ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program
Author: Rodríguez-Naveiras, Elena
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Foreign Countries,After School Programs,Program Evaluation,Enrichment Activities,Preadolescents,Gifted,Classroom Observation Techniques,Program Implementation,Statistical Analysis

Out-of-school programs for students with high abilities are especially relevant when their needs are not covered in formal education. The evaluation of these programs is essential and it can be carried out from different evaluative approaches. The evaluation of the behavior of the people who implement the programs is an important aspect in the evaluation of process and it can resemble the one conducted by a teacher in formal education. This type of assessment requires an appropriate methodology such as the observational. In this study a protocol for observation of teaching functions has been designed for the evaluation of the behavior of the instructors of a socio-affective out-of-school program. The frequency of occurrence of behaviors as well as the resultant of conducts in intrapersonal, interpersonal and cooperative activities is analyzed in this study.
Differences in Achievement Motivation and Academic and Social Self-Concept in Gifted Students of Higher Education
Author: Sierra, María Dolores Valadez
Date: 2015-00-00
Type: Journal Articles
Subjects: Academically Gifted,College Students,Student Motivation,Self Concept,Competition,At Risk Students,Intelligence Tests,Foreign Countries,Academic Ability,Self Concept Measures,Student Surveys,Student Characteristics,Well Being,Emotional Response

The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the competitiveness-oriented achievement motivation variables. The first group (&quot;Protected&quot;) gathered 51 (63.7%) gifted students who exhibited high levels of social self-concept and a low level of competitiveness-oriented achievement motivation with respect to the second group (&quot;At-risk&quot;), which gathered 29 (36.3%) gifted students. It was concluded that &quot;Protected&quot; students possess affective resources that strengthen their social and academic development, whereas &quot;At-risk&quot; students' variables represent vulnerability factors.
Education as Reconciliation: Resorting Inuit Nunangat
Author: McKechnie, Jay
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Geographic Regions,Educational Change,Tribes,Role of Education,Culturally Relevant Education,Indigenous Populations,Trauma,Cultural Influences,History,Conflict Resolution,Acculturation,Residential Schools,Language Usage,Attachment Behavior,Social Bias,Social Justice,Racial Bias,Change Strategies

Education is stated as the number one priority of the Government of Nunavut's &quot;Sivumiut Abluqta&quot; mandate. The Nunavut education system is seen by many as failing to provide Inuit with the promise of supporting Inuit economic and social well-being. Today in Nunavut, there is a growing awareness of the effects of past colonialist polices and the need for individual and group healing. However, within the current education reforms, there is little discourse that reflects this colonialist history and how it continues to shape education in Nunavut. This paper seeks to answer the following questions: How did the transition from an autonomous lifestyle on the land, to a dependent lifestyle in communities, affect Inuit society? How are the intergenerational affects of this transition manifested in the classrooms of Nunavut? How can the education system facilitate a public discourse that supports healing and reconciliation? As a high school social studies teacher in Nunavut, I am primarily interested in addressing the role of Qallunaat (non-Inuit) teachers working in Nunavut. As part of the effort across Canada to find meaningful ways of reconciling the relationship between Aboriginal and non-Aboriginal Canadians, I see myself as an educator as having an important role in this process of reconciliation. I will discuss the complex interplay of colonialist policies, intergenerational trauma, attachment, and change through the lens of Paulo Freire's &quot;Pedagogy of the Oppressed&quot;. I will argue that understanding how intergenerational trauma continues to shape education in Nunavut is crucial in creating a shared narrative, that can ultimately lead to reconciliation by bringing individuals together in partnerships, to undertake the healing process and social reform.
Characteristics of Post Graduate Education Research Mentoring in Universities in Nigeria: Curricular Enhancement Strategies
Author: Olibie, Eyiuche Ifeoma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Graduate Students,Student Research,Research Skills,Questionnaires,Supervisory Methods,Student Satisfaction,Student Surveys,Values,Curriculum Enrichment,Educational Strategies,Inservice Teacher Education,Supervisory Training,Curriculum Guides,Methods Courses,Teacher Background,Extracurricular Activities

