the paper also considers the notion of intercultural communication and learning as arising from a seamless interaction between different layers of fluid social processes. The paper argues that Chinese as a foreign language in higher education can provide resources for developing intercultural dimensions of learning. The paper concludes by stressing that changes in approach to teaching and learning Chinese are increasingly necessary because of the rapid changes that are taking place within the social and political ecology of China and the Chinese language.
The Relationship between Principals&apos; Cultural Intelligence Levels and Their Cultural Leadership Behaviors
Author: Göksoy, Süleyman
Date: 2017-10-23
Type: Journal Articles
Subjects: Principals,Administrator Behavior,Leadership,Cultural Awareness,Intelligence,Correlation,Multiple Regression Analysis,Administrator Attitudes,Foreign Countries,Statistical Analysis

This study aimed to identify school administrators' views on school administrators' cultural intelligence and cultural leadership behaviors. The study employed relational screening model, a descriptive research method, since it set out to determine the existing situation. &quot;Cultural Intelligence Scale&quot; and &quot;Cultural Leadership Scale&quot; were used in the study as data collection tools. Pearson correlation analysis and multiple linear regression analysis were used in data analysis. The population of this study was composed of 328 school administrators employed in Duzce province during 2013 to 2014 academic year. Based on the result obtained from the participants, it can be argued that administrators have high perception levels regarding Cultural Intelligence and Cultural Leadership. The administrators employed in schools regard themselves as competent in terms of cultural intelligence levels and they believe they present cultural leadership behaviors. Based on participants' perceptions, there is a medium level of positive significant relationship between cultural intelligence levels, cultural leadership roles and cultural intelligence, and its sub dimensions significantly predict cultural leadership roles and behaviors.
Teacher Perceptions of Professional Role and Innovative Teaching at Elementary Schools in Taiwan
Author: Hung, Chih-Lun
Date: 2017-11-10
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Teacher Role,Educational Innovation,Questionnaires,Pretests Posttests,Likert Scales,Correlation,Statistical Analysis

The purpose of the study is to explore the association between primary school teachers' perceptions of professional role and their innovative teaching in Central Taiwan. Quantitative research methods were employed, and data were collected from 554 Central Taiwanese teachers. The results of the present study indicated that elementary school teachers have highly perceived professional services and professional ethics for professional roles, and the teachers performed well in ideal thinking for innovative teaching. Also, the professional role perceptions of teachers, particularly the dimension of professional development, were significantly positively correlated with innovative teaching. Finally, the analysis results showed that the professional role perceptions, specifically the professional development dimension, effectively predicted innovative teaching.
The Black Lives Matter Movement and Historically Black Colleges and Universities
Author: Gasman, Marybeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,African Americans,Black Colleges,College Role,African American Students,African American Education,Inclusion,College Environment

This article looks at the Black Lives Matter Movement and Historically Black Colleges and Universities. Historically Black Colleges and Universities (HBCUs) continue to play an important role in society. However, what the Black Lives Matter movement shows consistently is that predominantly White institutions need to change, to step up and embrace difference, and to be truly inclusive. Doing so means that some policies will need to change, some traditions will need to end, and more oversight will be needed in order to ensure that African Americans have choices for their educational endeavors. HBCUs should not be left to do all of the hard work. Instead, predominantly White institutions should look to them as examples and for guidance in empowering African American students by providing a safe environment and truly valuing their contributions. HBCUs are places where Black lives have always mattered but there is nothing but will stopping all colleges and universities from valuing Black lives in the same way.
Relationship Level of Individual Value Perceptions and Competence Beliefs of Classroom Teachers
Author: Kop, Yasar
Date: 2017-11-10
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Sampling,Statistical Analysis,Teacher Effectiveness,Measures (Individuals),Foreign Countries,Efficiency,Values,Ethics,Justice,Trust (Psychology),Teacher Characteristics,Gender Differences

