ethanporcaro/eric-fulltext-meta huggingface dataset:
Distinguishing Schemes and Tasks in Children's Development of Multiplicative Reasoning
Author: Tzur, Ron
Date: 2013-00-00
Type: Journal Articles
Subjects: Multiplication,Constructivism (Learning),Child Development,Educational Experiments,Abstract Reasoning,Thinking Skills,Mathematics Skills,Task Analysis,Mathematical Concepts,Educational Games,Computation,Mathematics Instruction,Teaching Methods

We present a synthesis of findings from constructivist teaching experiments regarding six schemes children construct for reasoning multiplicatively and tasks to promote them. We provide a task-generating platform game, depictions of each scheme, and supporting tasks. Tasks must be distinguished from children's thinking, and learning situations must be organized to (a) build on children's available schemes, (b) promote the next scheme in the sequence, and (c) link to intended mathematical concepts.
The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom
Author: Tran, Van Dat
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Student Attitudes,College Students,Academic Achievement,Teaching Methods,Retention (Psychology),Control Groups,Qualitative Research,Self Esteem,Positive Attitudes,Learning Processes,Measures (Individuals),Pretests Posttests

As a part of an experimental study on the effects of jigsaw learning on Vietnamese tertiary students' achievement and knowledge retention, students' attitudes towards six weeks of this kind of instruction were assessed. As noted in our previous report, students in the experimental group (N = 40), who perceived their instruction as more cooperative and more student-centered, had significantly greater improvement on both achievement and retention measures than did the students in the control group (N = 40). This paper furthers that analysis by examining students' attitudes towards learning via jigsaw grouping.The results indicate that most students in the experimental group appreciated most working with others and getting help, discussing and sharing information and teaching others, and enjoyed the jigsaw context. The qualitative findings of this study enrich understanding of how and why jigsaw learning contributed to the Vietnamese students' higher academic achievement and knowledge retention.
The Complexity of Communication in a Course Environment: A Case Study
Author: Santandreu, R. Juan
Date: 2011-07-00
Type: Journal Articles
Subjects: Case Studies,Educational Environment,Role,Classroom Communication,Guidelines,Teacher Student Relationship,Time Management,Ethics,Assignments,Undergraduate Students,Business Administration Education,College Faculty,Questionnaires,Student Projects,Student Characteristics,Electronic Mail,Peer Relationship

Communication is not a simple concept. On the contrary, it is one that entails multiple aspects of a complex process. It is interesting to see that there are many definitions of communication, some of which, in the authors' opinion, fit better in the educational environment by considering the impact of communication as one that influences all disciplines in their search for academic excellence (&quot;Merriman-Webster&quot;, 2009). Under specific circumstances, for instance in a course environment, in a class project or assignment, communication takes a central role of clearly identifying the situation or problem at hand, providing guidelines that allow all parties involved--professor(s) and students--to have a clear perspective on the requirements and expectations on the part of the instructor(s) in terms of the final outcome, including the time frame for accomplishment (Frymier, 2005). It is in this area where the authors wanted to explore some of the intricacies of communication using a realistic case scenario. This preliminary study, as part of a larger effort to evaluate both ethical and communication aspects of the complex multifaceted interaction between the instructor(s) and students, will address communication issues related to specific project(s) or assignment(s) as part of course work.
Comprehensive Curriculum Reform in Higher Education: Collaborative Engagement of Faculty and Administrators
Author: Oliver, Shawn L.
Date: 2011-07-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Curriculum,Interviews,Cooperation,Teacher Attitudes,Administrator Attitudes,Teacher Administrator Relationship,Barriers,Case Studies,Grounded Theory,Theological Education,Organizational Change,Researchers,Role

This case study explored the phenomenon of a four-year collaborative curriculum review process between administration and faculty at a higher education institution. Two research questions from a higher education administrator's perspective were explored: How did the curriculum review team experience the comprehensive curriculum review process? How did the faculty and administration collaborate during the comprehensive curriculum review process? The primary data for this study were generated from in-depth interviews with 10 curriculum review team members. Findings emerged were: A collectively shared guiding vision for the curriculum provided a strong foundation for the comprehensive curriculum review process; Embracing curriculum as a shared responsibility among faculty and administration led to widespread participation; The collaboration of various groups within the institution in the process promoted organizational change; Cultural issues regarding people and organizational structure served as barriers to the collaboration process, simultaneously the curriculum team's sense of community strengthened the curriculum review process. The study provides recommendations to administrators responsible for oversight of the curriculum review process and the educational institution's resources.
Exploring Students' Group Work Needs in the Context of Internationalisation Using a Creative Visual Method
Author: Cox, Andrew
Date: 2012-00-00
Type: Journal Articles
Subjects: International Education,Cultural Differences,Asians,Qualitative Research,Foreign Countries,Creativity,Foreign Students,Educational Facilities,Emotional Experience,Time on Task,Design,College Students,Groups,Architectural Education,Anxiety,Space Utilization,Workshops

