ethanporcaro/eric-fulltext-meta huggingface dataset:
The History in DNA: A Proposal to Generate a Change of Vision of Science in School
Author: Cortez, Leonardo A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Secondary School Science,Teaching Methods,Instructional Innovation,Genetics,Science Instruction,Science Education History,Scientific Concepts,Scientific Methodology,Concept Teaching,Educational Practices,Educational Change,Educational Strategies,Program Proposals,Foreign Countries

Currently, in science teaching and in particular, natural science teaching there are concepts in the school that have a high level of abstraction. Concepts, such as atom, gene, mole and energy, among others are difficult to explain in an understanding manner to students. This situation requires the teacher to design alternative strategies to promote meaningful learning. Give priority to teaching concepts in science promotes the conception of science as a finished, infallible construct outside the context and does not evolve; turning science learning into something monotonous and uninteresting for students. According to some researches in the line of history and epistemology of sciences, its importance and advantages are recognized to promote not only a conceptual and formal education, but also to broaden the spectrum of possibilities that allow the students to transform conceptions of science into a more dynamic and participatory paradigm. Recognizing the benefits of the use of history in science teaching, a proposal is made for the DNA structure teaching in secondary school students within the framework of the Master in Teaching of Sciences of the Fundación Universidad Autónoma de Colombia, under this perspective.
Neuroscience, Education and Mental Health
Author: Arboccó de los Heros, Manuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Neurosciences,Mental Health,Learning,Brain,Behavior,Psychology,Gender Differences,Education,Humor,Reading,Consumer Education,Foreign Countries

The following article presents a series of investigations, reflections, and quotes about neuroscience, education, and psychology. Each area is specialized in some matters but at some point they share territory and mutually benefit one another, and help us to increasingly understand the complex world of learning, the brain, and human behavior. We hope them to be of interest and a promoter of new thoughts.
Pedagogical Leadership, Teaching Leadership and Their Role in School Improvement: A Theoretical Approach
Author: Contreras, Trilce S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Leadership,School Role,Educational Improvement,Performance Factors,Educational Change,Educational Practices,Change Strategies,Educational Administration,School Effectiveness

Educational demands of the 21st century make it indispensable to reevaluate the traditional models of management and leadership in schools and focus on pedagogical aspects, distributed leadership, participative school development and teachers' professional growth. Pedagogical leadership includes these aspects and it is emerging, within the educational research field, as the most effective model to achieve sustained improvements in the schools. Teaching leadership is an essential element of this model and it has also been accredited, in recent years, as a fundamental characteristic of a successful school. A theoretical-conceptual approach of pedagogical and teaching leadership is made, presenting the conditions in which they can be developed, and their role in school improvement. Conclusions are the following: Teachers, their leadership potential and pedagogical leadership, define a new comprehensive notion of school which is aimed to serve the students and their learning process, and to promote human and professional development. In order to achieve an educational change and school development, it is essential that teachers and principals are appropriately trained and empowered, and become aware of their key role within such processes.
Addiction to Social Networks and Social Skills in Students from a Private Educational Institution
Author: Domínguez-Vergara, Julio A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Interpersonal Competence,Social Media,Junior High School Students,Check Lists,Student Surveys,Student Attitudes,Correlation,Foreign Countries,Adolescents,Private Schools,Questionnaires

This research aims to determine the relationship between addiction to social networks and social skills in students of a private educational centre. A correlational descriptive study where the sample was represented by 205 students from 1st to 5th grade of junior high school was conducted. Two instruments were used: &quot;Goldstein Social Skills Checklist&quot; and &quot;Scale of Attitudes toward Social Networks&quot;, this was adapted and validated for the population. It is concluded that addiction to social networks of the Internet has a significant relationship (p &lt;0.01) with social skills, indicating that the greater the addiction to social networks is, a low level of social skills in adolescents is perceived.
Intention and Pedagogical Competence: Use of Collaborative Learning in the Subject of Mathematics in Secondary School
Author: Gómez, Luis F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Instruction,Junior High School Students,Decision Making,Pedagogical Content Knowledge,Teaching Methods,Problem Solving,Foreign Countries,Secondary School Teachers,Mathematics Teachers,Diaries,Teacher Attitudes,Qualitative Research

