ethanporcaro/eric-fulltext-meta huggingface dataset:
The Introduction of the Flexible Zone Programs in the Greek Educational System: Teachers&apos; Perspectives
Author: Brinia, Vasiliki
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Teacher Attitudes,Program Implementation,Administrator Role,Counselor Role,Barriers,Faculty Development,Principals,School Counselors,Cooperation,Educational Innovation,School Schedules,Student Interests,Gender Differences,Program Effectiveness,Student Behavior

The present paper aims at presenting the introduction of the Flexible Zone program in the context of the Greek Educational system, an innovative, modern teaching program. More specifically, Greek teachers' views on the implementation process, the legislative framework, and the roles of the school head teacher and the school counselor, as well as the difficulties tackled regarding the Flexible Zone programs are thoroughly explored through this study. In order to investigate and better interpret the findings, quantitative research was adopted with questionnaires from 135 teachers having been collected, numbered, coded, and analyzed. Topics such as the importance of in-school seminars and training sessions related to Flexible Zone programs, the significance of the head teacher, school counselor, and the school activities supervisor's contribution, the development of the school equipment and infrastructure, as well as the overall cooperation have emerged from the findings. The present study can offer valuable insights regarding the innovative program of Flexible Zone to the international academic community and policy makers.
Augmented Reality Applications in Education: Teachers&apos; Point of View
Author: Tzima, Stavroula
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Simulation,Simulated Environment,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Heritage Education,Cultural Maintenance,Faculty Development,Computer Oriented Programs,Teacher Role

A common conclusion of several studies is that augmented reality (AR) applications can enhance the learning process, learning motivation and effectiveness. Despite the positive results, more research is necessary. The current work aims to study the degree of diffusion of AR technology and teachers' opinion about the need for continuous training, the process of creating 3D models, and the feasibility of AR applications development by teachers and students in school settings. Teachers are the common element in every different educational system and play a key role in the integration and acceptance of technology in education. Qualitative research was conducted in February 2019 in rural and suburban areas of North-Western Greece on secondary education teachers of different specialties and the results showed that AR applications development is feasible under certain conditions, including the limitation of the curriculum as the main negative factor and the teacher's personality and the desire for co-operation among teachers of different specialties as positive factors.
A Chemistry Lesson for Citizenship: Students&apos; Use of Different Perspectives in Decision-Making about the Use and Sale of Laughing Gas
Author: Bayram-Jacobs, Durdane
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Student Attitudes,Decision Making,Perspective Taking,Substance Abuse,Teaching Methods,Group Discussion,Video Technology,Citizenship Education,Science and Society,Visual Aids,Learner Engagement,Secondary School Students,Foreign Countries

The aim of this study was to explore how the design of this chemistry lesson for citizenship influences students' use of different perspectives in decision-making about 'the use and sale of laughing gas'. In this study, 'the use and sale of laughing gas among youth' was chosen as a socio-scientific issue. This chemistry lesson for citizenship was designed according to the 5E instructional approach, and activating pedagogical methods and tools (i.e., group discussion, reading the information cards, taking notes, watching instructional videos) were used. Both the types of perspectives used and the effectiveness of the pedagogies implemented were explored. Twenty-three students from two classes participated in the study. The data were collected through five tools (four worksheets and a questionnaire). The students mainly used 'scientist' perspective by focusing on what research says about the possible consequences of inhaling laughing gas. The students also focused on 'health'; principally, they referred to the relation between the amount of laughing gas used and the damage it may cause. As to the influential pedagogical elements of the lesson, the 'videos' were found to be the most effective and informative. In addition, the 'group discussion' was also found to be an influential activity of the lesson on making decisions about the use and sale of laughing gas. Therefore, our results suggest that the lesson design supported the students to recognize and use different perspectives to make informed decisions about the sale and use of laughing gas.
A Concept Tree of Accounting Theory: (Re)Design for the Curriculum Development
Author: Zhou, Yining
Date: 2019-00-00
Type: Journal Articles
Subjects: Accounting,Curriculum Development,Concept Mapping,Sequential Approach,Test Construction,Context Effect,Learning Theories,Visual Aids