Globally, the post graduate education landscape simultaneously undergoes rapid and tremendous changes with emphasis on research through equipping students with the necessary skills and knowledge to foster the growth of independent, creative and lifelong researchers. Among the resources to facilitate this aim, mentoring plays a vital role. This paper investigated the characteristics of research mentoring provided to post-graduate students in universities in Southern Nigeria. Two research questions were used. Proportionate stratified sampling technique was used to select 180 post graduate students for the study. A 27-item questionnaire was used to collect data which was analysed using frequencies and percentages. Findings indicate that research mentoring across institutions was characterized by supervisor's criticisms without providing insights, setting of unrealistic deadlines and expectations, and erosion of students' self-esteem. Focus on improving technical research skills, communicating high expectations, self-monitoring processes, encouraging active knowledge construction process, widening networks for research improvements, and supervisor-supervisee brainstorming were almost lacking. The observed characteristics would not in any way serve as catalysts for research as they are most unlikely to promote quality post graduate research. Recommendations were made to propose curricular enhancement strategies to reinvigorate research mentoring for quality postgraduate research.
Ghanaian Junior High School Science Teachers&apos; Knowledge of Contextualised Science Instruction
Author: Ngman-Wara, Ernest I. D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High Schools,Science Teachers,Science Instruction,Knowledge Base for Teaching,Context Effect,Correlation,Teaching Experience,Teacher Qualifications,Teacher Background,Educational Attainment,Teacher Surveys,Science Tests,Knowledge Level,Teacher Competency Testing,Statistical Analysis,Secondary School Students

The purpose of the study was to investigate Junior High School science teachers' knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers' knowledge of contextualised science instruction from 204 (180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers' knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
School Counselors: Key Stakeholders Helping Underserved Students to Be Career Ready
Author: Paolini, Allison C.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Career Readiness,High School Graduates,College Preparation,Counseling Techniques,Counseling Services,Disadvantaged,Special Needs Students,Best Practices,Hispanic American Students,African American Students,At Risk Students,Barriers,College Readiness

This paper addresses the role that school counselors play in assisting underserved students to be prepared for post-secondary enrollment and/or career entry upon high school graduation. Counselors' responsibilities are outlined, including assisting students in identifying their strengths and inner resources, in order to achieve their goals. Challenges that underserved students face and best counseling practices are addressed, in order to ensure that all students reach their potential and accomplish their career objectives.
Promoting Creativity and Self-Efficacy of Elementary Students through a Collaborative Research Task in Mathematics: A Case Study
Author: Katz, Sara
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Self Efficacy,Mathematics Instruction,Elementary School Students,Elementary School Mathematics,Foreign Countries,Case Studies,Mathematics,Professional Personnel,Geometric Concepts,Plane Geometry,Grade 6,Numbers,Creative Thinking,College School Cooperation

There is a consensus among mathematicians and mathematics educators that creativity plays an essential role in doing mathematics. Creative students are self-regulated students who take control over processes and experience high self-efficacy beliefs. The aim of this case study was to promote mathematical creativity and self-efficacy of elementary students through a collaborative research task, and qualitatively elicit their efficacy-beliefs about performing creative mathematics tasks. The research questions asked about the students' ability to show creativity in the classroom and about the extent to which the task enriched their mathematics knowledge, and made them realize the beauty of mathematical creativity. Participants were 24 sixth graders who attended a college of education once a week, to learn mathematics. This study revealed the potential of student engagement in creative mathematical work that demanded meta-awareness, self-regulation, and self-efficacy. As the confidence to work mathematically was communicated by their peers, many students expressed a change in their attitudes to their own mathematical competence and were more willing to engage with unknown or challenging mathematical tasks. The contribution of this study is twofold: finding ways of developing the students' creativity and enhancing their performance, and engaging them in an activity that made them realize the beauty, wealth, and elegance of mathematics, thus enhancing their self-efficacy to learn mathematics. We recommend providing students with opportunities to enhance their mathematical creativity by using creative tasks.
An Analysis of a First-Year Class on the Self-Efficacy of University Students in Japan
Author: Shin, Kimie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,College Freshmen,Cooperative Learning,Mastery Learning,Statistical Analysis,Instructional Design,College Curriculum,First Year Seminars

