ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools: Current Opinions of Czech Teachers about the Inclusive Form of Education
Author: Šmelová, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Teacher Attitudes,Opinions,Elementary School Teachers,Questionnaires,Comparative Analysis,Differences,Teaching Experience,Counseling Services,Statistical Analysis

Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses the opinions of teachers, who are significant actors in the area of inclusive education. The results of the research reflect not only the teachers' opinions about the issue, but at the same time reveal some issues that need to be addressed by educators of future as well as current teachers, should inclusion be successful.
Looking at Algorithm Visualization through the Eyes of Pre-Service ICT Teachers
Author: Saltan, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Science Education,Mathematics,Visualization,Qualitative Research,Case Studies,Questionnaires,Interviews,Content Analysis,Student Attitudes,Programming,Scaffolding (Teaching Technique),Educational Games,Experiential Learning,Learning Motivation,Elementary Schools,Middle Schools,High Schools,Colleges

The study investigated pre-service ICT teachers' perceptions of algorithm visualization (AV) with regard to appropriateness of teaching levels and contribution to learning and motivation. In order to achieve this aim, a qualitative case study was carried out. The participants consisted of 218 pre-service ICT teachers from four different universities. Data were obtained through an open-ended questionnaire (n = 210) and interviews (n = 8). The qualitative data were analyzed using content analysis techniques. The results indicated that about half of the pre-service teachers thought AV to be appropriate for use in elementary and middle schools. A smaller number of participants thought that using AV is appropriate in high schools and colleges. Almost all of the participants thought that AV effectively contributes to learning and teaching computer programming. Participants explained this effect in terms of seven properties of algorithm visualization environments: Visualization, Algorithmic Thinking, Enjoyable Learning, and Progressive Learning, Learning by Doing, Game-based Learning, and Scaffolding. Moreover, results showed that most of the pre-service ICT teachers believed that AV contributes effectively to motivation. They explained this positive contribution to motivation in terms of six properties of AV: Easy to use, Visual, Fun, Quick Produced, Active and Game-based.
Understanding the Concept of Information Literacy Students--For Example, the City Library &quot;Don Mihovil Pavlinovic&quot; Imotski
Author: Jovic, Marija
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Elementary School Students,High School Students,Libraries,Questionnaires,Comprehension,Foreign Countries

This paper presents the results of a study on the understanding of the term information literacy of primary and secondary school students, from the fifth grade of elementary school to the fourth year of high school at the local level, and who are members of the City Library in Imotski. The study examined 98 members of the City Library, through a questionnaire with a total of 25 questions. The selected sample consists of primary and secondary school students, members of the City Library because of their availability. The main objectives of our study were: to investigate, analyse, and determine how many students are information literate. That is, if students at the age of eleven to eighteen years understand the concept of information literacy in the right way. Since the misunderstanding of the term information literacy of students is present in the increased percentage, a measure is proposed of ongoing professional development of students in the spirit of the European concept of education.
Multi-Dimensional Perception of Parental Involvement
Author: Fisher, Yael
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Participation,Questionnaires,Foreign Countries,Parents,Teachers,Students,Government Employees,Parent Student Relationship,Parent School Relationship

The main purpose of this study was to define and conceptualize the term parental involvement. A questionnaire was administrated to parents (140), teachers (145), students (120) and high ranking civil servants in the Ministry of Education (30). Responses were analyzed through Smallest Space Analysis (SSA). The SSA solution among all groups rendered a two dimensional solution with a coefficient of alienation 0.18. The SSA map clearly divided 44 parental activities into four quadrants. The left and right regents represent the focus of parental activity: The left regent represents in-school activities and the right side represents out-school activities. The upper and lower regents represent the organizational level: The upper regent represents organizational based activities and the lower regent represents student-based activities. The initial findings also demonstrated that parental involvement can be defined by the 44 actions, which are deployed on the SSA map in a polarized facet. The facet includes four elements (separation index 1.00): Resources, school welfare, control processes and pedagogical and wellbeing contents. We now have a better understanding of what constitutes school-related parental involvement; we know that it reflects a broad spectrum of parental actions and activities, which can take place either at school or outside the school. The involvement can be expressed actively or passively, often relating to the school as an organization and often in the personal context of one's own child.
Teaching and Learning Transformative Processes (The Winter School Program)
Author: Sozashvili, Nino
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Methods Courses,Educational Theories,College Students,Teacher Education,Educational Experience

