ethanporcaro/eric-fulltext-meta huggingface dataset:
Should Middle School Students with Learning Problems Copy and Paste Notes from the Internet? Mixed-Methods Evidence of Study Barriers
Author: Igo, L. Brent
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle School Students,Special Education,Learning Problems,Internet,Information Sources,Notetaking,Reprography,Duplication,Barriers,Learning Processes,Study Skills

In the experimental phase of this mixed-methods study, 49 middle school students receiving special education services took notes from the Internet under either a written notes or a copy-and-paste notes condition. Immediate, cued-recall measures of factual learning showed that students who wrote their notes were better able to recall what they had noted, although recall was low for all students. However, after a one-week delay (which included two classroom opportunities to study their notes), students who pasted their notes performed significantly better on two different measures of factual learning than students who wrote their notes. Follow-up student interviews and analyses of notes revealed a robust explanatory theme: many written notes contained barriers to learning (e.g., illegible handwriting, spelling errors, and/or indecipherable paraphrases), which likely reduced the benefit of study time. Implications for instructing this population of students to use copy and paste while gathering information on the Internet are discussed. (Contains 1 table.)
Supporting High School Graduation Aspirations among Latino Middle School Students
Author: Lys, Diana B.
Date: 2009-00-00
Type: Journal Articles
Subjects: Language Minorities,Middle School Students,Graduation,Acculturation,Multiple Regression Analysis,Grade 8,Academic Persistence,Academic Aspiration,Hispanic American Students,Student Attitudes,Self Concept,Transitional Programs,Middle Schools,High Schools,Predictor Variables,Gender Differences,Social Influences,Barriers,Cultural Differences,Family Influence,Language Usage,Spanish Speaking,Siblings,Student Characteristics,Immigrants,Student Employment

The purpose of this study was to investigate the perceptions Latino eighth grade students have of school and schooling factors as they transition to high school and the factors that may influence their self-perceived likelihood of graduating from high school. Middle schools are poised to help Latino students prepare themselves for a smoother adjustment to high school academic life and reinforce the enthusiasm with which they anticipate the transition. Adopting the additive model of acculturation as its theoretical framework--with the belief that acculturation is a more inclusive approach than classic assimilation for linguistic minority students--this study investigated what factors may best predict eighth graders' confidence regarding high school completion. Data were collected from 74 Latino eighth grade public school students in a state in the southeastern region of the United States. Findings from the study showed that eighth grade Latino students, particularly female students, are eager and excited to transition to high school, but they perceive challenges from the school social and cultural environment and a disconnect between their home and school lives. Multiple regression analysis indicated the strongest predictors of a student's self-perceived possibility of completing high school include: (a) gender, (b) a home language other than English, (c) a sibling who had dropped out of school, and (d) after school employment. Ideas for supporting the aspirations of Latino students transitioning to high school are presented.
Adolescents' Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools
Author: Cripps, Kayla
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle Schools,Parent Participation,Parenting Styles,Child Rearing,Motivation,Parent Child Relationship,Adolescents,Parent School Relationship,Psychology,School Counselors,Well Being,Adolescent Attitudes,Self Esteem,Self Evaluation (Individuals),Peer Relationship,Middle School Students,Adolescent Development,Adjustment (to Environment),Literature Reviews