The main aim of this study is to reveal classroom teachers' personal value perceptions and the level of their efficiencies. The quantitative research method was used in the research. The target population of the research consisted of 335 classroom teachers in Kars. Multi stage sampling model was selected in order to determine the sampling in the research. First, Kars City Center and its boroughs were accepted as a layer respectively, and then layered sampling was used as a random sampling model. For the sampling, Kars City center and its boroughs in which the schools' and teachers' scale were applied was defined using random sampling model. The tools used for the data collection in the research include Teacher Personal Value Scale and Teacher Efficiency Scale. To determine personal information, personal value perception and the efficiency levels of the teachers, the percent, frequency, and arithmetic average values were defined. Also, to determine whether personal value perception and efficiency levels differed according to the personal characteristic for unrelated sampling, t-test and oneway ANOVA analysis techniques were used. Post hoc test was applied to find the differences in the result of one-way ANOVA test. The Pearson moments correlation coefficient test was done to determine the teachers' personal values and efficiency levels.
A New Educational Perspective: The Case of Singapore
Author: Kent, Daniel C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Educational Change,Educational Practices,Academic Achievement,Educational Policy,International Assessment,Change Strategies,Elementary Secondary Education,Postsecondary Education

Today Singapore is the top or among the top performers in the world on a number of educational metrics. The country boasts the number one ranking in the Programme for International Student Assessment (PISA), the highly visible and regarded international assessment conducted by the Organization for Economic Cooperation and Development (OECD) measuring the skills and knowledge of 15-year old students. Singapore also topped the 2015 Trends in International Mathematics and Science Study (TIMSS) in every single category, including math and science at both the primary and secondary school levels. Singapore implemented a number of policy innovations both at the time of its founding and more recently. Collectively these changes gradually led to the transformation of Singapore's once fledgling educational infrastructure to one of the most successful in the world. Initially, these innovations took place predominantly at the primary school level, while more recently the focus has shifted to higher education as the education sector matured. This article discusses how Singapore has gone from a developing nation, with low educational enrollment and completion, to becoming the premier education system in Asia.
The Effectiveness of Teacher Work between Permanent and Non-Permanent Teachers on the Implementation of School-Based Management in Muhammadiyah Metro Elementary School
Author: Juhri, A. M.
Date: 2017-10-23
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Effectiveness,Temporary Employment,School Based Management,Comparative Analysis,Program Implementation,Nonparametric Statistics,Teacher Responsibility,Hypothesis Testing,Statistical Analysis,Governance

The study aims to obtain empirical evidence of the differences in the effectiveness of work on several aspects, including preparing and planning learning activities, the implementation of public administration, responsibility, and task. The study was carried out between the two groups, which were permanent and nonpermanent teachers in Muhamamdiyah Metro Elementary School. The research was conducted in Muhammadiyah Metro Elementary School, Metro Center, Metro City of Lampung Province. The duration of the study was five months during February to June 2016 in the even semester of the 2015/2016 School Year. The ex-post facto method was used in this research. The population in this study was the teachers of Muhmmadiyah Metro Elementary School. The sample used originated from two group which were: The permanent teacher and the nonpermanent teacher. The sample was taken based on the quota of each sample of 7 people with the total sample amounting to 14 people. Data collection on the effectiveness of teacher work was done using the assessment sheet by the school principal. The data of the research were analyzed using the nonparametric statistical technique, Mann Whitney test. The conclusions obtained in this study are: There is a significant difference between the effectiveness of work between permanent teachers and non-permanent teachers on the aspects of preparing and planning the learning activities; there is no significant difference in the effectiveness of work between permanent and non-permanent teachers on the aspects of general administration implementation; and there was no significant difference in the effectiveness of work between permanent teachers and non-permanent teachers on the aspects of responsibility and duties.
Teaching Students with Intellectual Disabilities: Constructivism or Behaviorism?
Author: Algahtani, Faris
Date: 2017-11-10
Type: Journal Articles
Subjects: Intellectual Disability,Constructivism (Learning),Behaviorism,Teaching Methods,Theories

Many teaching strategies have been postulated over the past years by various scholars in an effort to enhance the education system among students with intellectual disabilities. There is much debate on the application of constructivist and behaviorist perspectives for teaching students with intellectual disabilities as addressed in this paper. Many scholars have advocated for exclusivity with regards to the use of the two approaches. However, this work recommends a combination of principles from the two approaches to best structure instructions and teaching. This paper includes a brief explanation of intellectual disabilities, a summative brief of major constructivist and behaviorist perspectives, and their implication in students with intellectual disabilities. Finally, the paper offers summary of the approaches and provides a number of recommendations for teaching intellectually challenged children in a school setting.