Scientific studies never replace or supplant subjective theories, but in the best case, enter a productive symbiosis; they can contribute to reflecting on and understanding one's own assumptions and thereby make them available to change. It is pedagogically sensible to address this tension between scientific and subjective theory, and thereby make pedagogical reflection accessible. For this reason, we bring forward the argument that practical experience in the field of education must precede a course of study using the scientific, theory-oriented approach to teacher training. This turns conventional education theory upside down: normally a well-grounded scientific education is required first, followed by cautious experiences in practical areas. Consequently, a valuable source of pedagogical knowledge is underrated, and regretfully also often discredited. The awareness and reflection of one's own subjective theories have to, however, be an integral part of any educational discussion of pedagogy and learning. The idea of allowing educational experiences without previous scientific education was tested in the Winter School Program, &quot;Modern Teaching Methods,&quot; at Telavi State University. The participants in the Winter School Program were students from different disciplines. None had previously studied in the field of education. The participants were thus highly heterogeneous with respect to their educational training, but homogeneous with respect to their inexperience in educational studies. The interaction of the participants with theoretical assumptions of and models of pedagogy, on the one hand, and their own experiences, on the other, generated a productive tension that makes continuing related learning very probable.
Comparison of Ukrainian and Turkish Law Students' Attitudes towards Democratic Values: Cross-Cultural Study
Author: Kayalar, Fethi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Law Students,Student Attitudes,Democratic Values,Comparative Analysis,Cross Cultural Studies,Student Surveys,Gender Differences,Age Differences,Educational Attainment,Parent Background,Housing,Place of Residence,Likert Scales

The aim of this study is to examine Ukrainian and Turkish law students' attitudes towards democratic values and the factors that may affect these values and to compare them in terms of different variables. This study is a descriptive survey model. The research consists of total 226 students from three Schools of Law, two in Turkey and one in Ukraine, whose race, religion, culture and languages are different. We tried to determine their attitudes towards democratic values regarding as age, gender, grade, level of parents' education, accommodation types. We applied &quot;Democratic Values Scale&quot; with 17 items developed by Çermik. We have concluded that comprehensive democratic activities should be created and the curriculum equipped with democratic values should be regulated and implemented so that potential future lawyers, legists, policy makers, politicians and administrators to be graduated from Schools of Law can eliminate discrimination and distribute the rights equally and establish democratic order and social justice, promote and defend the freedom of thought.
The Promise and Potential of Two-Way Immersion in Catholic Schools
Author: Fraga, Luis R.
Date: 2016-01-00
Type: Journal Articles
Subjects: Catholic Schools,Immersion Programs,Program Effectiveness,School Community Relationship,Hispanic Americans,Educational Change

Two-Way Immersion (TWI) is a method of instruction designed to facilitate the learning of a second language by non-native speakers. Unlike traditional methods of teaching a second language, TWI is grounded in the equal presence, respect, and value of the two languages and their related cultures. Moreover, the goal of TWI is the building of communities of intercultural competence and appreciation. In this article, I argue that TWI is especially appropriate for many Catholic schools given the current and growing presence of Latino Catholics. However, the establishment and maintenance of an effective TWI school is not a panacea for efforts to increase the access and inclusion of Latino families in Catholic schools. I present the example of Holy Rosary Regional School/Juan Diego Academy, a recently established TWI school in Tacoma, WA to discuss the hard choices that must be made regarding outreach, staffing, curriculum, and funding. The article concludes with a consideration of the promise and potential of TWI for Catholic schools in the United States.
Widening the Gap: Unequal Distribution of Resources for K-12 Science Instruction
Author: Smith, P. Sean
Date: 2016-01-25
Type: Journal Articles
Subjects: Science Instruction,Educational Resources,Resource Allocation,Equal Education,Access to Education,Disproportionate Representation,Minority Group Students,Teacher Effectiveness,Homogeneous Grouping,Low Achievement,Educational Opportunities,Achievement Gap,National Surveys,Elementary School Students,Mathematics Achievement,Science Achievement,Questionnaires,Statistical Significance,Teacher Expectations of Students,Ability Grouping,Factor Analysis

