ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Relationship between the &quot;n&quot;th Root Which Is a Whole Number and the &quot;n&quot; Consecutive Odd Numbers
Author: Kwenge, Erasmus
Date: 2015-00-00
Type: Journal Articles
Subjects: Numbers,Number Concepts,Number Systems,Mathematical Formulas,Arithmetic,Teaching Methods,Schematic Studies

The study was undertaken to establish the relationship between the roots of the perfect numbers and the &quot;n&quot; consecutive odd numbers. Odd numbers were arranged in such a way that their sums were either equal to the perfect square number or equal to a cube. The findings on the patterns and relationships of the numbers showed that there was a relationship between the roots of numbers and &quot;n&quot; consecutive odd numbers. From these relationships a general formula was derived which can be used to determine the number of consecutive odd numbers that can add up to get the given number and this relationship was used to define the other meaning of &quot;n&quot;th root of a given perfect number from consecutive &quot;n&quot; odd numbers point of view. If the square root of 4 is 2, then it means that there are 2 consecutive odd numbers that can add up to 4, if the cube root of 27 is 3, then there are 3 consecutive odd number that add up to 27, if the fifth root of 32 is 5, then it means that there are 5 consecutive odd numbers that add up to 32.
Underlying Dimensions of the &quot;Physical Educators&apos; Judgments about Inclusion&quot; Instrument: Brazilian-Version
Author: Hodge, Samuel R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Attitude Measures,Inclusion,Disabilities,Factor Analysis,Test Validity,Translation,Portuguese,Surveys

Background/Objective: The available information pertaining to the attitudes of Brazilian physical education teachers about teaching students with disabilities is limited in the extant literature base. Rationally, however, scholars argue that determining, analyzing, and theorizing about the attitudes of physical education teachers is important in the preparation and professional development of these teachers. It is therefore important to extend the research base using valid and reliable measures regarding teachers' attitudes about inclusion and teaching students with various disabilities. Purpose: The purpose of this study was to examine the underlying dimensions of the &quot;Physical Educators' Judgments about Inclusion&quot; (&quot;PEJI&quot;) scale following translation procedures that converted the existing measure to Portuguese. The PEJI was designed to analyze teachers' attitudes about inclusion and teaching students with various disabilities. Method: Using a descriptive survey research design, data were collected from 147 participants (women = 57.1%, men = 42.9%) on the PEJI survey instrument. Results: Principal component analysis resulted in salient loadings on three dimensions consistent with prior study using the PEJI and explained 57% of the variance for measuring judgments about: &quot;Inclusion versus Exclusion, Acceptance of Students with Disabilities,&quot; and &quot;Perceived Training Needs.&quot; Conclusions: The overall results confirm validity of the PEJI survey consistent with prior study on this measure. The strong magnitude of values indicates that each of the subscales measures separate dimensions of judgments (attitudes). Implications for future use, we recommend reporting individual scale scores rather than a total PEJI score.
The Educational Use of Social Media Sites by Pharmacy Students
Author: St. Onge, Erin L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Pharmaceutical Education,Distance Education,Computer Uses in Education,Student Attitudes,Preferences,Student Surveys,College Students

Social media sites are widely used among professional students and may offer an alternative means of communication for professors to utilize within their courses. Social media site usage has been characterized within healthcare education, however, data is lacking on its use within pharmacy programs. The purpose of this study was to evaluate social media use among pharmacy students at distance campus sites in order to determine student preferences and ways in which social media could be used within the pharmacy curriculum. A 12-item survey questionnaire was administered to first, second and third year students at three distance campus sites at the University of Florida college of pharmacy. Pharmacy students surveyed most commonly reported using the social media site Facebook® for school purposes, followed by Google+®. The majority of students from each class year reported using social media primarily to connect with fellow students or classmates. First and second year students most commonly use social media to keep up to date with events around campus, while third year students most commonly use social media sites to collaborate about a class or case. A common advantage to incorporating social media sites into pharmacy education was identified as keeping up to date with important dates and campus events, while the biggest disadvantage identified was that social media sites can be too distracting and time consuming. Social media sites may be used within pharmacy education as an alternative teaching modality.
The Effect of Visual Cueing and Control Design on Children&apos;s Reading Achievement of Audio E-Books with Tablet Computers
Author: Wang, Pei-Yu
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Stimuli,Visual Perception,Cues,Reading Achievement,Electronic Publishing,Audio Equipment,Books,Handheld Devices,Educational Technology,Technology Uses in Education,Grade 4,Grade 6,Nutrition,Interaction,Age Differences,Learner Controlled Instruction,Foreign Countries,Pretests Posttests,Achievement Tests,Recall (Psychology),Statistical Analysis

