ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Technological and Pedagogical Affordances to Support Collaborative Inquiry Science Processes
Author: Pifarre, Manoli
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Inquiry,Secondary Education,Educational Environment,Computer Assisted Instruction,Secondary School Science,Holistic Approach,Cooperative Learning,Environmental Education,Video Technology,Science Process Skills,Scientific Methodology,Visual Aids

One key feature of scientific community is collaborative shared enquiry and problem solving mediated by electronic networks. We report on the development and evaluation of an ICT tool to support learning how to learn together (L2L2) in Science Education as part of an EC funded project called &quot;Metafora&quot; (FP7-ICT-2009.4.2/257872). Through literature review we isolated some key features of L2L2 and inquiry science processes. We turned these into icons within an ICT environment to support planning and reflection of inquiries stimulated by real-world challenges. In this paper we report the design-based research study carried out in secondary schools in Spain in order to gain understanding about the Metafora's technological and pedagogical affordances to support students' awareness of the key aspects of learning together and the key scientific inquiry processes. Our findings suggest that the ICT environment may help rise students' awareness of key collaborative scientific processes. These findings may contribute to the development of tools to support more web-mediated collaborative learning. (Contains 1 figure and 1 footnote.) [For the complete proceedings, see ED542606.]
Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces
Author: Catala, Alejandro
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Games,Computer Software,Story Telling,Models,Learning Experience,Production Techniques,Creativity,Play,Group Dynamics,Social Behavior,Learning Activities

Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of creative learning activities. Moreover, learning activities based on games should put the emphasis on the phase of creating artifacts for the game ecosystem, not on just playing or consuming contents. With the aim of supporting learning activities focused on &quot;playing to create games,&quot; this paper presents the implemented middleware to support this process from a technical point of view. The system allows the creation on an interactive tabletop of both single and advanced entities composed of shapes that can be enacted according to physics principles and rule-based behavior to create game ecosystems for learning purposes. (Contains 7 figures and 2 footnotes.) [This paper was funded by the Spanish Ministry of Education. For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]
Exploratory Learning through Critical Inquiry: Survey of Critical Inquiry Programs at Mid-Sized U.S. Universities
Author: Foote, Stephanie M.
Date: 2012-10-00
Type: Reports - Research
Subjects: Critical Thinking,Inquiry,Discovery Learning,Evaluative Thinking,Teaching Methods,College Faculty,Cognitive Processes,General Education,Curriculum,Educational Practices,Goal Orientation,Academic Achievement,High Stakes Tests

Many alternatives exist for setting the delivery, content, direction, tone, and priorities for a Critical Inquiry/Thinking general education program. Review of our university's overall general education program indicated the need, and overwhelming faculty approval, for a program to improve critical thinking skills, to specifically include exploratory learning and improved cognitive abilities. As we moved ahead we formed a Critical Inquiry Committee for in depth, and participative planning. One of the preliminary, investigative steps was to survey peer institution critical inquiry programs. The results of the study are reported below, along with our steps in developing our first year, one credit, general education critical inquiry program. Our paper includes details of our faculty development program and the results of our pilot program implementation. Our full program is scheduled for implementation during fall 2012. (Contains 1 figure and 6 tables.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking--A Requirements Analysis Study
Author: Alnuaim, Abeer
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Critical Thinking,Student Improvement,Intervention,Geographic Location,Access to Education,Electronic Learning,Time,Context Effect,Ecology,Student Empowerment,Instructional Design,Man Machine Systems,Web 2.0 Technologies,Classroom Communication,Instructional Effectiveness,Higher Education

This paper presents the requirements work carried out as part of developing an intervention to improve students' critical thinking skills using location-based mobile learning. The research emerged from seeking to identify ways of getting Interaction Design students into real world environments, similar to those in which they will eventually be designing, maximising their ability to identify opportunities for innovation. The first stage in designing the system is to conduct a comprehensive requirements study to understand specific student and staff needs in the envisaged scenario. As part of the requirements study we were interested in identifying weaknesses in the current mode of teaching, as well as problems students currently experience in understanding key concepts. We found that students did not stay adequately focused on the task and failed to identify appropriate technologies. We also noted scope for further support with analysing their findings. This information is helping us to determine the type and nature of location-based hints and formative feedback that the system can provide to aid students' understanding of the context they are in. (Contains 2 figures and 1 table.) [For the complete proceedings, see ED542606.]
Aligning Learner Preferences for Information Seeking, Information Sharing and Mobile Technologies
Author: Mills, Leila A.
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Information Seeking,Geographic Location,Alignment (Education),Sharing Behavior,Information Dissemination,Student Attitudes,Web 2.0 Technologies,Information Technology,Communications,Computer Mediated Communication,Distance Education,Handheld Devices