Adolescence is a critical period of development. Previous research suggests parent involvement in school directly impacts student success. However, different types of parental involvement and the efforts of middle school personnel to educate parents about these effective practices have received scant attention in the literature. The level and type of parental involvement, as perceived by adolescents, is correlated with adolescent psychological well-being. Perceived parental involvement positively or negatively affects adolescents' sense of psychological well-being, especially self-esteem, self-evaluation, and peer relationships. Parenting style greatly influences children's development as well. The authoritative/democratic parenting style influences middle school children, leading to positive developmental outcomes, positive adolescent self-evaluations, higher levels of adolescent self-esteem and adjustment, while also positively influencing levels of intrinsic motivation for learning. This article reviews research related to (a) adolescents' perceptions of parental involvement, (b) the parenting style related to higher levels of psychological well-being, and (c) the impact of assorted parenting styles on adolescent psychological well-being. It concludes with implications for middle school systems, middle school counselors, families, parents, and community members. (Contains 1 table.)
Preservice Elementary Teachers' Perceptions of Their Understanding of Inquiry and Inquiry-Based Science Pedagogy: Influence of an Elementary Science Education Methods Course and a Science Field Experience
Author: Varma, Tina
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Science,Methods Courses,Teacher Education Curriculum,Field Experience Programs,Science Instruction,Teaching Methods,Preservice Teacher Education,Elementary School Teachers,Science Teachers,Teacher Attitudes,Knowledge Level,Inquiry,Instructional Effectiveness,Focus Groups,Interviews,Questionnaires

Literature indicates that the "National Science Education Standards" ("NSES") teaching standards and inquiry-based teaching strategies for science are not uniformly incorporated into the elementary science methods (eSEM) courses across the U.S. and that field experiences might not provide appropriate models of the inquiry-based science pedagogy recommended by the "NSES". Therefore, as elementary preservice teachers (ePSTs) begin to form their beliefs about learning and teaching science through the eSEM course and science field experience, capturing their perceptions of their understanding about inquiry and inquiry-based science pedagogy can provide valuable information for the evaluation of the eSEM course and associated field experience in meeting the recommendations of the "NSES" for teaching science as inquiry. However, no research to date has specifically examined the ePSTs' perceptions regarding their understanding of inquiry and inquiry-based pedagogy to teach science after concurrently completing the traditional eSEM course and the science field experience, two avenues available for prospective elementary teachers to learn, observe, or formulate pedagogical strategies in science consistent with the "NSES" recommendations for inquiry-based instruction and learning in science. The purpose of this research was to discern whether and how the recommendations of the "NSES" to teach science through inquiry are integrated into the eSEM course, and to determine from ePSTs' perspectives their understanding about inquiry and inquiry-based pedagogy for teaching and learning science after concurrently completing an eSEM course and its associated science field experience. The findings from this research support the improvement of pedagogical experiences for ePSTs offered through the eSEM course and the associated science field experience. (Contains 1 table.)
How Does Culture Shape Students' Perceptions of Scientists? Cross-National Comparative Study of American and Chinese Elementary Students
Author: Farland-Smith, Donna
Date: 2009-00-00
Type: Journal Articles
Subjects: Science Careers,Foreign Countries,Comparative Analysis,Misconceptions,Cross Cultural Studies,Scientists,Cultural Influences,Elementary School Students,Elementary School Science,Freehand Drawing,Cultural Differences,Role,Social Attitudes,Stereotypes,Grade 4,Grade 5

For decades, researchers have been convinced that one stereotypic image of scientists existed among children worldwide (Chambers, 1983; Chiang &amp; Guo, 1996; Fung, 2002; Maoldomhnaigh &amp; Hunt, 1988; Newton &amp; Newton, 1992, 1998; She, 1998; Song, Pak, &amp; Jang, 1992). This study, however, moves beyond that stereotypic image and examines students' perceptions of scientists. The purpose of this study is to illustrate that students are influenced not only by the personal images they hold of scientists, but also by cultural impressions and the style of the science courses they experience in school. By combining a contemporary perspective and a creative method of analyzing student perceptions, a theoretical understanding of how students interpret scientists and their was developed. Elementary school children (N = 1,350) in the United States and China were enrolled in this study, and drawing exercises were utilized to provide new evidence and a fresh perspective regarding the way students perceive scientists. Based on the findings of this research, more American students included the traditional image of a science laboratory with chemicals in their pictorial depictions of scientists, while Chinese students included robots in their drawings. While students in both countries demonstrated misconceptions about scientists, this study identifies those misconceptions as significantly different, yet inherently related, to students' individual cultures, contrary to previous studies. This study also demonstrates that a child's environment can be influenced by their existing culture, and thus learning, or perceiving the role of scientists, can be directly influenced since each classroom is a culture of its own. Finally, this study demonstrates that a child's sense of who can be a scientist, where scientists work, and what scientists do is influenced by cultural experiences. Today, with fewer students pursuing science careers, these findings are especially noteworthy. (Contains 2 tables and 1 graph.)
Developmental Perspectives on Reflective Practices of Elementary Science Education Students
Author: Olson, Joanne K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Education Majors,Preservice Teachers,Elementary School Science,Elementary School Teachers,Reflective Teaching,Developmental Stages,Science Teachers,Methods Courses,Teacher Educators,Learning Theories,College Students,Cognitive Processes,Cognitive Development,Essays