While UK universities see group work as essential to building higher order intellectual and team skills, many international students are unfamiliar with this way of studying. Group work is also a focus of home students' concerns. Cultural differences in the interpretation of space for learning or how spatial issues affect group work processes has not been much explored in the internationalisation literature. The research described in this paper used data based on Chinese and home students making models of a good group work space. The data showed no marked cultural differences in visual taste. However, Chinese students were more concerned with the emotion of group work while home students were task focussed. All designs opted for a neutral office style design, rather than celebrating diversity. The paper supports the value of creative visual methods in exploring difficult to articulate topics, as part of a package of qualitative research methods.
High School Economics, Cooperative Learning, and the End-of-Course-Test--A Case Study
Author: Beavers, Sharon
Date: 2011-07-00
Type: Journal Articles
Subjects: Economics Education,Case Studies,Interviews,Cooperative Learning,Grade 12,Test Preparation,Observation,Teaching Methods,Student Attitudes,Teacher Attitudes,Accountability,Higher Education,Student Surveys,Focus Groups,Learning Motivation,High School Students,Secondary School Teachers,Limited English Speaking,English (Second Language),Second Language Learning,Individualized Education Programs,Mixed Methods Research,Questionnaires,Pretests Posttests

The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at the school who had used cooperative learning strategies with their classes. The experiences of these students and educators informed the case study about individual and cooperative group learning, differentiated group roles, accountability, and test outcomes. Findings were literature regarding secondary and higher education cooperative learning with positive outcomes for social and motivational factors.
Remote Classroom Observations with Preservice Teachers
Author: Wash, Pamela D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Rural Areas,Teacher Education Programs,Distance Education,Teaching Methods,Web 2.0 Technologies,Video Technology,Observation,Pilot Projects,Middle School Teachers,Secondary School Teachers,Surveys,Student Attitudes,Qualitative Research,Statistical Analysis

According to O'Brien, Aguinaga, Hines, and Hartsborne (2011), &quot;Delivery of course content via various distance education technologies (e.g., interactive video, asynchronous and/or synchronous online delivery) is becoming an accepted and expected component of many teacher preparation programs&quot; (p. 3). With the infusion of technology in K-16 classrooms, including one-to-one computing and bring your own device (BYOD) initiatives, university teacher preparation institutions are piloting the use of Web 2.0 tools such as Skype and FaceTime to conduct remote clinical observations. This article provides the research data of a pilot study conducted with middle level and secondary education preservice teachers regarding the effectiveness of remote classroom observations.
Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures
Author: Kirkham, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Prediction,Reading Achievement,Reading Tests,Reading Programs,Grade 3,Economically Disadvantaged,Scores,Language Arts,Correlation,Multiple Regression Analysis,Outcome Measures,Predictor Variables,Curriculum Based Assessment,Criterion Referenced Tests,Gender Differences,Statistical Significance

The purpose of this study was to investigate the relationship between three predictor variables (Fall R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee Comprehensive Assessment Program third grade reading and language arts assessment. The population selected for this study included all third grade students from an East Tennessee school district. The third graders attended 13 schools and included 770 students. Approximately 47% of the students were economically disadvantaged. Each data set included three R-CBM scores expressed in words read correctly and TCAP reading language arts scale scores. The results reflected a strong predictive relationship between the AIMSweb R-CBM and TCAP reading/language arts measure for third grade students. Zero order correlations in the multiple regression analysis ranged from r = 0.70 to r = 0.74 for the three predictor variables.
Tertiary Overschooling in Nigeria: Theoretical Perspectives and Cases
Author: Etuk, Grace Koko
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Qualifications,Human Capital,Job Satisfaction,Public Policy,Intervention,Educational Attainment,Higher Education,Poverty,Income,Economic Development,Behavior Standards,Classification,Social Influences,College Graduates,Educational Development,Labor Force

