ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of a Small-World Network of Higher Education Students, Using a Large-Group Problem-Solving Method
Author: Sousa, Fernando Cardoso
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Problem Solving,Social Networks,Student Surveys,Business Administration,Business Administration Education,Student Projects,Cooperative Learning,Problem Based Learning,Strategic Planning,Organizational Objectives,Teamwork,Focus Groups,Group Dynamics,Teaching Methods,Educational Practices

This article presents the development of a small-world network using an adapted version of the large-group problem-solving method &quot;Future Search.&quot; Two management classes in a higher education setting were selected and required to plan a project. The students completed a survey focused on the frequency of communications before and after the project. The findings support the successful development of a small-world network using the selected problem-solving technique in a collaborative project, thus constituting an innovation in a higher education setting.
Teaching through Research--Research through Teaching: Comparing Scientific and Subjective Theories
Author: Patry, Jean-Luc
Date: 2014-00-00
Type: Journal Articles
Subjects: Scientific Principles,Scientific Research,Teaching Methods,Teacher Researchers,Educational Theories,Concept Teaching,Educational Practices,Integrated Activities,Schematic Studies,Masters Programs,Journal Articles,Coding,Student Research,Foreign Countries

Teaching through research has a great potential for Master's studies. The paper presents how this has been done in a particular case, comparing scientific and subjective theories, and how this course was simultaneously used to do research about this topic. The course proved to be a win-win-situation for the students and for the teacher/researcher. The rational and the method of the assessment and analysis of subjective theories through the dialogue-consent method is described and applied to the analysis of scientific theories. The procedures with the students is then presented, which differs slightly from the standard dialogue-consent procedures. In the result section, first, some outcomes of the data analysis are presented, then based on the students' papers their experiences are described. The discussion section shows in what regard the course was beneficial to the students and for research.
Implementing &quot;Science across the World&quot; in a Resource-Based Learning Activity Regarding Sustainable Development Issues
Author: Chang, Shu-Nu
Date: 2007-12-00
Type: Journal Articles
Subjects: Science Education,Science and Society,Environmental Education,Technology Education,Sustainable Development,Science Activities,Climate,Energy Conservation,College Freshmen,Nonmajors,Scientific Attitudes,Questionnaires,Student Interests,Information Seeking,Information Sources,Internet,International Educational Exchange,Global Approach,Inquiry,Scientific Literacy,Educational Benefits

The rapid development of science and technology has become a global issue in modern society, since it will not only bring conveniences into people's lives but it may also cause extensive environmental damage to the planet earth. Therefore, it is important to propagate the notion of Science Technology and Society (STS) and the awareness of sustainable development. The purpose of this study was to implement a Science across the World (SAW) activity in a resource-based environment regarding two sustainable issues, &quot;global warming&quot; and &quot;renewable energy,&quot; and to investigate students' responses to this SAW activity. Seventy-eight non-science major freshmen participated in the study. The results from participants' questionnaires indicated that students felt most interested in exploring ideas locally via Internet, and exchanging information with students from other countries globally. Through this activity, students also presented the positive results of the acquisition of knowledge, and they felt that their inquiry abilities got improved. Implications of STS teaching on students' learning and attitudes are discussed.
Beliefs about Language Learning: Current Knowledge, Pedagogical Implications, and New Research Directions
Author: Bernat, Eva
Date: 2005-06-00
Type: Journal Articles
Subjects: Beliefs,Second Language Learning,Interdisciplinary Approach,Individual Differences,Cognitive Psychology,Correlation,Personality,Second Language Instruction,Metacognition,Teaching Methods,Student Attitudes,Educational Research

This paper argues for an interdisciplinary approach to beliefs about language learning research, and suggests that current studies in this area do not go far enough to examine the extent to which stable factors, such as individual learner differences, account for the nature of beliefs. Next, it elucidates how cognitive and personality psychology provides a foundation for a possible relationship between learner beliefs and personality, and emphasizes the need for further research and a strong theoretical foundation before any attempts to change language learners' beliefs are made in the classroom context.
Constructing the Teaching Process from Inside Out: How Pre-Service Teachers Make Sense of Their Perceptions of the Teaching of the Four Skills
Author: da Silva, Marimar
Date: 2005-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,English (Second Language),Skill Development,Practicums,Theory Practice Relationship,Experiential Learning,Observation,Educational Practices,Educational Planning,Lesson Plans