Inequalities in educational opportunity are well documented. Regardless of the nature of the disadvantage--low income, underrepresented minority status, or prior achievement--students from backgrounds associated with a given disadvantage have less access to educational opportunities. In this article, we use data from the 2012 National Survey of Science and Mathematics Education to explore how resources are allocated for science instruction specifically. We focus on how three kinds of resources--well-prepared teachers, material resources, and instruction itself--are allocated to classes that are homogeneously grouped by prior achievement level. Regardless of the resource, we find that classes of students with low prior achievement (as perceived by their teachers) have less access. Some of the differences are striking, particularly regarding access to material resources, while others are more subtle. There is also evidence that some policies do not impact teachers equally. For example, time allowed for teacher professional development is perceived differently by teachers in terms of its impact depending on the achievement level of students in the class. The study supports the assertion that what is known about ability grouping in general applies in science instruction specifically. When students with low prior achievement are grouped together, their classes have less access to critical resources for science learning opportunities, potentially widening the gap between them and their higher-achieving peers.
A Brush with Research: Teaching Grounded Theory in the Art and Design Classroom
Author: Compton, Mike
Date: 2016-00-00
Type: Journal Articles
Subjects: Grounded Theory,Art Education,Social Science Research,College Students,College Instruction,Social Theories,Interdisciplinary Approach,Teaching Methods

Grounded Theory is a systematic approach to social research that allows for new concepts and theories to emerge from gathered data, as opposed to relying on either established theory or personal conjecture to interpret social processes. Although Grounded Theory is a well-known method within social science literature, it is relatively unknown in art and design literature, even though it is useful for developing social context and human empathy. In recent years, the model has gained relative credibility in many other disciplines, offering potential advantages for interdisciplinary scenarios. This paper provides a detailed review of Grounded Theory from an educational perspective, and then concludes with some proposed pedagogical methods for art and design based practices.
Evaluation of Sports Trainers Perceptions on Computer Aided Education Related to the Attitudes toward Learning
Author: Murathan, Talha
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Athletics,Computer Assisted Instruction,Athletic Coaches,Foreign Countries,Teacher Attitudes,Computer Attitudes,Teacher Characteristics,Physical Education Teachers

Technologic developments have--the same as they have done it in every sector--influenced the education system. These influences have forced to use the computer in the education-training applications within the education system. The aim of this research is to determine, compare, and examine the influences on the conduct for learning of sport educators towards their perceptions of Computer Aided Education. In this context the perception levels of sport educators related with computer aided education was revealed, the risk factors and their conduct for learning was determined. Furthermore, the variables which might affect their conduct for learning with computer aided education were determined. The population of research was composed of sport educators in Turkey. The sample group was composed of 616 male and 278 female sports educators in the school year 2012-2013. The obtained data was analyzed using SPSS 17.0 statistical package program. In the end of this research, it had been seen that the perception of sport educators of computer aided education was above the average. Also it was concluded that significant differences exist on sub-dimensions toward their conduct for learning. Relationship between perceptions of sport educators towards computer-aided education in terms of conduct for learning were above average, also has a strong, positively and significantly relationship were determined (r = 0.596).
Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving
Author: Takahashi, Akihiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Textbooks,Elementary School Teachers,Problem Solving,Teaching Methods,Textbook Content

Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over the years. As a result, almost every chapter in Japanese mathematics textbooks for elementary grades begins with problem solving as a way to introduce students to new concepts and to introduce new procedures. But a large wave of teacher retirement in recent years has left newly hired teachers without the collegial support they need to develop the expertise to teach through problem solving. In order to overcome this challenge, the latest edition of a major mathematics textbook series in Japan includes more resources to help teachers teach through problem solving and to help students learn through problem solving. The book contains more alternative approaches to a problem, provides diagrams meant to help students solve problems independently, and includes pages that teach students how to take notes effectively. By comparing the latest two editions of this textbook series, the author will highlight how the text has increased its support of problem solving, and will relate the changes to recent trends of Japanese mathematics textbook designs.
The Journey from Welcoming to Belonging: Stories of a New Principal in a Latino Community
Author: Marasco, Corena
Date: 2016-01-00
Type: Journal Articles
Subjects: Catholic Schools,Hispanic Americans,Beginning Principals,Experience,Ethnography,Leadership,Personal Narratives,Hispanic American Culture,School Community Relationship