Instructors of elementary science methods classes have long lamented the significant difficulties their students exhibit when trying to understand the many complexities of teaching science. As noted by some researchers and practicing teachers, preservice teachers often fail to developmentally function at desired levels with respect to constructivism and constructivist practices. Many reasons exist for continuing to consider developmental perspectives when trying to understand student learning, or lack thereof. Developmental learning theories have matured substantially from Piaget's (1969) original four stage model of child development, or the model later proposed by Kohlberg (1984). However, neither is ideal for understanding the development of perspectives in teacher education students. A model proposed by Perry (1970) examined adult development within the context of college students' thinking and its progression throughout the college experience. In this study, Perry's scheme has been applied to the development of constructivist perspectives in a group of preservice elementary education majors. Results revealed 28 of the 38 students held perceptions in the lowest level (dualism) of Perry's scheme. This calls into question the efficacy of science methods instruction premised on the basis of students functioning at stages above that of dualism. (Contains 1 table and 1 figure.)
The Impact of a Professional Development Program Integrating Informal Science Education on Early Childhood Teachers' Self-Efficacy and Beliefs about Inquiry-Based Science Teaching
Author: Duran, Emilio
Date: 2009-00-00
Type: Journal Articles
Subjects: Investigations,Self Efficacy,Museums,Program Effectiveness,Exhibits,Educational Change,Professional Development,Science Education,Science Curriculum,Inquiry,Self Esteem,Teacher Attitudes,Experiential Learning,Science Teaching Centers,Academic Standards,Statistical Analysis,Teacher Collaboration,Elementary School Teachers,Teacher Surveys

This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers' self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted by the professional development program and confirmed that programs like ASTER III are effective but need to be provided on a continuous basis to reinforce these beliefs in the teachers. Finally, three themes emerged from the analysis of the qualitative data from the participant journals: (1) impact on teacher understanding of inquiry, (2) increased confidence about science teaching, and (3) benefits of collaboration. (Contains 4 tables.)
Elementary Teachers' Use of Language to Label and Interpret Science Concepts
Author: Glen, Nicole J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Language Usage,Scientific Concepts,Science Instruction,Concept Formation,Vocabulary,Elementary School Science,Elementary School Teachers,Inquiry,Classification,Observation,Interviews

This qualitative study examined how three teachers of upper elementary students used science vocabulary in their lessons. The data revealed that teachers used vocabulary to label science phenomena and interpret scientific concepts for students. The practice of labeling was used more extensively than interpreting. Teachers did not help their students understand why scientists use language in these two ways or how one informs the other. Implications for science educators include using inquiry to explicitly teach the purposes of scientific language in order to enhance elementary teachers' knowledge of how vocabulary can aid student understanding of science. (Contains 3 tables.)
"What Is a Sociologist Doing in a School of Management?" Reflections on the Use of Sociological Concepts in Management Education
Author: Duarte, Fernanda
Date: 2009-00-00
Type: Journal Articles
Subjects: Administrator Education,Critical Thinking,Social Scientists,Reflection,Ethics,Interdisciplinary Approach,Social Theories,Epistemology,Sociology,Instruction