This study contributes to both accounting and concept mapping literature through the depiction of a concept tree based on the Accounting Theory curriculum, which has undergone recent and rapid expansion of its knowledge and has hence outgrown the previous limited mapping work. This tree-shaped concept map not only accounts for a particular mapping approach little studied and scarcely exemplified in literature, but also signifies a creative model that graphically interprets the sophisticated system of accounting theories and concepts as well as their complex interrelationships. In teaching practices, this concept tree has attested a potential to promote curriculum development, as evidenced in sequence and cohesion of topics and by being linked meaningfully to exam design.
Teaching Gender in the History Classroom: An Investigation into the Initial Training of Primary Education Teachers
Author: Ortega-Sánchez, Delfín
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Issues,Program Effectiveness,Teacher Education Programs,Gender Differences,History Instruction,Womens Studies,Sex Fairness,Gender Bias,Curriculum,Social Influences,Social Attitudes,Critical Literacy,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Foreign Countries

In this article, we aim to, firstly, examine the social representations of a group of trainee Primary-Education teachers (n = 62) with regard to both the procedures and the social purposes of teaching History at school and, particularly, the role of women in History lessons. Secondly, we attempt to intervene in those representations and to evaluate the potential impact of a teacher training programme both in and for education in gender equality. Empirically, we employ a quantitative (means and standard deviations) and inferential (Wilcoxon's signed-rank and Kendall's tau-b tests) pre-experimental, pre-test/post-test design with no control group. The results shed light on the generalised acceptance of critical curricular focuses in History lessons that are directed towards training in historical and social thinking skills from a gender perspective. The sex of prospective teachers does not seem to influence these results. Likewise, these results confirm the didactic potential of using critical literacy resources in the classroom for improving the visibility of women and the female experience in the historic--social discourse of History as it is taught and in the promotion of models of global citizenship.
Is Fidelity of Implementation of an Anti-Bullying Policy Related to Student Bullying and Teacher Protection of Students?
Author: Hall, William J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Elementary Secondary Education,State Policy,Program Implementation,Fidelity,Student Behavior,Teacher Role,Disclosure,Faculty Development,Training,Knowledge Level,State Legislation,Board of Education Policy

Bullying is a significant school problem. Policies have been developed to reduce bullying, yet little is known about their implementation, which must occur for these policies to have an effect. This study examines associations between the overall implementation of a state anti-bullying policy and implementation of specific components outlined in the policy with two outcomes: bullying among students and teacher protection of students. Data were collected from 588 educators in K-12 schools across North Carolina a year following the enactment of an anti-bullying law in the state. Results show that overall policy implementation fidelity is inversely related to student bullying and positively related to teacher protection. In addition, the implementation of certain policy components (i.e., educator and student knowledge of bullying reporting procedures, training of educators about protected classes from bullying, student knowledge of protected classes, and educators reporting and remediating bullying based on protected classes) is significantly related to the outcomes. Thus, the implementation of certain anti-bullying policy components may be more potent in addressing bullying. Future research should identify constellations of policy strategies that need to be activated in schools to eliminate bullying.
Eco-Design and Eco-Efficiency Competencies Development in Engineering and Design Students
Author: Neto, Victor
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Foreign Countries,Engineering,College Students,Sustainable Development,Economic Development,Efficiency,Conservation (Environment)

The development of vital competencies and a mindset to rethink products, production, and business models in engineering and design students is presently of great importance. These future professionals will play a key role in the development of sustainable products. Within Eco-design and Eco-efficiency curricular unit, an assignment was developed that consisted of the development of an eco-design and eco-efficiency study of a given product, provided by a real industrial company. In this paper, the challenge description and application are reported, as well as the key conclusions.
Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship
Author: Androutsos, Athanassios
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Education,21st Century Skills,Experimental Teaching,Innovation,Cooperation,Creative Activities,Design,Computer Literacy,Entrepreneurship,Secondary School Students,Foreign Countries,Pilot Projects,Instructional Effectiveness