This paper views overschooling as conditions whereby people occupy job positions which are not optimal for their qualifications. The theoretical backings for the paper are the Human Capital, the equity and the two-factor theories of motivation and job satisfaction. Antecedents to overschooling which are mentioned include educational emphasis, the social norm and employment policy of government. Six categories of overschoolers are highlighted. Merits and demerits of overschooling and implications are proferred. The intervention strategies are suggested in eight points. The conclusion is made that stopping overschooling would reduce poverty and increase the national income leading to faster national development.
Beliefs about the Purpose of Public Education: Implications on the Hiring of Early Childhood Faculty
Author: Kemp, Andrew T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Education,Teacher Selection,Doctoral Degrees,Early Childhood Education,Teacher Shortage,Search Committees (Personnel),Teacher Education,College Faculty,Educational Philosophy,Surveys,Validity,Reliability,Teacher Attitudes,Academic Rank (Professional),Gender Differences,School Size,Institutional Characteristics,Beliefs,Race,Racial Differences

Many times, the search process is steeped in traditional methods, questions, and procedures that limit the depth and scope of a search. The purpose of this study was to examine the beliefs of faculty in colleges of education for the purpose of gaining a better understanding of what early childhood faculty believe. What was discovered was there is a generally homogenous view of the purposes of education. Yet, there were differences in beliefs with regard to gender, race, university size and rank which allowed for recommendations on lines of inquiry as to beliefs.
Pathway to Graduation: A Pilot Reading Project for Middle School Students during the Summer Months
Author: Hilsmier, Amanda Strong
Date: 2014-00-00
Type: Journal Articles
Subjects: Summer Programs,Pilot Projects,Reading Programs,Middle School Students,Reading Difficulties,Behavior Problems,Mental Health Programs,College School Cooperation,Intervention,Partnerships in Education,Reading Instruction,Social Support Groups,Reflection,Recreation,Lunch Programs

The purpose of this article is to outline the implementation of a summer reading project targeted at middle school students with identified reading deficits and behavioral concerns called Pathway to Graduation (PTG). The project was a collaborative process between a school district, local university, and department of mental health. The students who participated in this pilot project were nominated by teachers, assessed to meet specific qualifications, then received six weeks of reading intervention to improve their reading performance in conjunction with a social support component to address motivational and/or behavioral difficulties that often accompany reading deficiencies.
We the People: Elementary Pre-Service Teachers and Constitutional Readability
Author: Meier, Lori T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Preservice Teachers,Preservice Teacher Education,Primary Sources,Cloze Procedure,Historical Interpretation,United States History,Constitutional Law,Reading Difficulties,Difficulty Level,Best Practices,Readability Formulas,Reading Material Selection,Teaching Methods,Reading Achievement

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Examining Mobile Technology in Higher Education: Handheld Devices in and out of the Classroom
Author: Mueller, Julie
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Handheld Devices,Technology Uses in Education,Technology Integration,Instructional Effectiveness,Instructional Innovation,Instructional Materials,Usability,Use Studies,Active Learning,Teaching Methods,Interpersonal Communication,Graduate Students,Business Administration Education,Likert Scales,Student Surveys,Technological Literacy,Learning Strategies,Student Behavior,Foreign Countries

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom.
Filling &quot;Na Puka&quot; with PUFM: Empowering Teachers with Profound Understanding of Fundamental Mathematics
Author: Monroe, Eula Ewing
Date: 2011-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Empowerment,Fundamental Concepts,Elementary School Mathematics,Faculty Development,Pedagogical Content Knowledge,Teacher Attitudes,Beliefs,Teacher Surveys,Pretests Posttests,Program Effectiveness,Attitude Change,Teaching Methods,Educational Change

