ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in Geologic Time Understanding in a Class for Preservice Teachers
Author: Teed, Rebecca
Date: 2011-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Geology,Time,Scientific Concepts,Scientific Principles,Concept Teaching,Active Learning,Inquiry,Pretests Posttests,Achievement Gains,Scientific Literacy,Multiple Choice Tests,Instructional Effectiveness,Early Childhood Education,Statistical Analysis

The paradigm of geologic time is built on complex concepts, and students master it in multiple steps. Concepts in Geology is an inquiry-based geology class for preservice teachers at Wright State University. The instructors used the Geoscience Concept Inventory (GCI) to determine if students' understanding of key ideas about geologic time and Earth history changed between the first and last day of the course. For three of the four GCI questions analyzed in this study, the number of correct student responses increased significantly between the pretest and the post-test, indicating that many of the students were learning the concepts being tested. Our analyses indicates that for two of the GCI questions, certain incorrect pretest choices were more likely to give way to correct post-test answers than others. For example, on a question about timelines, students who chose the answer that gave a correct order of events (incorrectly scaled) on the pretest were more likely to switch to the correct answer on the post-test than students who chose an answer with both an incorrect order and scale on the pretest. These results imply that some misconceptions are more likely than others to grow into a correct understanding. Misconceptions that consist of multiple incorrect ideas may require more time and effort to replace than simpler ones.
Schoolyard Geology as a Bridge between Urban Thinkers and the Natural World
Author: d'Alessio, Matthew A.
Date: 2012-05-00
Type: Journal Articles
Subjects: Geology,Earth Science,Urban Areas,Natural Resources,Science Teachers,Environment,Student Characteristics,Experiential Learning,Outdoor Education,Field Trips,Cognitive Development,Science Interests,Student Interests,Fear,Learning Activities,Maps

Students who have a strong urban place-identity may perceive the natural world differently from many geoscience instructors. These urban thinkers have less experience in the natural world and are more comfortable in built environments. They may have subtle differences in cognitive and spatial skill development, interest level in the natural environment, comfort with field experiences, and possible fears of outdoor settings. Curriculum is more effective at reaching urban thinkers when it accounts for these differences. Since urban thinkers are more comfortable in the built environment, short excursions on campus or in the schoolyard can be a bridge between settings familiar to urban thinkers and geologic processes important for the study of geosciences. These mini-field experiences provide opportunities for students to ask questions about the world around them, especially if emphasis is placed on the physical processes that shape the urban landscape. Once students are familiar with the observations and interpretations appropriate for analyzing a familiar urban setting, they will be more receptive to learning about the natural world.
A Case-Based Curriculum for Introductory Geology
Author: Goldsmith, David W.
Date: 2011-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Geology,Introductory Courses,Case Method (Teaching Technique),Science Instruction,Statistical Analysis,Conventional Instruction,Comparative Analysis,Educational Benefits,Outcomes of Education,Thinking Skills,Science Curriculum,Correlation,Lecture Method,Multiple Choice Tests,Science Tests,Curriculum Development

For the past 5 years I have been teaching my introductory geology class using a case-based method that promotes student engagement and inquiry. This article presents an explanation of how a case-based curriculum differs from a more traditional approach to the material. It also presents a statistical analysis of several years' worth of student assessment data from both the traditional and case-based curricula. These analyses demonstrate that the case-based method not only improves student learning relative to a traditional curriculum, it also improves students' ability to apply higher-order thinking skills to the study of the earth.
The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento
Author: Hammersley, Lisa C.
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Geology,Hispanic American Students,Statistical Analysis,Instructional Effectiveness,Introductory Courses,Student Recruitment,Science Achievement,Grades (Scholastic),Student Attitudes,Positive Attitudes,Undergraduate Students,Student Surveys,Comparative Analysis,Pretests Posttests

We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course.
Group-Examination Improves Learning for Low-Achieving Students
Author: Macpherson, G. L.
Date: 2011-02-00
Type: Journal Articles
Subjects: Group Testing,Low Achievement,Geology,Introductory Courses,Cooperative Learning,Multiple Choice Tests,Objective Tests,Scores,Undergraduate Students,College Science