This study aimed at investigating the perceptions Brazilian pre-service teachers hold concerning the teaching of the four skills in English as a foreign language, with a view to understanding how perceptions relate to pedagogical practice. Data were collected during the pre-service teachers' teaching practicum and the analysis, based on six sets of information, revealed that the pre-service teachers' perceptions stem from two types of knowledge: the theoretical knowledge and the experiential knowledge built up on their apprenticeship of observation and the memories of their lived experiences. Moreover, the perceptions the pre-service teachers have of these two types of knowledge work as tenets for them to interpret and understand their teaching, as filters through which the theoretical knowledge is viewed, as a source of teachers' knowledge, and as triggers of conflicts and dilemmas as well.
Language, Education, and Success: A View of Emerging Beliefs and Strategies in the Southeastern United States
Author: Mantero, Miguel
Date: 2005-06-00
Type: Journal Articles
Subjects: English Language Learners,Elementary School Students,Teacher Attitudes,Beliefs,English (Second Language),Second Language Learning,Language Teachers,Parent Teacher Cooperation,Educational Practices,Academic Achievement,Surveys,Qualitative Research,Second Language Instruction

This research investigates the beliefs and self-reported practices of teachers in an elementary school in the Southeastern United States, where the English Language Learner (ELL) population has grown significantly over the past ten years. The findings describe and clarify mainstream teachers' beliefs regarding the academic preparation of ELLs, as well as their interaction with the students' families and the institution's ELL teacher. Suggestions are offered as to how classroom teachers and language educators can work together to strengthen their relationships, and improve the academic achievement of the elementary school English Language Learner.
Support Needs of the Most Vulnerable Student Groups in Non-University Higher Education
Author: Tamuliene, Rasa
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Student Needs,At Risk Students,Integrated Services,Ancillary School Services,Academic Support Services,Student Personnel Services,Qualitative Research,Focus Groups,Part Time Students,Continuation Students,Student Employment,Participant Characteristics,Emotional Response,Needs Assessment,Foreign Countries,Student Surveys

This article presents the research on support needs of the most vulnerable students in nonuniversity higher education. The research results have revealed that older, part-time students who have family and/or work responsibilities focus on academic information and counselling, foreign language training, distance study centre, legal counselling and psychological counselling services. It has also been found that traditional age, full-time students who have no work and/or no family responsibilities and whose motivation to study is low require more career designing, psychological counselling, student accommodation, financial support and legal counselling services.
Second Language Teacher Education in Canada: The Development of Professional Standards
Author: Sivell, John
Date: 2005-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Profiles,Language Teachers,Teacher Education Programs,Standards,English (Second Language),Adult Education,Foreign Countries,Group Membership,Educational Change,Educational Finance,Adult Educators,Teacher Certification

The institution of professional standards for Adult ESL is one of the most influential developments in Canadian second language teacher education in recent years. As a major innovation in practice and values, this initiative has interesting implications not only for the content of the standards themselves, but also for the process by which the change is being accomplished. In particular, heterophilous communication (communication between individuals or bodies with different group affiliations) has played a significant role in both the definition and the diffusion of these standards. While some differences in approach may still be observed, in general a remarkable level of support has already been achieved and there is every reason to anticipate that the professional standards movement will continue contributing to the evolution of second language teacher education programs and to the profile of the profession cross the country.
Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices
Author: Farrell, Thomas S. C.
Date: 2005-09-00
Type: Journal Articles
Subjects: Case Studies,Beliefs,Educational Practices,Investigations,English Teachers,Grammar,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Teaching Models,Qualitative Research,Interviews,Pretests Posttests,English (Second Language),Foreign Countries,Observation

This paper presents a case study that investigated and compared the beliefs and actual classroom practices of two experienced English language teachers with regards to grammar teaching in a primary school in Singapore. Areas where practices converged with or diverged from beliefs about grammar teaching are examined and discussed as well as the factors that have influenced the teachers' actual classroom practices. The findings suggest that teachers do indeed have a set of complex belief systems that are sometimes not reflected in their classroom practices for various complicated reasons, some directly related to context of teaching.
Acceptability of the Conceptions of Higher Education Quality to First Year Students of the Study Field of Pedagogy
Author: Žibeniene, Gintaute
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,College Freshmen,Opinions,Student Attitudes,Preservice Teachers,Preservice Teacher Education,Quality Assurance,Improvement,Excellence in Education,Educational Change,Compliance (Legal),Standards,Need Gratification,Educational Objectives,Cost Effectiveness,Needs Assessment,Questionnaires,Student Surveys,Likert Scales,Foreign Countries