This review analyzes the experience reported by teachers of mathematics in public junior high schools in Jalisco, México, about the collaborative work of students to learn mathematical content and processes. Weekly logs of 30 teachers were analyzed during one school year to identify modalities of collaborative work, contents or processes taught in this way, evaluative comments about this modality of work to achieve learning and the decisions made by teachers after evaluating its efficacy. It was found that all teachers promoted collaborative work but with varied frequency and in different ways, mainly to solve problems, for discovery activities, to generate hypotheses and to extract information from given information. Drawing from their experience, teachers made different evaluations about collaborative learning and consequently they took the decision to continue promoting it or decrease it and in the latter case increase the direct teaching and individual work of students. It is concluded that teachers try to promote learning through collaboration, but lacked the pedagogical competence required to do it, so not all of them had the results they expect, so some of them return to teach through direct teaching, giving explanations and writing demonstrations on the blackboard.
Teaching Representations of Competency-Based Education. A Case Study
Author: Covarrubias-Papahiu, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Competency Based Education,Case Studies,Educational Practices,Minimum Competencies,Qualitative Research,Psychology,Semi Structured Interviews,College Faculty,Teacher Attitudes,Curriculum Implementation,Fidelity,Global Approach,Teaching Methods,Constructivism (Learning),Inclusion,Foreign Countries

The aim of this research was to know how the Competency-Based Education (CBE) approach is represented by professors who are part of the professional education of psychologists, and the challenges and implications of, in their opinion, incorporating it in the classroom practice. Therefore, a research was conducted to know the type of representations and meanings that they give to the approach for its approval or rejection, whether they apply it in their teaching practice, and the kind of competencies that they want to promote among their students for their professional practice. This case study that counts with the collaboration of professors from the Psychology Specialty delivered in one of the university campuses of the UNAM University, used a qualitative methodology with a descriptive and interpretative approach that used semi-structured interviews as a data collection tool. The most distinctive results demonstrate that, concerning the heterogeneous nature of the disclosed representations among the interviewed professors, the balance falls in favor of the teachers that do not approve and/or use the competency-based approach. Their most consistent arguments to reject it included the unfamiliarity with the approach, or the difficulty to put it into practice, and/or its connection with neo-liberal, functionalist and business policies. However, the professors that accept and apply it, value the development of attitudes considered by the approach, especially those with a humanistic view towards the education of psychologists; while others appreciate how it promotes the necessary abilities for an efficient professional performance.
What and How to Assess Teacher&apos;s Performance? A Proposal Based on the Factors That Support Learning
Author: Carlos-Guzmán, Jesús
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Evaluation Methods,Evaluation Criteria,Pedagogical Content Knowledge,Teacher Characteristics,Teacher Motivation,Teacher Responsibility,Self Efficacy,Teacher Effectiveness,Educational Practices,Guidelines,Observation,Teacher Attitudes,Teaching Models,Alternative Assessment

A proposal is presented to assess teacher's performance based on the aspects that educational research has found as fundamental to achieve students' learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs. After criticizing the traditional way of assessing teacher's performance, it is shown a different way of doing it considering four essential dimensions of teaching: &quot;Knowledge of what is taught, management of didactic aspects, teacher's didactic thinking and teacher motivation, responsibility and self-efficacy.&quot; It is described and justified what and how to assess, suggesting to do it by observing the educational practice. Therefore, guidelines are provided to assess it, pointing out the didactic aspects that are considered essential for students to acquire knowledge. It ends pointing out its advantages and giving some recommendations to apply it.
An Early Psychology of Science in Paraguay
Author: García, José E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Psychology,Science Education,Science Education History,Intellectual History,Gifted,Scientific Literacy