An introductory geology class that satisfies a liberal arts distribution requirement was used to investigate the benefits of allowing discussion during assessments. For three term examinations, students completed short- to medium-length essay tests individually (individual examination) and then again as part of an assigned group of four to five students (group examination). The comprehensive final examination for the course was multiple-choice and true-false questions, with 75% of the questions covering material on the term examinations and 25% of the questions covering material not tested previously. Students generally favored the group examinations, both midway through the course and at the end of the course, but final examination results were mixed. Those whose scores increased the most in the group examinations tended to have higher percentage correct on both previously tested and new material on the final examination. Those whose group-examination scores were not much better than their individual scores performed at a level similar to or slightly worse than their performance on the term examinations. This suggests that low-achieving students benefit the most from the group examinations. Using the group-examination format in a large class will require a clear rubric for grading by multiple graders, but is expected to result in higher success for low achievers.
Students and Teachers&apos; Metaphors about Classroom Teachers
Author: Yilmaz, Nihal Yildiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Phenomenology,Qualitative Research,Student Attitudes,Student Teacher Attitudes,Elementary Secondary Education,Elementary School Teachers,Cluster Grouping,Cohort Analysis,Teacher Student Relationship,Foreign Countries,Secondary School Teachers,Preservice Teachers,Content Analysis,Elementary School Students,Secondary School Students,Statistical Analysis

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question &quot;My primary school teacher is like ... Because ...&quot; were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.
The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes
Author: Saracaloglu, Asuman Seda
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Music Teachers,Preservice Teachers,Student Attitudes,Cheating,Questionnaires,Student Surveys,Statistical Analysis,Correlation,Values,Individual Differences,Gender Differences,Student Characteristics,Achievement,Stimulation,Altruism,Power Structure,Foreign Countries

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates' academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.
Student Teachers&apos; Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout
Author: Väisänen, Sanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Coping,Self Management,Educational Environment,Burnout,Longitudinal Studies,Bachelors Degrees,Student Surveys,Elementary School Curriculum,Structural Equation Models,Stress Management,Correlation,Questionnaires,Foreign Countries,Statistical Analysis

The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers' ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one's own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable.
Do English Teaching Materials Foster Foreign Language Education Affectively?
Author: Isik, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Instructional Materials,Classroom Environment,Statistical Analysis,Questionnaires,Interviews,High School Students,High Schools,Secondary School Teachers,Foreign Countries,Comparative Analysis

The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students were compared by using one-way ANOVA, post-hoc Scheffe test, and t-test statistics. The results indicated that, except for the regular state high school teachers and students, both teachers and students had serious problems with the ELT materials prepared by international publishers.
What Discourses Relating to the Purpose of Early Childhood Are Shaping the Work of Early Childhood Practitioners in Three Different Contexts: UK, Bhutan and Fiji?
Author: Sims, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Neoliberalism,Comparative Education,Mixed Methods Research,Foreign Policy,Cultural Influences,Political Attitudes,Occupations,Professional Recognition,Grounded Theory,Online Surveys,Content Analysis

We explore the way dominant political discourses are perceived to influence developing professionalisation of early childhood in three contexts. The UK is strongly influenced by the neoliberal agenda which positions managerialism, bureaucracy, accountability and control as necessary to drive quality improvement. Bhutan has been exposed to western ideologies for a short time (as time counts in human history) and is attempting to manage tensions between western ideologies and the philosophy underpinning Gross National Happiness. Fiji has a history of colonisation. With a growing commitment across Pacific nations to postcolonialism, Fiji professionals are struggling to manage the intersection between their neoliberal western history and their own postcolonial ambitions. We argue a better understanding of the ways in which dominant ideologies impact on the development of early childhood professionalisation will uncover unintended, taken-for-granted assumptions and illuminate potential risks, thus better positioning readers to make informed choices about their work and the development of their profession.
The History of Behavioral Treatments in Autism: From the Punitive to the Positive
Author: Suppo, Jennifer L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Behavior Problems,Behavior Modification,Autism,Pervasive Developmental Disorders,Intervention,Punishment,History,Positive Behavior Supports,Student Needs,Environmental Influences,Evidence Based Practice,Pictorial Stimuli,Augmentative and Alternative Communication,Early Intervention

The behavioral treatments for persons diagnosed with autism have evolved from those that included punitive components to those that are now based upon principles of positive behavior supports. The proceeding document provides an historical overview of relevant behavioral approaches, including the type of approach and the quality of involvement and roles of the family, the professional, and of the individual with autism. In order for practitioners to make informed decisions in deciding the individualized course of treatment for a person with autism, they need to ascertain a good working knowledge of available methods of treatment.
Democracy, Human Development, and Happiness Indices as Precursors of International Student Success
Author: Demirbolat, Ayse Ottekin
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Academic Achievement,Individual Development,Educational Attainment,Reading Skills,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Correlation,Democracy,Multiple Regression Analysis