From Catholic education's inception in the United States, Catholic schools were established for the immigrant population and the leadership was successful at building enrollment with the high European immigrant populations. At this point in United States history, Catholic education is in need of innovative change, especially in regard to attracting the Latino community, the largest Catholic group, to Catholic schools. In this study, I detailed my own journey as a new, first time, first year, Catholic school principal in a 100% Latino environment, where I was welcomed by a Latino community, eventually leading me to a deep sense of belonging. This study emerges from my autoethnographic documentation of my experience, through the use of my blog and archival field notes, as well as three interviews with archdiocesan leaders. Each of these sources provided data that provided overarching thematic patterns that led to my conclusions of the study. Through the weaving of the past and present of my leadership journey, in combination with the cultural experience of the people that surrounded me during this study, culminated into a worthy story of the process of my emerging leadership in a Catholic school.
Performance in Basic Mathematics of Indigenous Students
Author: Sicat, Lolita V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Students,Indigenous Populations,Computation,Addition,Multiplication,Problem Solving,Subtraction,Private Schools,Rural Schools,Public Schools,Poverty,Comparative Analysis,Urban Schools,Foreign Countries

This analytical study analyzed the performance in Basic Mathematics of the indigenous students, the Aeta students (Grade 6) of Sta. Juliana Elementary School, Capas, Tarlac, and the APC students of Malaybalay City, Bukidnon. Results were compared with regular students in rural, urban, private, and public schools to analyze indigenous students' weaknesses and strengths. Data were gathered using a teacher-made test in Basic Mathematics. The test was adapted to the students' respective settings. Results show that the APC (Grade 6) students were weakest in multiplication (50.95%) and strongest in addition (85.7%). The grand mean for computation skill is 68.2% and for problem solving, 71.1%. Among the Aeta pupils, the most learned skill was addition with 84.42 mastery level while subtraction was the least learned with 29.49% mastery level, below average. The computed F for the difference among APC students compared to rural, urban, private and public schools counterpart was 78.9 (prob.= 0.00); the Scheffe Test identified comparability of Grade 6 APC students to Grades 5 and 6 students of a private-rural school and Grade 4 students of a public-rural school. On the other hand, the Grade 6 Aeta students were only ranked 5th (F= 20.049) and they were comparable with the Grades 4 and 5 students of their school and a rural public school in Capas, Tarlac. The study recommends that the teachers of conventional schools where Aeta students are mainstreamed should give extra attention to them because of their cultural adjustment and poverty.
Redesigning the Student Learning Approach through Personality Types and Pedagogies, A Case Study in an Undergraduate Engineering Course
Author: Fleischmann, Corinna
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Case Studies,Personality,Civil Engineering,Personality Measures,Military Schools,Student Centered Learning,Cognitive Style,Curriculum Development,College Curriculum

As the National Science Foundation and engineers throughout the world seek to strengthen the future of the engineering profession, the Civil Engineering (CE) program at the United States Coast Guard Academy embodies this initiative with a student focused approach. One course in particular, Materials for Civil and Construction Engineers (CE Materials), was restructured focusing on multiple pedagogies (e.g. traditional chalkboard writing, presentations, field trips, labs, etc.) to appeal to different student learning preferences and create a more inclusive learning environment. Utilizing the Myers-Briggs Type Indicator, instructors focused on the first two dichotomies, Extroversion vs. Introversion and Sensing vs. Intuition. With an innovative approach towards CE Materials, the goal of stimulating independent thinkers and assisting students with the retention of core course material is being achieved across a range of student learning preferences. By teaching the course in a way that encompasses all learning preferences, a greater breadth of students can succeed in and enjoy a civil engineering curriculum.
The Effects of Gender on Attitudes of Preservice Teachers towards the Teaching Profession: A Meta-Analysis Study
Author: Erdamar, Gürcü
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Preservice Teachers,Student Attitudes,Teaching (Occupation),Literature Reviews,Comparative Analysis,Meta Analysis,Foreign Countries,Effect Size,Statistical Analysis,Q Methodology

The aim of this study is to define the effects of gender on attitudes of preservice teachers towards the teaching profession in Turkey. It combines the findings of 35 relevant studies comprising a sample of 4,289 male and 6,073 female preservice teachers. A Group Difference model was used to identify fixed and random effects and to facilitate comparison using meta-analysis methods. A significant effect size (d = 0.271) on an insignificant level was identified in favour of the gender attitudes of female preservice teachers. The location of the research, branch, and class level/educational status were also found to have moderating effects on attitudes.