This paper reports on the development of a new information communications technology (ICT) learning preference survey, its cross-validation with attitudes towards mobile learning, and new perspectives on information seeking, information sharing, and mobile access derived from the relationships uncovered. The Information and Communications Technology Learning (ICTL) survey instrument is designed to measure learners' preferences and information behavior for learning, knowledge acquisition, and sharing in the Web 2.0 technology pervasive environments of the twenty-first century. The instrument development process includes analysis for reliability and validity of instrument scales. The multi-step refinement process revealed two constructs with, respectively, very good and respectable measurement properties: Information Sharing (alpha = 0.83) and Information Seeking (alpha = 0.71). Cross-validation with a newly established mobile learning instrument confirms that both the Information Sharing and Information Seeking scales of ICTL have significant (p less than 0.001) alignment with mobile learning attitudes. Implications of findings are discussed. (Contains 5 figures and 3 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Influence of Students' Learning Styles on the Effectiveness of Instructional Interventions
Author: Lehmann, Thomas
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Introductory Courses,Schemata (Cognition),Visual Environment,Theory Practice Relationship,Learning Theories,Research Methodology,Cognitive Style,Cognitive Structures,Visualization,Models,Instructional Effectiveness,Personality Traits,World Views,Metacognition,Motivation,Cues,Intervention

This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem solution and their increase in declarative knowledge were collected. Results indicate that a consideration of learning styles to design a matching instruction or learning environment does not transfer into higher quality problem solutions or an enhanced increase in declarative knowledge. (Contains 1 table.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Assessing Student Learning Online: Overcoming Reliability Issues
Author: Arnold, Stephen D.
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Online Courses,Electronic Learning,Test Reliability,Computer Assisted Testing,Educational Technology,Elementary Education,Technology Integration,Editing,Video Technology,Multimedia Materials,Preservice Teacher Education

Assessing students in online university courses poses challenges to the reliability factor of the measures being utilized. Some programs have the latitude to incorporate proctored assessments, but this is not always practical in asynchronously structured courses reaching out across a broad geographic region. This paper explores digital audio and video outputs as viable student pontification alternatives. (Contains 1 figure and 1 table.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Rural School Supervision. Bulletin, 1916, No. 48
Author: Cook, Katherine M.
Date: 1917-00-00
Type: Historical Materials
Subjects: Superintendents,School Supervision,Rural Schools,State Government,Local Government,School Districts,Counties,African American Education,School Segregation,Educational Development

The demand for efficiency in the schools and for the best possible use of money expended for schools and of the time of the children in school has given rise to a demand for expert supervision by men and women competent to give to all teachers, and especially to young and inexperienced teachers, help in those phases of their work in which they need it most. As a result, State, county, district, and township superintendents are now chosen with reference to their knowledge of teaching more than formerly; and in many States they are given the assistance of special supervisors. So valuable have been the results of the work of these expert  supervisors in those places where it has been tried under favorable conditions that there is now a general desire for information on the subject. This bulletin seeks to provide that information in four parts: (1) Origin and development of school supervision at the State and local levels; (2) Status of rural supervision, comprising Union, district, and division superintendents, County superintendents and assistants, and the Efficiency of county supervision; (3) Special forms of rural supervision in various parts of the United States--The State rural-school inspector in Wisconsin, History of State supervision in Connecticut, Supervision of Negro schools through the Jeanes Fund, Cook County (Illinois) system of rural supervision, Rural supervision in Vermilion County (Indiana), and Rural supervision in Claiborne County (Tennessee); and (4) Statistical tables. (Contains 27 footnotes, and 10 tables.) [Best copy available has been provided.]
Medical Inspection of Schools in Great Britain. Bulletin, 1916, No. 49
Author: Roberts, E. L.
Date: 1917-00-00
Type: Historical Materials
Subjects: Health Promotion,Public Health,Physical Education,Child Health,Administration,Foreign Countries,Inspection,Medical Services,Counties,Investigations,Special Schools,Physical Examinations,Diseases,Disabilities,Lunch Programs

