ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Time Management and the Performance of Students: A Comparison of Government and Private Schools of Hyderabad, Sindh, Pakistan
Author: Sahito, Zafarullah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Time Management,Public Schools,Private Schools,Academic Achievement,Comparative Analysis,Elementary School Teachers,Elementary School Students,Interviews,Qualitative Research

Time is a precious and so important thing as well as the blessing of the Creator in the world. It is the time which makes, changes, creates, decorates, maintains, develops, strengthens, and successes the present and secures the future of the people and the nations. Time considers a great cure and care for any unethical, unsocial and invaluable matter and event. Time settles each and every hurdle and difficulty of any system and nation with its pace, speed and direction. If time is managed properly according to needs and the requirements of the matters and phenomenon of any nation then no one can stop any nation to be a developed and successful. This research paper aims to explore and investigate the importance and see the impact of Time Management in the professional life of teachers and the performance of the students of Primary schools in the districts of Hyderabad. In these connections 30 primary teachers were constituted as the sample of the study. Interviews were conducted on the Primary school Teachers of Government/Public and Private School Teachers in order to collect the data about Time Management of teachers and the Performance of the students. A qualitative research design was used to collect data from the sample.
Environmental Education Organizations and Programs in Texas: Identifying Patterns through a Database and Survey Approach for Establishing Frameworks for Assessment and Progress
Author: Lloyd-Strovas, Jenny D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Databases,Administrator Surveys,Organizations (Groups),Program Evaluation,Curriculum,Instruction,Financial Support,Age Groups,Sex,Race,Ethnicity,Socioeconomic Status,Outdoor Education,Informal Education,Active Learning,Recreational Programs,Guidelines

We examined the diversity of environmental education (EE) in Texas, USA, by developing a framework to assess EE organizations and programs at a large scale: the Environmental Education Database of Organizations and Programs (EEDOP). This framework consisted of the following characteristics: organization/visitor demographics, pedagogy/curriculum, operations, and assessment. A database of organizations was built by surveying EE program directors state-wide. Of 237 possible organizations, 82 responded to the survey. Results showed that 6-20% of Texans are exposed to EE yearly. In 2009, each of these organizations conducted 19 programs to serve 6,000 people using only $7,500 USD (based on medians). Environmental educators most frequently used hands-on, outdoor experiments and group discussions to teach students, suggesting constructivism as the underlying learning theory in Texas EE. The field needs a comprehensive analysis of the large diversity of organizations and programs to better understand the structure and function of EE. Databases are highly effective tools in education research because they provide: 1) a source of quality research; 2) information across multiple scales; 3) networking and collaboration; and 4) comprehensive and longitudinal data for testing theories. This study provides a framework for creating large-scale databases of EE organizations and identifies patterns among and between characteristics.
The Effects of Professional Development on Elementary Students&apos; Mathematics Achievement
Author: Brendefur, Jonathan L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Teachers,Elementary School Mathematics,Mathematics Achievement,Mathematics Instruction,Mathematical Logic,Academic Achievement,Experimental Groups,Control Groups,Standardized Tests,Achievement Tests,Pretests Posttests,Thinking Skills,Minority Group Students,Disadvantaged Schools,School Districts,Statistical Analysis

This paper describes the effects of a professional development (PD) program--Developing Mathematical Thinking--on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.
Prospective Pre-School Teachers&apos; Attitudes towards Astronomy
Author: Türk, Cumhur
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Astronomy,Foreign Countries,Science Instruction,Attitude Change,Grades (Scholastic),Student Surveys,Elementary School Science,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students,Statistical Analysis,Scientific Attitudes,Positive Attitudes