The article presents which conceptions of higher education quality are most acceptable to first-year students of the study field of pedagogy. It is significant to analyse students' opinions as more than 10 years ago the EU member states agreed that higher education institutions bear responsibility for the quality of higher education. Being members of an academic community, students are also an important integral part of this process. There is a lack of research that would focus on which conception of higher education quality students believe to be the most acceptable to them. Respondents (students of the study field of pedagogy) are currently important actors in the system of higher education quality assurance and once they become teachers, they will be an important part of the system of teaching quality assurance. The article introduces the following conceptions of higher education quality: 1) quality as improvement; 2) quality as excellence; 3) quality as transformation; 4) quality as conformance to set requirements, norms and criteria; 5) quality as fulfilment and/or exceeding clients'/consumers' needs; 6) quality as fitness for purpose; 7) quality as value for money. An empirical research conducted in 2012 and 2013 helped to identify which conceptions of higher education quality are most appropriate to the first-year students from the study field of pedagogy. 326 first-year students from three Lithuanian higher education institutions participated in the research. The research revealed that the two most acceptable conceptions of higher education quality to first-year students of the field of pedagogy are quality as continuous improvement and quality as excellence.
From Teacher Candidates to ESL Ambassadors in Teacher Education
Author: Schmidt, Clea
Date: 2005-09-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Assignments,Microteaching,Student Teaching,English (Second Language),English Instruction,Context Effect,Professional Development,Lesson Plans,Feedback (Response),Participant Satisfaction,Student Teacher Attitudes,Teaching Methods,Educational Practices,Student Projects,Foreign Countries

This paper analyzes the process and impact of a pre-service teacher education course assignment that engaged teacher candidates in developing and delivering an ESL professional development night for faculty colleagues and teachers from the field. The night involved a reader's theatre performance and follow-up discussion of Tara Goldstein's (2003) play &quot;Hong Kong, Canada,&quot; exploring issues facing students and teachers in a multilingual high school, as well as a resource display containing content-based ESL lessons and resources developed by the candidates. Feedback received from teacher candidates who organized and led the session suggests that the evening was successful in enhancing candidates' ESL-related and professional confidence, and helping them apply learning from the course in practical and meaningful ways. Situating findings within the context of ESL teacher education in Manitoba, implications for collaborative curriculum development and bridging the theory/practice divide are discussed.
Behaviour and Health: A Cross-Sectional Study between a Basic Teaching School and a Professional School
Author: Rodrigues, Vitor
Date: 2007-06-00
Type: Journal Articles
Subjects: Physical Activity Level,Health Behavior,Eating Habits,Life Style,Leisure Time,Recreational Activities,Smoking,Drinking,Drug Abuse,Sexuality,Health Education,At Risk Persons,Questionnaires,Student Attitudes,Food,Body Composition,Body Weight,Body Height,Children,Adolescents,Child Health,Gender Differences,Foreign Countries

The feeding habits acquired during childhood and adolescence have important implications on the health state of individuals, and their physical and emotional well-being. According to WHO (1993), one of the most serious problems that young people face is the excessive consumption of certain types of food that are less healthy. On the other side, physical activity contributes for the reduction of cardiovascular risk diseases (Ogden, 2004). We expect the study to contribute for the reduction of risk behaviours that are more and more threatening teenagers' health, and could encourage young people to keep high levels of health habits. The purpose of the study was to investigate the life-style of a sample of young students and target the following specific objectives: (i) to identify their feeding habits; (ii) to identify their leisure activities; (iii) to classify the type of their physical activity; (iv) to investigate their tobacco consumption, alcoholic drinking, illegal drugs consumption, and sexual behaviour; and (v) to identify issues that should be dealt with in health education. Results provided some insights of how to improve students' life-styles, by incorporating respective materials into teachers' training programmes.
The Development of Movement Synthesis Ability through the Teaching of Creative Movement and Improvisation
Author: Theodoraki, Kalliopi
Date: 2007-12-00
Type: Journal Articles
Subjects: College Freshmen,Females,Physical Education,Creativity,Creative Activities,Motion,Movement Education,Teaching Methods,Experimental Groups,Control Groups,Statistical Analysis,Pretests Posttests,Improvement,Problem Solving,Decision Making Skills,Comparative Analysis