The psychology of science is a field of research emerged in the late 80's and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross, who wrote an article in the Paraguayan journal &quot;Letras&quot; in 1915. Ross argued that geniuses' production is one of the most valuable potentials to which a nation can aspire and has a relevance degree higher than any kind of wealth. His argument agrees with considerations related to the subjective processes leading creative inspiration, the generation of new ideas and the relations between genius and insanity, a view that fits the ideas of the Italian physician Cesare Lombroso. The article concludes that Ross' ideas may be identified as a distant background for the psychology of science, although it has not reached a later continuity in the work of other Paraguayan authors. The methodology adopted is both descriptive and critical, with a contextual analysis of the primary sources that are relevant to the problem.
Analysis of Primary School Teachers&apos; Opinions on Family Diversity
Author: Bosch, Alvaro Capano
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Characteristics,Elementary School Teachers,Teacher Attitudes,Opinions,Models,Teacher Surveys,Questionnaires,Age Differences,Teaching Experience,Institutional Characteristics,Parent Background,Correlation,Foreign Countries

This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado, Jimenez-Lagares &amp; Gonzalez, 2009). The data indicate that teachers do not share a homogeneous point of view regarding the different household types. Adoptive families, divorced parents families, and single-parent families headed by single mothers had a better acceptance among teachers than homoparental families or those headed by single fathers. Items related to homoparental families were answered by fewer people. Teachers with postgraduate education were more tolerant and flexible towards family diversity. These results are discussed in light of the necessary adaptations in primary education with respect to the diversity of families existing there.
Brain Science and Teaching: A Forty-Year Personal History
Author: Kirby, Linda Faye
Date: 2016-00-00
Type: Journal Articles
Subjects: Neurosciences,Teacher Education,Teacher Effectiveness,Masters Programs,Brain,Anatomy,Scientific Research,Teacher Education Programs,Measures (Individuals),Science Tests,Scientific Literacy,Statistical Analysis,Hypothesis Testing,Course Content,Science Instruction,Educational Benefits

This paper is the sharing of a record, the personal history of an educator pursuing an interest in knowledge of the brain. Over the years, this fascination sparked the idea to create a course for teachers based on brain science, with a twist. Certain course assignments would require teachers to interpret knowledge of the brain in the context of their individual classes. In 2006, I completed a dissertation entitled &quot;The Impact of a Brain Research Course on Knowledge of the Brain and Teacher Efficacy.&quot; Over the past ten years, I have continued to teach brain science research to master's level teachers. In this article, I share my observations and insights into the teaching of brain anatomy and function to teachers. The article focuses on the growing attraction of brain science research to educators. In it, I seek to illustrate how learning about the brain has created a positive force in the teaching lives of enrolled students, the learning of their students, the accommodations of curricular requirements, and the culture of the schools in which they operate. I conclude with observations regarding the utility, viability, and desirability of a course in brain research within other teacher preparation programs.
The Evolution of Capitalism: A Comparison of British and American Literature
Author: Stanwick, Peter A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Systems,Political Attitudes,Literature,United States Literature,Social Class,Authors,Comparative Analysis,Foreign Countries

This paper discusses the evolution of capitalism in British and American literature. The impact of capitalism on the lives of individuals has been well represented in both American and British literature throughout the centuries. The paper will discuss how seminal British authors such as Thomas More, William Shakespeare, Charles Dickens and George Orwell use capitalism as central themes in their writings. In addition, the paper will also discuss how seminal American authors such as Benjamin Franklin, Ernest Hemingway, John Steinbeck and Ayn Rand use capitalism in the development of the characters and themes in their writings. One dominant theme from both streams of literature is how capitalism impacts the lower class citizens in society. Another dominant theme that will be presented is how wealthy capitalists are portrayed in both American and British Literature. The concluding section of the paper will compare and contrast how British and American writers use capitalism in their writings.
Exploring Spiritual Needs in the Classroom--Implications for Educators
Author: Yocum, Russell G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Religious Factors,Spiritual Development,Student Needs,Psychological Needs,Replication (Evaluation),Mixed Methods Research,Student Surveys,Likert Scales,Data Collection,Correlation,Models,Interviews,Self Actualization,Phenomenology,Teacher Student Relationship,Student Motivation,Academic Achievement,Student Attitudes

