ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a New Curriculum for Computer Education and Comparison with the Current Curriculum of the Turkish Ministry of National Education
Author: Özdener, Nesrin
Date: 2007-07-00
Type: Journal Articles
Subjects: Courseware,Factor Analysis,Computer Literacy,Curriculum Development,Curriculum Evaluation,National Curriculum,National Standards,Comparative Education,Control Groups,Computer Uses in Education,Foreign Countries,Grade 7,Grade 2

The aim of this study is to develop a new curriculum, which meets the standards of today's computer literacy and enables the students to apply the MS Excel program in their daily lives as a tool, for the spreadsheet courses in computer lessons in the 6th, 7th, 8th grades of the current curriculum of the Turkish Ministry of National Education, which is considered requiring improvements. During the study, the new curriculum developed for use in computer lessons was compared with the curriculum, which is currently applied by the Turkish Ministry of National Education, in accordance with the EU standards. Total of 80 students participated in the study. The students were divided into two groups. The spreadsheet curriculum was applied to the first group during the computer lessons. On the other hand, the curriculum for the elective computer course 4 of the Ministry of National Education was applied to the second group. The results of the Spreadsheet Application Tests developed by the researchers were utilized in collection of the necessary data. The t-test and single-factor analysis of variance methods were used in the analysis of the data obtained. The results of the study indicate that the newly developed spreadsheet curriculum is more effective compared to the curriculum of the Ministry of National Education for the computer courses in the primary education. This study will serve as a guide for reviewing and revising the Turkish Ministry of National Education's primary education curriculum for the elective computer courses in line with the EU standards and in the light of the new curriculum developed.
The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom
Author: Çakir, Ismail
Date: 2006-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Instructional Materials,Visual Aids,Educational Technology,Teacher Role,Language Teachers,Audiovisual Instruction

In recent years, a great tendency towards the use of technology and its integration into the curriculum has gained a great importance. Particularly, the use of video as an audio-visual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language. Keeping all this in mind, the purpose of this article was to provide the required information for foreign language teachers (FLT) so that they can make use of video efficiently in the classroom. Reasons for video implication in FLT classroom and teacher's role in this process have been revealed along with some practical techniques for video implication.
Gender Difference in an Online Asynchronous Discussion Performance
Author: Topçu, Abdullah
Date: 2006-10-00
Type: Journal Articles
Subjects: Gender Differences,Asynchronous Communication,Undergraduate Study,Mathematics Teachers,Preservice Teachers,Content Analysis,Scoring Rubrics,Cognitive Ability,Interaction,Computer Assisted Instruction,Statistical Analysis,Grade Point Average,Correlation,Teacher Competencies,Multivariate Analysis,Regression (Statistics)

The study examined the gender difference in an online asynchronous discussion which was an integral part of a face-to-face undergraduate course. It was carried out with 30 fourth grade math pre-service teachers in the faculty of education at a university. The content analysis of the online discussion was performed according to Henri's model (1992). The messages in this online discussion were assessed by a grading rubric developed by the researcher with the inspiration from the rubric of Topcu and Ubuz (2004), and Henri's model of cognition and interactivity. The interrater reliabilities for objectivity on content analysis in the dimension of cognitive skills, interactivity and message composition were 0.76, 0.87 and 0.91, respectively, which can be taken to represent excellent agreement beyond chance. The findings indicated that there was no significant gender difference in the online asynchronous discussion performance when pre-service teachers' prior success and, their computer and web experience were controlled. The study suggests that an instructor should use facilitative questions to deepen interaction and develop feeling of confidence rather than to clarify the content of the course in the asynchronous online discussion.
How Technology Is Integrated into Science Education in a Developing Country: North Cyprus Case
Author: Isman, Aytekin
Date: 2007-07-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Analysis,Educational Technology,Science Teachers,Teaching Experience,Science Instruction,Science Education,Technology Integration,Scientific Concepts,Secondary School Teachers,Questionnaires,Teacher Attitudes,Age,School Location