The purpose of this study is to examine the changes in prospective pre-school teachers' attitudes towards astronomy in terms of their grades. The study was conducted with 205 prospective teachers (1st, 2nd, 3rd, 4th graders) studying in the education faculty of a university in Eastern Anatolia region of Turkey. Astronomy Attitude Scale (AAS) was used as data collection instrument. One-Way Anova was used for independent groups in data analysis in order to find out whether prospective pre-school teachers' attitudes towards astronomy differed in terms of their grades. Data analysis results showed that prospective pre-school teachers' attitudes towards astronomy did not differ significantly in terms of their grades. In addition, it was concluded that while prospective pre-school teachers had positive attitudes such as associating astronomy with daily life, thinking that astronomy can be learned better through applied activities and contemporary developments about astronomy attracted their attention, they also had negative attitudes such as feeling insecure about astronomy subjects and not liking the field of astronomy. In line with these results, it was recommended that the number of physical sciences lessons in pre-school teaching departments in education faculties should be increased.
What Is the Best Strategy &quot;Evidence-Based Practice&quot; to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review
Author: Almalki, Nabil
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Evidence Based Practice,Teaching Methods,Multiple Disabilities,Literature Reviews,Educational Research,Independent Study,Peer Teaching,Tutoring,Technology Uses in Education,Severe Disabilities

A systematic review of literature was carried out on peer-reviewed journals published from 2000 to 2015 to help in determining the best strategy of evidence-based practice that can be applied in teaching literacy skills among students with multiple disabilities. A total of 12 studies were reviewed, some of which included science and mathematics skills alongside literacy skills. The articles were evaluated according to the methodological processes used in carrying out the studies. Generally, all the strategies were found to be evidence based practices, which can be used to teach students with multiple disabilities. The systematic instruction and self-directed learning emerged as the most popular peer teaching and technology. Due to lack of enough studies that majored specifically on the students who suffered from more than one type of disability, other forms of severe disabilities like autism and intellectual disability, which are considered under the umbrella of multiple disabilities, were included in the systematic review. Additionally, in the process of defining certain target responses to demonstrate learning, with discrete responses being common, the type of feedback and systematic prompting that was commonly used was time delay, while stimulus fading was the least used component. One-to-one instruction and massed trials were the most commonly used formats for teaching. Though this is not a proof that systematic instruction is the best strategy, it is a suggestion that it is applicable in several situations and preferred by many researchers. Other strategies have also equally given positive responses and are thus effective in teaching literacy among students with multiple disabilities.
The Effect of the Accounting and Business Curriculums on Creativity
Author: Cheng, Ya-Yun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Accounting,Business Administration Education,Creative Thinking,Creativity Tests,Scores,Multivariate Analysis,Meta Analysis,Curriculum Design,Problem Solving,Correlation,Standardized Tests,Pretests Posttests,Statistical Analysis

This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show that the accounting curriculum has not been as effective as the business administration curriculum with respect to both verbal and figurative creativity. These results indicate that in today's dynamic and competitive business environment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinking and problem solving to meet the challenge.
Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration
Author: Acuña, Santiago Roger
Date: 2016-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Cooperative Learning,College Students,Reading Comprehension,Concept Mapping,Communication Strategies,Computer Mediated Communication,Interpersonal Communication,Reading Tests,Questionnaires,Multiple Choice Tests,Likert Scales,Social Control,Behavior Standards,Performance Based Assessment,Foreign Countries,Statistical Analysis

This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, &amp; van Hout-Wolters, 2007; 2012), consists in the instruction, prior to the learning task, from a series of communication rules extracted from literature about effective collaboration. The study was carried out with 60 college students, grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or without support. The students did a face-to-face collaborative task of reading comprehension, using the strategy of collaborative construction of concept maps from the information presented in the multimedia material. The performance was valued according to the quality of the concept maps, and the level of collaboration perceived by each member of the teams was tested. We found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.
Evaluating the Potential of Virtual Simulations to Facilitate Professional Learning in Law: A Literature Review
Author: Thanaraj, Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Simulation,Legal Education (Professions),Computer Uses in Education,Instructional Effectiveness,Experiential Learning,Problem Based Learning,Decision Making Skills,Job Skills,Problem Solving,Literature Reviews,Active Learning