This research replicated a previous mixed-methods exploratory study of spirituality and spiritual development (Yocum, 2014). 339 participants at two southeastern United States universities were administered a Likert-scale survey to collect data to explore the correlations between the existing components of the proposed spiritual development framework. Qualitative confirmation was obtained via 20 interviews from 10 participants at each university. Recurrent themes from interviews were identified that allow for a greater comprehension of spirituality and its role in educational success. The research evinces significant correlations between the spiritual development framework components. Phenomenological perspectives about the intersection of spiritual needs and education are presented that will be helpful in informing educators about connecting with students on a spiritual level in ways that may enhance educational successes.
The Power of Life Histories: Moving Readers to Greater Acts of Empathy through Literature and Memoir
Author: Lee, Valarie G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Empathy,Personal Narratives,Qualitative Research,Student Surveys,Student Attitudes,Literary Criticism,Literacy,Cultural Context,Literary Devices,Writing (Composition),Workshops,Foreign Countries,Electronic Publishing,Grade 5,Literacy Education,College Students,Elementary School Students,Video Technology,Collaborative Writing,Computer Mediated Communication,Discussion (Teaching Technique),Literature,Seminars,Conferences (Gatherings)

This paper argues that narratives, specifically literature and memoir, offer a way to build empathy and understanding by moving readers to deeper levels of text interpretation and critique. The paper examines a new literacy framework, Life Histories, that uses talk, collaboration, writing, and performance to understand the complex relationships between character and cultural contexts, an understanding that leads to empathy. Life Histories are explored in three very different contexts: an international workshop in Guatemala, a fifth grade in Westminster, Maryland, and a literacy course at Rowan University. Qualitative naturalistic research is used to explore the ways that Life Histories worked in these three sites and can lead to greater empathy in readers. Qualitative data include student surveys, blogs, online postings, and transcripts from discussions, videotaped performances and life history scripts. This study argues for the power of talk about texts, collaborative writing, and performance to gain a deeper understanding of self and a deeper empathy for others.
Helping Students with Mathematics Difficulties Understand Ratios and Proportions
Author: Dougherty, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics,Learning Disabilities,Grade 7,Misconceptions,Algebra,Mathematics Instruction,Mathematics Achievement,Mathematics Teachers,Comparative Analysis,Mathematics Skills,Learning Problems,Problem Solving

Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability to find equivalent ratios as well as to work with ratios and proportions in multiple contexts, including determining rates of change with functions and other contextual situations. Why are ratios and proportions important for students' success in mathematics? What are common misconceptions that challenge students with persistent mathematics difficulties? What lesson components for intensive interventions are necessary to address the instructional needs and misconceptions of students with persistent mathematical difficulties? How can progress-monitoring results inform instruction and address misconceptions? Cara's teacher seeks to find the answers to these questions in order to identify ways to support Cara's understanding of ratios and proportions.
Housing and Independent Living for Individuals with Intellectual and Developmental Disabilities
Author: Leach, Debra
Date: 2016-00-00
Type: Journal Articles
Subjects: Housing,Independent Living,Intellectual Disability,Developmental Disabilities,Barriers,Financial Support,Inclusion,Special Education,Transitional Programs,High School Students,Self Determination,Accessibility (for Disabled)

This manuscript provides a review of housing and independent living options for individuals with intellectual and developmental disabilities (I/DD). While there has certainly been an increased emphasis on community integration and inclusion for people with I/DD, barriers to delivering housing supports and services in natural, integrated settings still exist. An overview of the various housing options that are currently available for individuals with I/DD is provided followed by a discussion of the main themes related to promoting full community integration and funding sources that are available to support these efforts. This essential information will help special education teachers involved in delivering transition services and supports better plan with students and families as they consider independent living options upon graduation from high school.
Perceptions of Parents of Children with Autism Spectrum Disorders towards Their Partnerships with Teachers
Author: Hsiao, Yun-Ju
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Parent Attitudes,Parent Teacher Cooperation,Partnerships in Education,Children,Satisfaction,Family School Relationship,Predictor Variables,Age Differences,Services,Surveys,Statistical Analysis

The purpose of this study was to investigate the parent perceptions of partnerships between parents of children with autism spectrum disorders (ASD) and teachers who provided services. The instrument used in this study was the &quot;Beach Center Family-Professional Partnership Scale&quot; (&quot;Family Version&quot;). The results showed that parents of children with ASD were close to satisfied with their partnerships with teachers, but they were more satisfied with family-focused relationships rather than child-focused relationships. Two family demographic predictors that contributed significantly to family-professional partnership were the age of the first child with ASD and type of school services received.