A key to the success of science education is the use educational technology which can greatly enhance a student's understanding of science concepts. The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand. Hence, the power of educational technology tools in a science classroom should be valued by the science teachers. Is this the case? Do classroom teachers in North Cyprus understand the power of educational technology tools in science instruction? Do they value its use for science teaching? How often do they use educational technology resources in their lessons? To answer these questions data were collected through a questionnaire from 100 secondary school science teachers. Educational technology tools have been divided into four main categories as classical technology, modern technology, computer technology and laboratory technology tools for easier analysis. Analysis results revealed that most teachers are frequently using classical technology tools whereas modern technology, computer technology or even the laboratory technology tools are not being used to the extent that they should. ANOVA and t-test results indicated that there is no significant difference about the integration of educational technology tools based on gender and level of education of teachers. On the other hand, ANOVA test results revealed that there were significant differences in teachers' responses about the use of educational technology resources based on the location of school, age, and teaching experience of the teachers.
The Profiles of the Use of the Internet for Study Purposes among University Students
Author: Toprakçi, Erdal
Date: 2007-07-00
Type: Journal Articles
Subjects: Internet,College Students,Questionnaires,Statistical Analysis,Electronic Mail,Gender Differences,Foreign Countries,Student Attitudes,Study Habits,Computer Uses in Education,Computer Mediated Communication

This study aims at revealing the student profiles in terms of their use of the Internet for general and educational needs in accordance. In this study, the students were given questionnaires to determine their purpose of using the Internet, the location and the times they use it and also related information about the use of Internet. They were also asked open-ended questions. Sampling is based on layered model and students were selected according to the ratio of numbers of their sex, classes and faculties. Statistical analysis was done using frequencies, percentage and K2 techniques and the data was evaluated accordingly. The results show that the students mostly use the Internet to correspond via e-mail, %60 percent log on to the Internet out of the campus, and only less than %50 use it for educational purposes. The findings also varied according to the features of the subjects, (for instance, boys connect to the Internet for study purposes more than girls). Analysis of the open-ended questions led to a modeling and aimed to form a structure about how it could contribute to the educational process of the students within a term or a full academic year.
Middle and Secondary Preservice Mathematics Teachers' Comparative Analysis of TIMSS Videotape Lesson Study
Author: Unal, Hasan
Date: 2007-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Lesson Plans,Protocol Materials,International Assessment,Mathematics Achievement,Preservice Teacher Education,Secondary School Mathematics,Qualitative Research,Undergraduate Students,Problem Solving,Learning Theories,Motivation,Thinking Skills,Critical Viewing,Critical Thinking,Creativity,Cooperative Learning,Interaction,Teaching Methods,Foreign Countries,Achievement Tests,Elementary Secondary Education,Science Tests,Mathematics Tests,Science Achievement

International comparative studies revealed that US students' mathematics performance is not at the level of expectation of mathematics education community. The latest of such study is, Third international Mathematics Science Study-Repeat (TIMSS-R, 1999) continued show poor performance of US students in international arena. Total of 38 countries had participated in TIMSS-R and focus was the mathematics achievement of 8th graders. In TIMSS video study only 6 counties participated along with the US. Five participated in TIMSS 1999 video study outperformed the US in mathematics achievement. Since the teachers and their decisions on teaching plays significant role in students learning, future US mathematics teachers can learn from accomplished practices in international arena. The purpose of this study is to investigate preservice teachers' analyses of such practices. The study is qualitative in nature. Data collection included students' written analyses on videotaped lessons and follow up interviews.
The Necessity and Applicability Levels of the Courses That Are Offered in the Departments of Computer Education and Instructional Technologies (CEIT)
Author: Acat, M. Bahaddin
Date: 2007-07-00
Type: Journal Articles
Subjects: Educational Technology,Computer Science Education,College Seniors,Relevance (Education),Questionnaires,Transfer of Training,Student Teacher Attitudes,Teacher Attitudes,Pedagogical Content Knowledge,Information Systems,Science Education,Mathematics Education,Elective Courses,Learning Processes,Educational Practices,Foreign Countries,Graduate Students

The main purpose of this study is to identify the levels of the necessity and applicability of the courses offered in the Departments of Computer Education and Instructional Technologies based on the views of the fourth grade and graduated students. In the study descriptive research model was used. The population of the study were final-year and graduated students in the departments of computer education and instructional technologies, which were established within the faculties of education. The sample were randomly selected from fourth grade and graduate students. As an assessment tool, a questionnaire was used in data collection. In analyzing data, arithmetic mean and standard deviation were calculated and t test was used to test if there was a significant difference among variables. According to the results of the study, pedagogical formation courses, informatics and informatics education application courses were found as the most necessary courses for the branch. The least necessary courses were science and mathematics courses.
The School Website as a Virtual Learning Environment
Author: Rotem, Abrham
Date: 2007-07-00
Type: Journal Articles
Subjects: Virtual Classrooms,Web Sites,Educational Environment,Relevance (Education),Educational Objectives,Institutional Mission,Barriers,Technology Integration,Technology Planning,Computer System Design,Educational Resources,Online Systems,Access to Information