The use of virtual simulations in Legal Education as a method for learning is relatively rare despite much theoretical support that exists for the benefits in learning. There is also some apprehension on the use of technology in legal education. Both of these are likely due to the lack of solid evaluations concerning the overall impact in professional learning. The paper explores a number of possible theoretical frameworks which can be used in the design of the virtual law clinic simulation training programme and concludes that simulations can be used in professional learning through the experiential, immersive and active learning frameworks which effortlessly support Legal Education.
Perspectives on the Validity of the Thinking Styles Inventories
Author: Berding, Florian
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,Measures (Individuals),Test Validity,Factor Analysis,Test Reliability,Factor Structure,Psychometrics,College Students,Apprenticeships,Foreign Countries,Multiple Regression Analysis,Correlation,Statistical Analysis

The Thinking Styles Inventories (TSI) are questionnaires for assessing individual preferences in constructing knowledge. This paper identifies several problems concerning their validity, which range from an inadequate use of factor analysis, to missing information on the measurement model, to findings indicating a low discrimination between the thinking style scales. Against this background, two studies are conducted providing detailed insights into the measurement model of the TSI in German-speaking samples (Study I: 287 apprentices; Study II: 389 students). Although results indicate a high degree of reliability according to popular statistical rules, they confirm problems with the discriminant validity and criterion validity regarding achievement. The Thinking Styles Inventories should as a result be used with caution.
Combined Teaching Method: An Experimental Study
Author: Kolesnikova, Iryna V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Lecture Method,Active Learning,Pretests Posttests,Experimental Groups,Control Groups,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Statistical Significance,Statistical Analysis

The search for the best approach to business education has led educators and researchers to seek many different teaching strategies, ranging from the traditional teaching methods to various experimental approaches such as active learning techniques. The aim of this experimental study was to compare the effects of the traditional and combined (traditional plus active learning) teaching methods in the process of knowledge formation among future primary school teachers. Participants were randomly selected from available Ukrainian 5th year students. After they were pre-tested, randomly divided into two equal groups. The participants in the experimental group were instructed through combined teaching methods, while those in the control group were only taught through traditional lecture. Following the completion of the course, both groups were received their post-test. The results of both groups were equal at the beginning of experiment. An investigation on the post-test indicated that both teaching methods increased the students' post-test scores significantly. Also, the result of post-test scores in the experimental group increased statistically significant than that the control group. This study concluded that active learning plus the traditional teaching method is a feasible alternative to the traditional teaching method only format.
Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State
Author: Akpan, Sylvester J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Simulated Environment,Distance Education,Academic Achievement,College Students,Questionnaires,Student Attitudes,Program Effectiveness,Computer Use,Hypothesis Testing,Teaching Methods

The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study Centre. Simple random sampling technique was used to select forty respondents from the educational technology students. A researcher developed questionnaire was used to gather the needed data. Collected data were analyzed using frequency counts and percentage. The findings from this paper suggested that the students' acknowledged that the availability and use of virtual classroom influenced their academic performance. Although the virtual classroom available was adequate, it was not often utilized for instruction. Thus, the researcher recommended that the virtual classroom should be utilized for maximum learning.
Perceptions of Geography Teachers to Integrating Technology to Teaching and Their Practices
Author: Sanli, Cennet
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography Instruction,Technology Integration,Foreign Countries,Semi Structured Interviews,Teacher Attitudes,Teaching Methods,Qualitative Research,Secondary School Teachers