In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students' innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services.
How Do Physics Teacher Candidates Substantiate Their Knowledge? An Analytical Framework for Examining the Epistemic Dimensions of Content Knowledge in Higher Education
Author: Nousiainen, Maija
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Physics,Science Instruction,Pedagogical Content Knowledge,Scientific Concepts,Preservice Teachers,Knowledge Base for Teaching,Foreign Countries,Secondary School Science

Supporting teacher candidates' learning of coherent and well-ordered content knowledge is one of the most important educational aims in subject teacher education. To reach this aim, teacher educators need suitable tools to enhance the formation of such knowledge. In this article, we present an analytical framework to examine conceptual knowledge, meaning the ability to define the relevant concepts pertaining to a task; relational knowledge, i.e., the ability to consider interrelations between the concepts; and strategic knowledge, i.e., the ability to use the knowledge by providing (experimental or modeling) procedures, which build new knowledge. A sample analysis of 16 teacher candidates' written reports is presented to illustrate how this framework can be used. The aim of the study was to reveal what kind of variation in teacher candidates' content knowledge can be found. This study suggests that teacher candidates' written reports can reveal remarkable differences in the epistemic dimensions of content knowledge. The framework shows the differences among the teacher candidates as well as produces information for teacher educators of the critical aspects, when and where to intervene, and where to focus using different teaching practices.
The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes
Author: Coffey, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: College Athletics,Athletes,College Students,Skill Development,Job Skills,Leadership Qualities,Communication Skills,Personality Traits,Teamwork,Student Characteristics,Employment Qualifications

National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include &quot;dumb jock&quot; stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace.
Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&amp;E) Education
Author: Pisoni, Galena
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Strategies,Curriculum Implementation,Blended Learning,Innovation,Entrepreneurship,Higher Education,Information Technology,Skill Development,Intercollegiate Cooperation,Universities,Foreign Countries

New information and communication technologies (ICTs) provide educators and learners with novel approaches to enhance teaching and learning processes. Technology enabled learning plays a vital role in contemporary education and blended learning is widely adopted across higher education as a learning mode. In this paper we reflect on the strategies for introducing blended learning in a network of European universities and the first lessons learnt from the experience. A total of 18 universities took part with around 350 students registered in the 2018-2019 academic year. In this report we recount how the lecturers in our network introduced the blended learning in their classes, the different types of lessons resulting from this effort, as well as the teachers' and students' perceptions regarding the blended learning activities performed. Our reflection is focused on the use of blended learning and its positive effect on activating students and development of innovation and entrepreneurship soft skills. The perceptions on blended learning are interrelated, with the success of the blending models depending on the blended learning activities, and how well the respective online contents are embedded into the teaching and learning processes.
Study on the Attractiveness Factors of Online Courses
Author: Han, Jia-Xuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Correlation,Teaching Methods,Educational Trends,Schemata (Cognition),Statistical Analysis,Evaluation Methods,Course Evaluation

With the rapid development of online courses, digital learning has become a global trend. In this context, this study analyzed the high intake population of online courses for online affective cognition, and explored what the user's attraction factors for online courses are. The key factors that affect consumers' usage of online courses and the weights of impact relations are presented, aiming to provide guidance for future improvement of online courses. This study was conducted through the evaluation grid method of Miryoku engineering. In order to make the charm factors more accurate and representative, this study summarized the charm elements using the Kawakita Jiro (KJ) method, and then quantified the factors in the form of a questionnaire. Through the statistical analysis of the questionnaire and quantification theory type I, the correlation between the charm feeling and the online course as well as the weight of each item (original evaluation item) and category (specific evaluation item) were calculated. Through the research and discussion on the charm factors of online teaching, the results analyzed and integrated in this paper could give more substantive suggestions and help to the education industry.
Managing Personal Finance Literacy in the United States: A Case Study
Author: Beck, Joshua J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Case Studies,Teaching Methods,Outcomes of Education,Housing,Real Estate,Debt (Financial),Elementary Secondary Education,Mathematics Instruction,Age Differences,Futures (of Society),Higher Education,Educational Benefits,Student Attitudes,Economic Factors