Although school websites have existed on the Internet for over fifteen years, in practice the website is not integrated into the organizational-pedagogical system of the school. Against the challenging background of the modern education system and the theoretical facets of realizing a learning environment, this paper will present an online learning environment from the school's organizational and pedagogical perspectives, and will expand on the rationale behind the school website, while describing its characteristics. The proposed website will be characterized by both virtual areas accessible to the general public and by areas restricted to the learning community of teachers and students. In addition, both virtual tools capable of integration into the diverse components comprising the site, and the recommended structure of the website will be presented. The site will fulfill the role of an online learning environment and will reflect schools' activities on various organizational and pedagogical levels.
Navigating the Turbulent Waters of School Reform Guided by Complexity Theory
Author: White, David G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,High Schools,Low Income,Low Achievement,Minority Group Students,Disproportionate Representation,College Preparation,Feedback (Response),Change Strategies,Simulation,Models,Educational Improvement,Teacher Role,High School Equivalency Programs,Program Descriptions,Teacher Expectations of Students,Principals,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Counselor Attitudes,Interviews,Scores,College Planning

The goal of this research study has been to develop, implement, and evaluate a school reform design experiment at a continuation high school with low-income, low-performing underrepresented minority students. The complexity sciences served as a theoretical framework for this design experiment. Treating an innovative college preparatory program as a nested complex adaptive system within a larger complex adaptive system, the school, we used features of complex adaptive systems (equilibrium, emergence, self- organization, and feedback loops) as a framework to design and evaluate a strategy for school reform. We created an environment for change by pulling the school far from equilibrium using a strategy we call &quot;purposeful perturbations&quot; to disrupt the stable state of the school in a purposeful way. Over the four years of the study, several tipping points were reached, and we developed agent-based simulation models that capture important dynamic properties of the reform at these points. The study draws upon complexity theory in multiple ways that support improved education for low-achieving students. This research does not provide a blueprint for an education reform that can be duplicated elsewhere--instead it provides a guide to help others to navigate the turbulent waters of school reform, informed by complexity theory. The exact nature of &quot;purposeful perturbations&quot; will differ from setting to setting, but this technique for generating persistent change may apply more generally. This study provides an existence proof of a successful teacher-initiated educational reform and shows that complexity theory can only not just describe educational reform but can also productively guide it.
School Climate and Teachers' Perceptions on Climate Factors: Research into Nine Urban High Schools
Author: Gunbayi, Ilhan
Date: 2007-07-00
Type: Journal Articles
Subjects: Educational Environment,Teacher Attitudes,Urban Schools,High Schools,Social Sciences,Art Education,Music Education,Physical Education,Natural Sciences,Collegiality,Organizational Climate,Organizational Culture,Cohort Analysis,Questionnaires,Likert Scales,Gender Differences,Marital Status,Age Differences,Tenure,Foreign Countries

This study examined the difference in the levels of the variables related to the school climate factors among the teachers teaching social science courses, the teachers teaching natural science courses, and the teachers teaching art, music and physical education. As a result of the analyzes, all the teachers reported open climate in relation to the factors of team commitment, organizational clarity and standards, intimacy and support , autonomy, member conflict, medium climate in relation to the factors of risk and in reward. Additionally, the teachers teaching art, music and physical education reported higher open school climate than others; man than women; single teachers than married ones; the teachers with more degree of education than the ones with a lower degree of education; older teachers than younger ones; and the teachers with less seniority than the ones with more seniority. Finally, some ideas were suggested about what should be done in helping teachers to work in a more desirable open school climate.
Literacy and Complexity: On Using Technology within Emergent Learning Structures with Young Learners
Author: Laidlaw, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Kindergarten,Early Childhood Education,Emergent Literacy,Multiple Literacies,Observation,Technology Uses in Education,Instructional Innovation,Systems Approach,Theory Practice Relationship