This bulletin comprises the results of personal investigations supplemented by official reports covering the entire work of medical inspection as developed in Great Britain, including: (1) History of the development of medical inspection in England, Wales, and Scotland; (2) Administration by the chief medical staff, (3) Medical examination--the scope of the examination, its relation to physical training, and the separation of children mentally or physically defective for purposes of better instruction; (4) Remedial measures--cleansing schemes for ridding children of vermin of both head and body, school feeding of necessitous and underfed children, special schools for children whose defects cannot be overcome, medical treatment and the school clinic, and physical education as a remedial measure rather than curative; and (5) Resume summarizing the report. Appendices provide: (1) Special investigations conducted by medical officers of specified local authorities; (2) Schedule of medical inspection; (3) Schedule of the examinations for mental defects; (4) Details of London County Council cleaning scheme; (5) Report of the Manchester School for Crippled Children; and (6) Circulars and blanks forms issued by the Public Health Department, London County Council. (Contains 11 footnotes and 10 illustrations.) [Best copy available has been provided.]
Statistics of State Universities and State Colleges for the Year Ended June 30, 1916. Bulletin, 1916, No. 50
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational History,State Colleges,State Universities,Statistical Surveys,National Surveys,School Statistics,College Curriculum,Directories,College Presidents,Deans,College Faculty,College Administration,Compensation (Remuneration),Teacher Salaries,Enrollment,College Students,Males,Females,Minicourses,Summer Schools,College Preparation,College Libraries,Educational Facilities,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Private Financial Support,Land Grant Universities,Federal Legislation,Educational Policy,State Policy,Professional Education,College Instruction

This annual bulletin, formerly prepared and published by the National Association of State Universities, is the eighth now published by the Bureau of Education. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. Included are a brief listing of changes in courses and methods of instruction, a directory of State universities and State colleges, and statistical data regarding the teaching force, student enrollment, and property and income of these State institutions. (Contains 3 tables.) [Best copy available has been provided.]
Handbook of College Entrance Requirements. Bulletin, 1941, No. 13
Author: Hinckley, William W.
Date: 1941-00-00
Type: Books
Subjects: Liberal Arts,African American Institutions,Comparative Analysis,Universities,Guides,Colleges,College Admission,High School Graduates,Credits,College Entrance Examinations

This handbook presents a compilation of entrance requirements of the liberal arts colleges and universities in the United States, as of the commencement of the fall semester, 1940. Its value should be primarily to guidance authorities of high schools and colleges, and to teachers whose assistance is sought by students preparing for college. The 674 institutions studied are those listed under &quot;Universities and College&quot; in the &quot;Educational Directory, 1940&quot; published by the U.S. Office of Education. Consequently, while the professional schools, teacher colleges, normal schools, junior colleges, and Negro institutions are not included, tabulation for the &quot;Universities and Colleges&quot; group is complete. The purpose of this bulletin does not encompass a survey of the trends of college entrance requirements, important as that phase is. Such an analysis of trends may well be undertaken at a later time, using the facts made available by this present study and comparing the findings with those of previous studies made by the U. S. Office of Education. Certain facts relevant to trends of college entrance requirements over a 30-year period have, nevertheless, become easily discernible during the course of the current study. The facts cited in this bulletin have been revealed in part by comparing the data in the present study with those in the studies of 1912, 1922, and 1931. In preparing this handbook every effort has been made to make the data easily available to those who serve as guides and advisors to individual students as they prepare themselves to enter any given college. Following the tabulation of the 674 institutions, explanatory notes are so arranged that there is a set for each institution where there are necessary facts which cannot be told in the table proper. (Contains 1 footnote.) [Best copy available has been provided.]
Our Neighbor Republics: A Selected List of Readable Books for Young People. Bulletin, 1942, No. 5
Author: Beust, Nora E.
Date: 1942-00-00
Type: Historical Materials
Subjects: Reading Materials,Bibliographies,Books,Indexes,Directories,Publishing Industry,Library Materials,Archaeology,Art Education,Music Education,Handicrafts,Poetry,Literary Genres,Regional Characteristics