The purpose of the present study was to examine whether the teaching of creative movement and improvisation can influence the development of movement synthesis ability. Movement synthesis ability refers to the production of a movement composition. Twenty-five female freshmen, physical education students, participated in the study. They created their own series of movements improvising within a frame of fundamental movements. Their movement synthesis ability was measured on two occasions, before and after the experimental treatment. The experimental group received 10 lessons of creative movement and improvisation, while the control group did not receive any lessons of this kind. The movement syntheses of the subjects were evaluated by a 10-items scale. The statistical analysis of the data showed that three variables of synthesis ability were improved, namely, turns, changes of levels, and changes in speed and intensity, indicating that the teaching of creative movement and improvisation in the present study had a positive impact on the development of these variables.
Teacher Development through Exploration: Principles, Ways, and Examples
Author: Gebhard, Jerry G.
Date: 2005-09-00
Type: Journal Articles
Subjects: Faculty Development,Educational Principles,Educational Objectives,Transformative Learning,Teacher Responsibility,Teacher Collaboration,Reflection,Best Practices,Protocol Materials,Teacher Attitudes,Positive Attitudes,Educational Practices,Observation,Interaction,Case Studies,Training Methods,Educational Strategies

To truly develop as teachers, we need to be free to explore teaching, and exploration can be based on a set of principles and ways to explore. Principles can include: (1) transcending the goal of improving our teaching by aiming at seeing teaching differently, (2) taking responsibility for our own teaching while recognizing the need for others, (3) taking a non-prescriptive stance; (4) basing teaching decisions on description, (5) being nonjudgmental, (6) being reflective, (7) going beyond a problem solving attitude, and (8) exploring through different avenues, such as by trying the opposite of what we normally do. There are a variety of ways to explore our teaching. Three ways I highly recommend and discuss and illustrate through examples include (1) self-observation, (2) observation of other teachers, and (3) talk with other teachers about what we observe in a nonjudgmental and nonprescriptive way.
Physics Teachers' Beliefs and Their Performance in an In-Service Training Program
Author: Mistades, Voltaire
Date: 2007-09-00
Type: Journal Articles
Subjects: Beliefs,Science Teachers,Physics,Inservice Teacher Education,Secondary School Teachers,Teaching Skills,Teacher Competencies,Scores,Attitude Measures,Grade Point Average,Classroom Environment,Teacher Behavior,Teacher Response,Teacher Surveys,Questionnaires,Cluster Grouping,Problem Solving,Correlation,Student Centered Curriculum,Foreign Countries

Research in science education identified a variety of attitudes and beliefs that shape and/or are shaped by classroom experience. The present study identified high school teachers' beliefs about Physics and learning Physics. Since the background of the forty-one teachers who participated in a six-week in-service training program was neither in Physics nor in Physics education, the training program was designed to upgrade their conceptual understanding of Physics, and their skills and competencies in teaching Physics. Using the profile obtained from the Colorado Learning Attitudes about Science Survey (CLASS) and the grades that the participants obtained in the various courses they took, the relationship between teachers' beliefs and their grade point average is presented. Implications for classroom practices are also discussed.
Empowering the Teacher-Researcher: Adopting a Tool from Biochemist-Researcher Training
Author: Ting, Y. L. Teresa
Date: 2005-09-00
Type: Journal Articles
Subjects: Teacher Researchers,Teacher Empowerment,Trainees,Biochemistry,Training Methods,Research Skills,Scientific Research,Journal Articles,Reading Habits,Research Methodology,Scholarship,Habit Formation,Educational Practices,Statistical Analysis

As teachers are probably the most invaluable source of field-based informants regarding (in)effective classroom practices, teacher-training should equip teachers with tools for classroom-based teacher-led research. More importantly, these tools should sustain trainees' research-eagerness as well as autonomous professional development beyond teacher-training courses. However, if research is not the raison d'être of teaching and with educational evaluators criticising small-scale teacher-friendly research findings for their non-generalisablility, how can teacher-educators instil their trainees with the research spirit? Here, I suggest that teacher-trainers examine a simple tool used to train biochemistry graduate students towards autonomous scientific research: The extensive reading of journal articles. It is in fact the simplicity of this suggestion which makes it worthy of consideration. Quantitative data is used to demonstrate that educators and scientists rely on dimensionally different sources of knowledge, which may influence how trainees of these disciplines come to envision research doability. I share why article-reading during my graduate school biochemistry training helped us perceive research as something do-able, facilitating the information-gathering process, developing our ability to critically evaluate research findings. If the educational establishment wishes to delineate the &quot;good education puzzle&quot;, teachers must acquire these skills and gain the research confidence necessary for disseminating small-scale but high quality research findings, thus making public their knowledge, beliefs and practice.