This article presents and describes how we have used notions and structures informed by complexity thinking to shape new descriptions and approaches to understanding &quot;new literacy&quot; practices with young learners. Using data from two studies: a two year project working with kindergarten children using drama and digital tools to develop narrative, and the other an observational study of preschooler's multiliteracy practices occurring in their home settings, we explore how notions from complexity can offer innovative frames for teaching and learning and options for thinking about pedagogy differently. Our classroom and home observations of children's developing digital literacy practices suggest that using complexity- informed approaches to technology can include both theoretical orientation and practical possibilities for organizing classroom learning structures.
The Effect of Simulation-Games Environment on Students' Achievement in and Attitudes to Mathematics in Secondary Schools
Author: Akinsola, M. K.
Date: 2007-07-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Students,Computer Games,Computer Simulation,Student Attitudes,Mathematics Achievement,Teaching Methods,Instructional Effectiveness,Statistical Analysis,Control Groups,Experimental Groups,Pretests Posttests,Scores,Foreign Countries

This study sought to determine the effect of simulation-games environment on students' achievement in attitudes to mathematics in secondary school. Data was collected from a sample of 147 students in senior secondary school in Osun-State, Nigeria. t-test and analysis of variance was used to analyze the data collected for the study. The finding reveals that students' poor academic achievement in mathematics is partly due to the method of teaching used. Also, the findings revealed that, the use of simulation-games environment led to improve achievement and positive attitude towards mathematics. The study conclude that teachers' use of stimulating teaching methods would go a long way in sustaining and motivating students interest in learning mathematics.
The Effect of Constructivist Learning Principles Based Learning Materials to Students' Attitudes, Success and Retention in Social Studies
Author: Karaduman, Hidir
Date: 2007-07-00
Type: Journal Articles
Subjects: Social Studies,Student Attitudes,Constructivism (Learning),Educational Principles,Grade 5,Instructional Materials,Control Groups,Experimental Groups,Questionnaires,Pretests Posttests,Academic Persistence,Lesson Plans,Class Activities,Attitude Measures,Attitude Change,Achievement Gains,Instructional Effectiveness,Foreign Countries,Statistical Analysis

The present study aims to investigate whether the learning materials that based on constructivist learning principles have an effect on fifth grade Social Studies students' attitudes, their academic success and their retention. The study was conducted at Sehit Ali Gaffar Okkan Elementary School, Eskisehir. The participants of the study were 5th grade students in Sehit Ali Gaffar Okkan Elementary School. The data was collected in fall term in 2004-2005 academic year. Participants were divided into two groups: the control group (5-B) and the experimental group (5-C). In the present study, the following data collection instruments were used: a questionnaire for demographic information, pre- and post-tests and open-ended essay-type tests that were used to measure learners' academic success and retention level, lesson plans, various teaching materials for classroom activities, and a questionnaire to gather the learners' perspectives. Social Studies Attitude Scale, developed by Deveci and Güven (2002), was used to determine students' attitudes. The data obtained were analyzed using the SPSS program. The means and standard deviations were calculated for each group. The data were subjected to t-tests for inter- and between-group comparisons. The significance level was taken as 0.05. Findings of research indicate that constructivist learning principles based learning materials increase students' academic success and retention in Social Studies but don't increase attitudes. Additionally students think that constructivist learning principles based learning materials reflect constructivist learning principles.
Complex Adaptive Schools: Educational Leadership and School Change
Author: Kershner, Brad
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,Educational Change,Case Studies,Leadership Effectiveness,Transformational Leadership,Administrative Organization,Systems Analysis,Catholic Schools,School Administration,Governance,Conflict,Administrative Change,Social Networks,Academic Achievement,Professional Autonomy,School Culture,Trust (Psychology),Change Strategies,Qualitative Research,Observation,Interviews

This paper utilizes the theoretical framework of complexity theory to compare and contrast leadership and educational change in two urban schools. Drawing on the notion of a complex adaptive system--an interdependent network of interacting elements that learns and evolves in adapting to an ever-shifting context--our case studies seek to reveal the complexities, tensions, characteristics, and related implications for school leadership derived from using this heuristic to understand adaptive change. In particular, we highlight the need to disrupt the status quo as a precursor to adaptive change, the power generated by distributing authority through decentralized networks, the importance of relational trust, and the impact of school culture.