In present study the objective has been to manifest perceptions and practices of geography teachers towards integrating technology to teaching geography. In 5 different types of schools within Nevsehir (Turkey) city center, a total of 22 geography teachers volunteering to participate in the research were included in this study in which data were collected via semi-structured interview form during 2015-2016 academic year. Descriptive analysis method was employed to analyze obtained data. Integrating Technology to Teaching approach developed by Maddux &amp; Johnson (2006) was adopted in the analysis of technology practices of interviewed teachers. In the conclusion part of the research it was identified that participant geography teachers possessed insufficient level of knowledge on integrating technology; a vast majority of teachers (16) performed Type I practices that referred to using technology; a small portion of teachers (6) performed practices that could fall into Type II dimension and five out of these six teachers practiced model and replica designs to visualize the topic; one teacher in his/her practice transferred the material (photograph) prepared as a teaching material to computer program for future use as data.
Designs, Techniques, and Reporting Strategies in Geography Education: A Review of Research Methods
Author: Zadrozny, Joann
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography Instruction,Research Methodology,Research Design,Educational Research,Educational Researchers,Periodicals,Content Analysis,Mixed Methods Research,Longitudinal Studies,Educational Benefits,Statistical Analysis,Regression (Statistics),Coding,Journal Articles,Replication (Evaluation),Literature Reviews

A wide variety of research is being completed and published in geography education. The purpose of this article is to provide a general overview of the different types of methodologies, research designs, and techniques used by geography education researchers. Analyzing three geography education journals, we found 191 research articles published about geography education, of which, 55 used a quantitative design, 65 used a qualitative design, and 71 used mixed methods. This article highlights specific articles to provide examples of how a variety of quantitative, qualitative, and mixed methods techniques were conducted and presented in the literature. The implications of this article is to provide geography education researchers with guidance when reporting research results in an effort to promote replicability and longitudinal research. Geography education benefits from all types of methodological designs and techniques, each serving a different purpose based upon the individuals' inquires and research questions.
Introducing 3D Visualization of Statistical Data in Education Using the i-Use Platform: Examples from Greece
Author: Rizou, Ourania
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,Statistical Data,Geography Instruction,Open Source Technology,Computer Uses in Education,Educational Technology,Computer Software,Cartography,Secondary Education,Statistical Analysis

In the 21st century, the age of information and technology, there is an increasing importance to statistical literacy for everyday life. In addition, education innovation and globalisation in the past decade in Europe has resulted in a new perceived complexity of reality that affected the curriculum and statistics education, with a shift from content knowledge to competences. Moreover, the amount of data that can today be accessed on the Internet suggests that students can choose nearly any topic of interest to them for their work on, which can increase their motivation. Furthermore, new location-based technologies actively promote the power of digital spatial representation and geo-communication opportunities. So, the aim of this paper is to present an application of 3D visualization of statistical data in conjunction with regional spatial data from Greece, using the www services and applications in real time. This has been accomplished by modifying the code of an open source of educational software: the online platform iUse, in particular. Nowadays, there has been a clear shift towards Free Software/Open Source Software (FOSS) from users worldwide. FOSS has begun to play an important and decisive role in Greek education, as well. The examples which are taken from Greece are related to statistical data from various sectors of modern life. The spatial background used is the 13 Administrative regions of Greece. All functions and modifications implemented were made with FOSS.
Challenges and Opportunities in Combing the Competences of Formal Education and NGOs for Teaching Sustainability
Author: Schulz, Bastian
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nongovernmental Organizations,Sustainable Development,Citizenship Education,Partnerships in Education,Curriculum Development,Informal Education,Global Approach,Course Evaluation,Questionnaires

Although the decade for Education for Sustainable Development has been well promoted in Germany it still finds itself in a rather marginal position, both in the formal and in the informal educational sector. This is at least partly due to the status it is given in the political debate that leads to different expectations by different actors who operate in different frameworks. Thus teachers in formal education will have to take general requirements of education for citizenship into consideration while NGOs are often focused on improving environments and living conditions. Nonetheless there are numerous efforts for the two to join forces. These efforts can be fruitful, if actors on both sides understand the needs and restrictions the other side faces. In this article we want to explore the opportunities and challenges of cooperation between the formal and informal educational sector with a view of giving partners a chance to better use their often scarce resources.