This study aimed to examine the effect of the first-year class in Japanese universities on developing students' self-efficacy. An analysis of the class design based on the theory of self-efficacy implies that such courses are primarily intended to develop students' self-efficacy by putting them through enactive mastery experiences. In addition, the courses are designed to use intensive cooperative learning to provide vicarious experiences, which act as a mechanism to trigger a synergy effect on students' enactive mastery experiences during the course. The courses were also designed to utilize a social persuasion mechanism to support students engaged in enactive mastery experiences. Statistical analysis reveals that the students in these first-year courses have improved some aspects of self-efficacy during the course period, consistent with the course design.
An Intervention Programme for Promoting More Effective Learning among Foundation Phase Learners in South Africa
Author: van Rensburg, Ona Janse
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Grade 1,Student Improvement,Standardized Tests,Improvement Programs,Achievement Gains,Program Effectiveness,Experimental Groups,Control Groups,Effect Size,Enrichment Activities

The author defends the claim, based on her experience as a teacher in the Foundation Phase as well as on her experience as the educator of student teachers in this Phase, that a specially constructed intervention programme will improve Grade 1's learning in several key areas. She firstly show that such a programme is required, given the current achievement levels of Foundation Phase learner's assessment results in South Africa, and then report on the results of an experiment based on her survey of literature. The results of the experiment show that the intervention programme indeed resulted in improvement of learning according to the results of a standardized test.
Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers
Author: Nganga, Lydiah
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Preservice Teachers,Student Attitudes,Culturally Relevant Education,Social Justice,Pretests Posttests,Reflection,Writing Assignments,Childrens Literature,Observation,Curriculum,Program Effectiveness,Student Diversity,Self Concept,Teacher Education Programs,Learning Theories,Elementary School Teachers,Preschool Teachers,Early Childhood Education,Misconceptions

The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts.
Collaborating on Critical Thinking: The Team Critique
Author: Campbell, Melinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Group Activities,Research Papers (Students),Student Projects,Cooperative Learning,College Students,College Instruction

Pedagogical aspirations in the 21st century are now centering on student satisfaction and workplace-readiness in addition to the traditional goal of excellence in individual student performance. Educational experts have identified increased peer and faculty interactivity and highly developed critical-thinking skills as essential to attaining these goals. The new pedagogical tool presented and explained here promises escalation in both synchronous and asynchronous peer interaction, accelerated development of critical-thinking skills, and opportunities for meaningful collaborative learning. The &quot;Team Critique&quot; is a multi-stage group activity/assignment that employs multiple aspects of critical thinking to create a jointly authored, peer-critiqued, research paper or team project that builds the specific skills most highly prized by key stakeholders in the enterprise of higher education.
Creating Lifelong Learners: Fostering Facilitation, Modeling, &amp; Choice in the Classroom
Author: Thomas, Angela Falter
Date: 2015-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Language Arts,Mentors,Interviews,Student Teaching,Teaching Experience,Classroom Communication,Classroom Techniques,Cooperating Teachers,Middle School Teachers,Teacher Attitudes,Educational Practices,Field Experience Programs,Teaching Models,Teaching Methods,Preservice Teachers,Preservice Teacher Education,Modeling (Psychology)

This article discusses alternatives to the lecture-style teaching that remains a fundamental practice for many middle school classrooms. Information was accumulated by pre-service middle school language arts teachers, who interviewed their mentor for their student teaching experience, focusing on how each teacher attempts to foster lifelong learning through facilitating learning rather than directing it. To do so, respondents stated that they attempt to provide more choices for students based on students' interests or experiences, promote collaboration among students, and model or guide the learning by providing clear examples. These methods of communication attempt to inspire learning with the use of visual, auditory, tactile, or kinesthetic instructional techniques. Teachers provide students with the digital environment to foster research skills, making students much more autonomous learners. It is hoped that by reading this article teachers will be able to facilitate the learning of students so as to promote students' own interests, creating lifelong learners as a result.
Development of Curriculum Units as Basic Course for Calculus Provided for Freshmen with Low Academic Achievement
Author: Lue, Yuang-Tswong
Date: 2015-00-00
Type: Journal Articles
Subjects: Units of Study,Calculus,College Mathematics,College Freshmen,Low Achievement,Academic Achievement,Curriculum Development,Course Content,Misconceptions,Expertise,Difficulty Level,Mathematics,Foreign Countries,Engineering Education