This paper aims to explore the relationships between educational attainment as expressed in PISA scores and several socio-economic and political variables some of which are sub-indices of Human Development Index. The correlation analysis reveals that there are highly significant associations between educational attainment and civil liberties, political participation, GDP per capita, average years of schooling, expected years of schooling and happiness. However, of these, regression analysis indicates that only expected years of schooling and average years of schooling appear as predictors of educational attainment. The lack of explanatory power of political participation, happiness and civil liberties variables may possibly be due to the inclusion of hard to measure subjective factors in the definition of these, which may not reflect the true state of affairs.
Let&apos;s Get Parents Ready for Their Initial IEP Meeting
Author: Hammond, Helen
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Participation,Individualized Education Programs,Participative Decision Making,Meetings,Parent Education,Planning,Training,Semi Structured Interviews

Parental participation in the initial Individual Education Program (IEP) meeting is a critical component of the process. Even though parents have rights to be equally involved in making decisions at the IEP meetings, frequently parents aren't prepared to be equal members on the team with school personnel. This study focused on a preparation program for parents who were to be attending their child's first IEP meeting. The research was conducted in three phases through an interview and training process with 298 parents. Phase one consisted of asking parents a series of questions on their knowledge and perceptions regarding the meeting. Phase two involved an intervention of preparing the parents for the meeting. Phase three entailed asking the initial set of questions from phase one to determine gains parents had made in knowledge and attitudes about the meeting. Results indicate parents benefited greatly from the preparation prior to the meeting.
Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study
Author: Demirci, Filiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Self Efficacy,Teacher Effectiveness,Science Teachers,Qualitative Research,Teacher Surveys,Secondary School Teachers,Test Validity,Test Reliability,Test Construction,Factor Analysis,Foreign Countries,Volunteers,Athletics

The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city centre and the surrounding towns during the academic year 2016-2017. While forming the item pool of the scale, scale development studies within the context of teacher self-efficacy and the special field competencies of science and technology teachers determined by MOE (2008) was used. In addition, the compositions written by eight science teachers outside the study group about the teaching of astronomy were also used for item pool. For the content validity of the scale, an expert opinion form was prepared to assess the content validity rate and kappa coefficient of agreement, and this was presented to six faculty members in the science teaching department. The construct validity of the scale was investigated via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results of EFA showed that the scale construct included a total of three factors and 13 questions, and explained 70.60% of the total variance. CFA results showed that the chi-squared value and the degrees-of-freedom rates (X[superscript 2] /sd = 1.67) were perfect, and the other fit indices showed a good fit (GFI = 0.86, CFI = 0.94, NNFI = 0.92, IFI = 0.94, SRMR = 0.08 and RMSEA = 0.06). The results of the reliability analysis showed that the Cronbach's alpha reliability coefficient was 0.84 for the whole scale, 0.90 for &quot;student outcomes through astronomy teaching&quot; factor, and 0.83 for both &quot;astronomy teaching strategies&quot; factor and &quot;difficulty in astronomy teaching&quot; factor. In conclusion, the results obtained showed that &quot;Astronomy Teaching Self-Efficacy Belief Scale&quot; can be used as a valid and reliable assessment instrument.
Evaluating the Validity and Reliability of a Student Self-Advocacy Teacher Rating Scale
Author: Walick, Christopher M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Advocacy,Rating Scales,Test Reliability,Test Validity,High School Students,Disabilities,Student Attitudes,Student Surveys,Factor Analysis,Statistical Analysis

Self-advocacy skills are critical to high school and post-secondary success. Unfortunately, students with disabilities often times struggle with self-advocacy. While there are effective, evidence-based programs to teach self-advocacy skills, there are few scales that directly measure self-advocacy. The current research study was conducted to develop and evaluate a valid and reliable self-advocacy teacher-report scale. The scale was developed, piloted, and evaluated with high school students with disabilities. The study results from the study indicate that the self advocacy scale is a valid and reliable measure of a student's self-advocacy behavior, and that the scale help explain a notable amount of variation of classroom success. Implications, future research and limitations are discussed.