This study aims to explore the impact of learner grade, visual cueing, and control design on children's reading achievement of audio e-books with tablet computers. This research was a three-way factorial design where the first factor was learner grade (grade four and six), the second factor was e-book visual cueing (word-based, line-based, and paragraph-based cueing), and the third factor was e-book control mechanism (system-controlled and learner-controlled). The e-books used in this study were on the topic of &quot;six major classes of nutrients&quot; and the content was created with Adobe Flash CS 5.5. This research was guided by this question: Is there any interaction among learner grade, visual cueing, and learner control on children's reading of audio e-books in terms of learning achievement (recall and transfer)? A sample of one hundred and eighty-five fourth and sixth graders joined the study, and participants were assigned into one of these groups randomly. The results showed significant interactions among these three factors. The fourth graders found the paragraph-based cueing and system-controlled mechanism advantageous; however, the sixth graders performed equally well under all different conditions of interface design. The results indicated that the fourth and sixth graders have different characteristics as readers and, by extension, suggest audio e-book design should consider the target readers' cognitive and psychological development.
The Opinions and Self-Assesments of the 7th Grade Students Regarding the Jigsaw I Technique among the Cooperative Learning Practices in the Social Studies Course
Author: Çepni, Osman
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Student Attitudes,Opinions,Self Evaluation (Individuals),Cooperative Learning,Social Studies,Student Surveys,Content Analysis,Middle School Students,Semi Structured Interviews

The purpose of the present study was to find out the opinions of the 7th grade students about the cooperative learning practices applied in the social studies course. The study was carried out for 3 weeks on the 7th grade students studying at Sehit Cihan Yildiz Secondary School in Mamak District of Ankara. In this study where the survey model and the content analysis were used together, an open-ended semi-structured question form about the cooperative learning practices and a self-assessment scale were used for data collection. Means, standard deviations, and t-tests were used in the analysis of the quantitative data while content analysis was used in the analysis of the qualitative data. The participants indicated that thanks to the cooperative learning practices, their interest towards and participation in the lessons increased; the lessons became more enjoyable; their bonds of friendship were tightened; and they helped each other so that they could be successful as a group.
Social Justice, Children&apos;s Needs and Rights: An Approach to Planning
Author: Sims, Margaret
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Childhood Needs,Childrens Rights,Early Childhood Education,Educational Planning,Children,Foreign Countries,Treaties,International Law,Educational Opportunities

Commonly, planning for children involves comparing what they know against a curriculum or learning framework which identifies what they should know. Early childhood educators are then expected to create learning opportunities to help fill the gap between these two extremes. In this paper I argue that such an approach does not honour the requirements outlined in the United Nations Convention on the Rights of the Child, particularly in relation to respecting children's agency. Rather, in this approach adults possess and enact power over children: adults make the decisions about what children should know and what and how they will be taught. I propose an alternative framing of planning. The focus of the planning becomes what early childhood educators need to do to ensure children's rights are met rather than on what children need to learn to meet the requirements of the relevant curriculum or learning framework.
The Relationship between FL Reading Strategies and FL Reading Proficiency: A Study on Turkish EFL Learners
Author: Gönen, Ipek Kuru
Date: 2015-12-23
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Reading Strategies,Reading Skills,Correlation,Regression (Statistics),College Students,Qualitative Research,Language Tests,Statistical Analysis,Semi Structured Interviews

Reading in FL possesses certain challenges for FL readers such as difficulty in inferring underlying messages in texts and dealing with unfamiliar cultural load. All these challenges may be associated with FL learners' reading proficiency and their use of FL reading strategies especially while reading academic materials. This study aims at identifying reading strategy use of students in a Turkish EFL context and exploring the relation between perceived awareness of FL reading strategies while reading academic materials and FL reading proficiency. For these purposes, 55 students participated in the study. Results of correlation and regression analyses along with interview data suggested that although there was no significant correlation between FL reading strategy and FL reading proficiency, low and high proficient learners differed in their employment of FL reading strategies. This study highlights the importance of awareness and employment of effective FL reading strategies in academic contexts.
Primary Geography in the Republic of Ireland: Practices, Issues and Possible Futures
Author: Pike, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Geography Instruction,Curriculum Implementation,Educational Policy,Educational Finance,Educational History,Educational Trends

In the Republic of Ireland, geography is recognized as an important subject for children to learn and all pupils take it throughout their primary school years. The current curriculum, the Primary School Curriculum-Geography, follows a tradition of innovative, child-centered geography curricula in Ireland. This article outlines the history of geography as a primary school subject in the Republic of Ireland to put current practices in schools into their historical context. It draws on all available research, curricula, reports and resources in primary geography to consider a variety of issues, including national policies and funding for primary geography as well those relating to teaching and learning in schools. Finally possible futures for primary geography in primary schools are considered.
Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence
Author: Fögele, Janis
Date: 2015-00-00
Type: Journal Articles
Subjects: Geography Instruction,Inservice Teacher Education,Evidence Based Practice,Professionalism,Teacher Competencies,Foreign Countries,Fundamental Concepts,Knowledge Base for Teaching,Teaching Methods,Learning Processes,Instructional Effectiveness,Theory Practice Relationship,Criteria