This study was to design, develop, and investigate instructional units for freshmen with low academic achievement to learn before they study calculus. Because the concepts, skills, and theories of function are fundamental for the calculus course but the below average students were not familiar with the basic knowledge and ability in function when they studied in the high schools and it will affect their learning calculus, the investigator in this study has analyzed the calculus course to find out the relevant functional concepts, skills, and theories and taken some actual research studies as references to deliberately design, compile, and write an instructional unit on function. Then the teaching material was tried out in the classroom. During trying out the unit, the investigator found that students were also unfamiliar with the concepts and operations of numbers and sets. Therefore, the investigator thought that it is indispensable to integrate the content of numbers and sets into the course. Finally the curriculum units including numbers, sets, and functions have been completed to be a basic course for calculus. After preparing the curriculum units, the teaching materials were sent to experts to ask for reviewing and giving feedback for revising the content. Then the curriculum will be tried out again in the beginning of the calculus course to test the degree of appropriateness and find where it should be revised again. During the next year, a formal instruction will be carried out. Finally, it is to complete a set of curriculum units on number systems, sets, and functions for freshmen to take as basic content for calculus course.
Elementary Student Perspectives on Single-Gender Classes
Author: Tichenor, Mercedes
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Single Sex Classes,Student Attitudes,Attitude Measures,Self Esteem,Student Motivation,Self Efficacy,Grades (Scholastic),Grade 1,Grade 2,Grade 3,Grade 4,Student Surveys,Age Differences,Gender Differences,Program Effectiveness,Psychological Patterns,Statistical Analysis,Statistical Significance

Interest in single-gender education has grown significantly since the U.S. Department of Education published regulations for the practice in 2006. Although research provides mixed results on the academic effectiveness of single-gender programs, many districts around the country are providing single-gender classes as a parent choice option under the NCLB Act. The option for single-gender classes in public education highlights the importance of examining student perspectives toward this configuration. This study examines the views of 131 elementary school students regarding single-gender education in an elementary school that has offered single-gender classes for 10 years. Overall, the results suggest that students have positive attitudes toward their single-gender classrooms. Most students believe that the single-gender classroom format positively impacted them in many important school dimensions such as self-confidence, motivation, self-esteem, independence, self-efficacy, attitude, and grades.
Taiwanese Grade-Five Students Reading a Chinese Science Text of Mixed Sub-Genres: A Misce Analysis Study
Author: Hung, Yueh-Nu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 5,Science Education,Literary Genres,Oral Reading,Miscue Analysis,Interviews,Reading Instruction,Reading Comprehension,Reading Materials,Chinese,Reading Fluency

This study aimed to understand Taiwanese grade-five students' reading of a science text with mixed sub-genres based on their oral reading miscues. Twenty students participated in the study. Each of the one-on-one interviews started with a reader profile interview followed by oral reading of a Chinese science text and retelling. Miscue data were analyzed based on the classroom procedure of the &quot;Reading Miscue Inventory.&quot; Analyses were conducted to explore differences in the participants' reading of two paragraphs of an expository sub-genre and a narrative sub-genre. The study showed that the quantity and quality of miscues differed in the two different sub-genres within the science text. Students showed higher confidence and better comprehension when reading the narrative sub-genre. Implications for reading instruction are discussed.
Peer Mentorship Program in Dental Education
Author: Ha-Ngoc, Tien
Date: 2015-00-00
Type: Journal Articles
Subjects: Dental Schools,Mentors,Clinics,Peer Teaching,College Students,Student Surveys,Program Effectiveness,Knowledge Level

The Senior Mentorship Program (SMP) was created to encourage the fourth year dental students to act as mentors in the clinical environment as well as facilitate learning of clinic protocols and reinforce concepts in treatment planning for the third year students. Third year dental students engaged in educational conversations and received helpful advice as they entered their clinical years. Fourth year students also benefited from the program by learning how to mentor and teach in an interactive learning environment. Teaching and mentoring can also help fourth year students learn the material more in depth as student teachers, while providing emotional and social support for their peer learners. Third year students reported overwhelmingly positive experiences in the student satisfaction surveys. The majority of students sought mentorship from the peer teachers in areas of Prosthodontics and Treatment Planning, followed by technical instructions on using the Electronic Health Records. The SMP appeared to be an effective educational model to encourage peer-to-peer interaction and enhance learning in a critical period of clinical education.