This study investigates the perspectives and impact that personal finance education had on participants in Western Pennsylvania. The researchers begin with a literature review of personal finance courses in the United States (U.S.). The U.S. housing market collapse is also discussed as a key component of the financial crisis that is often overlooked and can be partly attributed to the lack of financial literacy. The findings of this study indicate that participants want personal finance courses offered in K-12 schools and at the collegiate level. They also want personal finance elements to be co-curricular in the K-12 setting. A recommendation based on responses from participants is that co-curricular teaching of personal finance should be tied in with math courses. The participants of this study either have benefited from personal finance lessons themselves or are a strong advocate for the teaching of personal finance in the future. The financial future does also bring worry to the different generations. Generation X is more worried about the financial choices of the upcoming generations, while Millennials and Generation Z are concerned about the future of the economy and how this will affect them.
Development and Experimentation of a New Mathematical Model for Teaching-Learning the Radioactive Decay Law
Author: Mamane, Adnane
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematical Models,Teaching Methods,Physics,Science Instruction,Foreign Countries,Chemistry,Biological Sciences,Earth Science,Difficulty Level,High School Students,Secondary School Science,Computer Simulation,Student Satisfaction

Our plan is to bring professors and their Moroccan pupils to focus on the teaching-learning of physics, without adopting forced mathematical modeling in previously unknown frames and registers, as is actually the practice. The preliminary study consists of developing a new analytical model for the teaching-learning of the radioactive decay law. However, the validation study was conducted to test its pertinence. The results show that, compared to the official model, pupils are very satisfied. In fact, the proposed new model intelligibility frame facilitates the linking of the concept of space of reality, with those of registers and frames. The pupils' performance amounted to 65.33% in the development of the analytical model of the radioactive decay law, while in terms of suitable applications, pupil performance ranged from 0% to 75%. This result is partly due to the collaborative work, which induced a very significant increase in pupil performance. They were observed between increases ranging from 33.3% to 69.5%. In fact, we attribute these good performances to the ICT resources' mobilization, specifically SimulP200, the one that we have exclusively elaborated. These resources have also mitigated the difficulties of the experiment, and those related to the processes of elaboration of different radioactive decay law model.
Children with Grand Imaginaries: Bringing Them Closer to the World of Science
Author: Villarreal-Romero, Sandra-M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Children,Learning Motivation,Global Approach,Visual Aids,Educational Games,Student Motivation,Teaching Methods,Individual Characteristics,Technological Advancement,STEM Education

Although at present there are academic strategies for scientific dissemination, it is still a challenge for the general population to access quality information that is reliable, easy to understand and motivational towards science. This article proposes an image-based educational scientific dissemination tool with the goal of bringing children closer to science, through the recognition of relevant characters and their contributions. The study was developed along three stages. The first and second were conducted through a qualitative analytical approach with an interpretative perspective, using a documental method, with a review and analysis technique. During the first stage, a review and selection of studies related to scientific dissemination for children was conducted. The second one focused on the identification and selection of scientific characters, through the establishment of categories and criteria. The third stage relates to the design of outstanding characters' biographical cards. The main contribution of this proposal is the assembly of a semantic network to portray a completed character profile, time context, place of origin, contributions, impacts, acknowledgements or prizes, as well as limitations or difficulties in context. Therefore, a mean of disclosure was devised through cards with a highly graphic and animated content regarding scientific characters sized in a gaming strategy called 'Sapiencia', a ludic and motivational learning tool.