This paper reports results from a Mathematics and Science Partnership grant designed primarily to help teachers from six elementary schools on the North Shore of O'ahu develop a profound understanding of fundamental mathematics (PUFM) (Ma, 1999). Five of these schools had not met minimum requirements under the No Child Left Behind Act; among them there were also 19 teachers not fully licensed in Hawaii, therefore not meeting the definition of &quot;highly qualified teacher.&quot; Thirty-three teachers self-selected to participate for 1, 2, or all 3 project years (X-bar per year, 18.6 6). Grade levels taught ranged from Kindergarten through grade 6, with 31 regular education teachers and 2 special educators. To help teachers develop PUFM, the project focused on increased mathematics content knowledge while simultaneously addressing: (1) changed teacher beliefs in the direction of Standards-based mathematics education (NCTM, 1991, 2000); (2) pedagogical practices focusing on student development of mathematical reasoning and problem solving via discourse-based instruction; and (3) evidence of measurable/observable student gains in reasoning and problem solving. The extent to which the project met its overall goals is described in reports available from baileyj@byuh.edu. This paper reports progress toward the following specific outcomes: (a) changed teacher beliefs; (b) mathematics content knowledge addressed during the third year of the project; and (c) transformations in teacher practice. The first two outcomes were selected primarily to share instrumentation that may be helpful to other professional development researchers. The third outcome provides insights into understanding and contextualizing the realities of teacher change.
Virtual Bugs: An Innovative Peer Coaching Intervention to Improve the Instructional Behaviors of Teacher Candidates
Author: Benson, Tammy
Date: 2014-00-00
Type: Journal Articles
Subjects: Intervention,Peer Groups,Peer Teaching,Teacher Behavior,Student Teacher Attitudes,Instructional Innovation,Improvement Programs,Training Methods,Virtual Classrooms,Masters Programs,Program Implementation,Participant Satisfaction,Educational Practices,Educational Strategies,Professional Development,Student Teachers

Throughout the evolution of education, various methods of teacher training have emerged to provide general professional development to educators. After trial and error, forms of coaching, including peer coaching, emerged as one of several operational training tools and has been a recommended method of teacher development in recent years (Cotabish &amp; Robinson, 2012; Dailey, Cotabish, &amp; Robinson, 2013; Tschannen-Moren &amp; Tschannen-Moren, 2010). The traditional goal of peer coaching is to provide positive feedback to instructors (Slater &amp; Simmons, 2001); however, more recently the peer coach has a greater responsibility. The coach should take on the roles of content expert, teacher support, classroom helper, and at times instructional facilitator (Appleton, 2008; Dailey, Cotabish, &amp; Robinson, 2013). The coach must provide expert advice on content and pedagogical knowledge as well as be available to model and facilitate classroom lessons. Findings indicate that teachers attribute their increased knowledge and skills to observing and talking to their coaches (Dailey, 2013) as well as classroom support from their coaches (Appleton, 2008; Dailey, Cotabish, &amp; Robinson, 2013).
Using Student Input to Develop a Marketing Strategy for an Executive MBA Program
Author: Geissler, Gary L.
Date: 2011-07-00
Type: Journal Articles
Subjects: Student Attitudes,Marketing,Strategic Planning,Administrator Education,Business Administration Education,Masters Programs,Educational Benefits,Feedback (Response),Educational Trends,Career Development,Student Motivation,Compensation (Remuneration),Employment Opportunities,Self Esteem,Business Skills,Teacher Student Relationship,Expenditure per Student,Delivery Systems,Graduate Students,Focus Groups

Despite continued growth in the number of Executive MBA (EMBA) Programs in the U. S. and worldwide, previous research concerning the marketing of EMBA Programs has been very limited. Here, the author investigates ways to successfully market an EMBA Program at a southern U. S. university. Extensive exploratory research was conducted among current EMBA students and alumni. Among the key findings, professionals seek many benefits from the EMBA degree, including career advancement, higher pay, more employment options, increased confidence, more business knowledge and skills, professor &quot;face time,&quot; and networking opportunities. A proposed marketing strategy for the EMBA Program is discussed.
Z-Score Demystified: A Critical Analysis of the Sri Lankan University Admission Policy
Author: Warnapala, Yajni
Date: 2011-07-00
Type: Journal Articles
Subjects: College Admission,Cutting Scores,Foreign Countries,Raw Scores,Standards,Probability,Comparative Analysis,Agricultural Education,Medical Education,Rural Areas,Urban Areas

In the year 2001, the University Grants Commission of Sri Lanka successfully appealed to change the method of determining the cut-off scores for university admissions from raw scores to standardized z-scores. This standardization allegedly eliminated the discrepancy caused due to the assumption of equal difficulty levels across all subjects. This paper analyzes the effectiveness of using z-score cut-offs for university admissions compared to raw score cut-offs. For the purpose of the analysis, only those students who were admitted to Sri Lankan universities on the basis of the district quota were considered. The Wilcoxon Rank Sum test was used for this analysis. The samples that were taken are independent and no assumptions were made on the probability distributions other than the fact that they are continuous.