The Library Service Division of the U. S. Office of Education has prepared a series of bibliographies designed for use in furthering a better understanding of our neighbor republics. The first bibliography appeared in multigraphed form in February 1942 under the title &quot;Our Neighbor Republics; a selected list of readable books for young people.&quot; The present publication, which is a revision of the first one, includes approximately 40 additional books and an index by author, title, and subject. A directory of publishers is also included. [This document was prepared with assistance from Eimile Sandsten Lassalle and Jean Gardiner Smith. Best copy available has been provided.]
Industries, Products, and Transportation in Our Neighbor Republics: An Index and Bibliography. Bulletin, 1942, No. 6
Author: Gardiner, Jewel, Comp.
Date: 1942-00-00
Type: Historical Materials
Subjects: Transportation,Trade and Industrial Education,Industry,Bibliographies,Indexes,Books,Pamphlets,Periodicals,Regional Characteristics,Publishing Industry

Schools are making a contribution to the nation by furthering the spirits of friendship between the peoples of the Americas. The desire for sympathetic understanding of our neighbor republics has stimulated a demand for information about life and living in these countries. This index and bibliography have been prepared to meet the requests of teachers and librarians who are seeking curriculum materials in the subject fields of industrial products, and transportation. The bibliography contains two sections: A subject index in two parts and a list of the books, pamphlets, and magazines included. The subject index is arranged first by individual industries and products, and then by countries. The list of books, pamphlets, and magazines is arranged alphabetically within each group, and a short note gives the content and scope of the material, as well as the approximate grade level. Since the list is planned for elementary and junior high school use, the highest level indicated is the ninth grade. (Contains 1 footnote.) [Written under the direction of Nora Beust. Best copy available has been provided.]
Education and Older Adults: Discourses, Ideologies and Policies from the 1980s to 2001
Author: Tobias, Robert Michael
Date: 2005-11-00
Type: Reports - Descriptive
Subjects: Educational Policy,Adult Learning,Foreign Countries,Ideology,Older Adults,Adult Education,Relevance (Education),Educational Development,Discourse Analysis,Policy Analysis,Policy Formation,Andragogy,Educational Strategies,Aging (Individuals)

The aim of this paper is to describe and critique key policies and policy documents relevant to older adults' learning and education from the 1980s to 2001. It describes relevant aspects of the historical struggles between competing discourses and ideologies which took place during the period. It then examines the impact of these struggles on the policies and main policy documents concerned. The paper forms part of a larger project which draws on a wide range of sources and extends the analysis back to the 1970s and forward to the present day. This paper, however, draws mainly on a number of government reports. These include the reports of the Working Party on Ageing and Education (1987), the Royal Commission of Social Policy (1987), the establishment of the position of Minister of Senior Citizens and the Senior Citizens' Unit (1990), the report of the Prime Ministerial Task Force on Positive Ageing (1997) and the International Year of Older Persons (1999). The paper concludes by describing the development in 2000 and 2001 of the New Zealand Positive Ageing Strategy and raising questions about its implications for education and older adults. (Contains 1 footnote.) [This article was published in the &quot;New Zealand Journal of Adult Learning&quot; 33(2): 5-25 November 2005.]
Integration of Phonics into Elementary Reading Programs
Author: Bast, Jenna M.
Date: 2013-05-00
Type: Reports - Research
Subjects: Individualized Instruction,Reading Programs,Phonics,Grade 1,Teaching Methods,Reading Instruction,Qualitative Research,Interviews,Elementary School Students,Elementary School Teachers,Public Schools,Private Schools,Suburban Schools,Suburbs,Spelling,Beginning Reading,Instructional Effectiveness,Decoding (Reading)

Understanding phonics is an important part of a young student's ability in learning how to read. The problem is that there is no set system that teachers follow in teaching phonics skills.  The purpose of this study is to discover the ways that first grade teachers teach phonics to their students to help promote students success in reading.  The present study is a qualitative design using an interview protocol to collect information from teachers in elementary school classrooms, in public and private institutions.  Participants formed a sample of convenience.  They were recruited from suburban areas in the area north of San Francisco.  The data collected was analyzed by coding themes.  Results indicate teachers use three main instrumental methods to teach phonics: integration of spelling into reading, differentiated instruction based on students' learning levels, and varied methods of instruction.  The Interview Protocol is appended.