Written from an auto-biographic perspective, this paper is based on reflections and insights arising from a journey of adaptation by a "sociologist-teaching-in-a-school-of-management". These reflections unveil the relevance to management studies of four interrelated conceptual tools: critical thinking, reflection, reflexivity and the sociological imagination. Examples of scaffolding activities and class exercises are provided throughout the paper to illustrate the usefulness of these concepts in management teaching. (Contains 5 footnotes.)
First Year Student Expectations: Results from a University-Wide Student Survey
Author: Crisp, Geoffrey
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Surveys,Foreign Countries,Educational Experience,College Freshmen,Satisfaction,Expectation

Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students' expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience. (Contains 2 tables and 2 figures.)
Active Tasks to Change the Use of Class Time within an Outcomes Based Approach to Curriculum Design
Author: Salter, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Curriculum Design,Blended Learning,Active Learning,College Instruction,Time on Task,Learner Engagement,College Faculty,College Students,Student Role,Teacher Role,Faculty Development,Foreign Countries

This paper describes how new roles for instructors and learners can be integrated into course design and delivery by rethinking course design as part of a process-based staff development program. The goal of incorporating online learning tasks was to engage students with course resources prior to class time through active learning. The staff development program guided faculty to consider ways to &quot;rethink&quot; the use of student and teacher time to engage students in learning tasks to prepare for class time. In this way, students were able to use class time for active discussion rather than listening to a traditional lecture in the classroom. This paper reports on the overall results of this project and provides specific suggestions on how teachers can consider technology options within an outcomes-based approach to curriculum design. (Contains 2 tables and 1 figure.)
Intercultural Interpretations: Making Public Relations Education Culturally Relevant
Author: Chia, Joy
Date: 2009-00-00
Type: Journal Articles
Subjects: Public Relations,Foreign Countries,Culturally Relevant Education,Intercultural Communication,Foreign Students,Multicultural Education,Cultural Awareness,Barriers,Performance Factors,Instructional Design,Graduate Students,Educational Practices

Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters' classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice. (Contains 3 endnotes.)
A Model for Determining Student Plagiarism: Electronic Detection and Academic Judgement
Author: Bretag, Tracey
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Authors,Recognition (Achievement),Documentation,Teacher Expectations of Students,Computer Software,Models,Identification,Student Responsibility,Primary Sources

This paper provides insights based on the authors' own practice as university instructors, researchers and arbitrators of student plagiarism. Recognising the difficulty in defining plagiarism while still acknowledging the practical importance of doing so, the authors find the common element between the various types of plagiarism to be the lack of appropriate attribution to the original source. The use of electronic text-matching software to detect different types of plagiarism is explored, and a model presented for identifying potential plagiarism in students' work. The authors conclude that despite its shortcomings, electronic detection in combination with manual analysis, nuanced academic judgement and clear processes provide the means to determine if plagiarism has occurred. (Contains 1 table and 1 figure.)
Predicting Satisfaction with Group Work Assignments
Author: Burdett, Jane
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Satisfaction,Undergraduate Students,Undergraduate Study,Business Administration Education,Barriers,Qualitative Research,Statistical Analysis,Questionnaires,Foreign Countries,Time Management,Prediction,Predictor Variables,Cooperative Learning,Group Dynamics,Student Surveys

Universities are increasingly using group based assessment tasks; however, as with work-place teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students' group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience. (Contains 4 tables and 2 footnotes.)
The Standardization of the Concepts about Print into Greek
Author: Tafa, Eufimia
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Emergent Literacy,Student Evaluation,Reading Writing Relationship,Translation,Greek,Psychometrics,Test Reliability,Test Validity,Measures (Individuals),Observation

The purpose of this study was to translate and standardize Concepts About Print (C.A.P.) into Greek, and to assess its psychometric properties. Particularly, this study evaluated the reliability and validity of the Greek version of C.A.P., and item difficulty and discrimination index and examined whether there were differences between boys and girls and between children who attended schools in Athens, Attica and the rest of Greece. The study found that the reliability value of C.A.P in Greek is high and acceptable for this type of task, showing that it is a reliable tool that Greek teachers can use to reliably measure 4-to-7-year-old children's knowledge of print. (Contains 13 tables and 3 footnotes.)