A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the professional competences of teachers, conducted in two Federal States of Germany from October 2014 to October 2015. The course focuses on geographical key conceptscentral geographical (big) ideas that are systematically recurring, aiming at the promotion of conceptional learning within geography classes. By this means, they meet a major challenge of the field, facing a great variety of complex topics and the difficulty to support a cumulative construction of geographical knowledge. But there is little experience about the advantages and difficulties that occur by using the key concept approach in geography classes. Thus it is one aim of the in-service training to gain insights into the needs and potentials of geographical key concepts. That is why the teacher training course is labelled as symbiotic, as teachers learn about a new approach and supply practical experiences about it. The term symbiotic indicates a two-way learning process, as researchers thus can learn about the key concepts from a practical point of view. Hitherto, the weak efficacy of further teacher trainings is often criticised, taking into account inflexible teacher beliefs and a wide gap between theory and practice. Based on these considerations (professional competences of teachers, geographical key concepts, criteria for effective in-service training) this paper represents a first step of a study. On the one hand, a symbiotic in-service training course on geographical key concepts is introduced that might be capable to modify teacher beliefs, for example with respect to individual ideas of the subject-matter or the subjective theories about teaching and learning in geography classes. On the other hand, the expected practical experiences can help to identify obstacles for the use of key concepts in geography classes. At the end of this article an outlook on the study's broader research interest and on the documentary method as a tool to meet these aims is given. Excerpts of first data available can illustrate the further research process.
Primary Geography Education in Japan: Curriculum as Social Studies, Practices and Teachers&apos; Expertise
Author: Shimura, Takashi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Elementary Education,National Curriculum,Course Content,Teacher Competencies,Teacher Education,Social Studies,Majors (Students),Preservice Teacher Education,Instructional Materials,Time Management,Faculty Development,Teacher Surveys,Questionnaires,Elementary School Teachers,Planning,Lesson Plans,Expertise,Anxiety

This paper examines the status and relevant challenges in Japan's primary geography education system, from the perspectives of curriculum and levels of teachers' expertise. Japanese elementary schools adopted the subject Social Studies in the National Curriculum Standards. These emphasize geographical content and the curriculum structure utilizing a regional geography approach. This research study assessed the geography content included in Social Studies, as well as the levels of teachers' expertise. The study revealed that: 1) qualitative difference in teaching activities depended on whether or not teachers majored in Social Studies at teacher training college; 2) teachers who did major in Social Studies tended proactively to develop their own customized teaching materials, and focused on emphasizing a wide range of scholastic skill development in their lessons; 3) ensuring that teachers had sufficient time to develop in meaningful educational opportunities for students outside the classroom was a major issue; and 4) additionally, the ability of teachers to develop these customized teaching materials is related to whether or not they majored in Social Studies, especially geographical matters directly. The study reveals a need to establish continued professional development programs (CPDs), enhancement of geographical content in teacher training courses, and geography as compulsory subject in the senior high school curriculum, in order to increase the geographical expertise of primary teachers in Japan.
Primary Geography in Australia: Pre-Service Primary Teachers&apos; Understandings of Weather and Climate
Author: Lane, Rod
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Elementary School Teachers,Preservice Teachers,Weather,Climate,Knowledge Level,Pedagogical Content Knowledge,Mixed Methods Research,Misconceptions,Ecology,Questionnaires,Interviews,Elementary School Curriculum

Recent curriculum introductions and revisions on a global scale have highlighted the importance of primary teachers' content knowledge in geography and the lack of research in this area (Catling, 2014). This has become a particular focus in Australia with the introduction of the &quot;Australian Curriculum: Geography&quot; in 2013 and the requirement for geography to be taught as a discrete subject in primary schools. The current study focuses on content common to both the Australian Curriculum: Geography and Science. The study reported in this paper adopts a mixed methods approach to explore the adequacy of pre-service primary teachers' accuracy and depth of knowledge about weather and climate. The results suggest that pre-service primary teachers hold a range of alternative conceptions about weather and climate processes and that they lack the depth of knowledge required to adequately prepare students for their studies in secondary science and geography. Implications for classroom practice and for future research are discussed.
South African Teachers&apos; Perceptions of the Primary Geography Curriculum: An Exploratory Study
Author: Wilmot, Di
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Qualitative Research,Semi Structured Interviews,Geography,Geography Instruction,National Curriculum,Social Sciences,Educational Quality,Curriculum Development,Curriculum Implementation

There is a dearth of research on primary school Geography in South Africa. With no Annual National Assessments (ANAs) being done in the subject, little is known about the quality of geographical learning and teaching in South African primary schools. This article begins to address this shortcoming. More specifically, it responds to the need for empirical research on Geography in primary schooling in the developing-world context of South Africa, where large scale education transformation has taken place since 1994. An overview of the national school system is given followed by a discussion of the major inefficiency characterising the South African school system, namely the low quality of learning and teaching in many schools. Our main contention is that the focus of research has been on understanding and addressing systemic factors associated with low learning outcomes in literacy and numeracy, with little attention being paid to Geography. Drawing on the findings of an exploratory qualitative study using semi-structured interviews, we provide tentative insights into primary Geography from the perspective of teachers. We conclude with some propositions for a future research agenda.
Global Education or How to Most Effectively Implement Cross-Disciplinary Themes in the Curriculum of Primary School--Czechia&apos;s Example
Author: Karvánková, Petra
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Education,Curriculum Implementation,Elementary School Students,Elementary School Teachers,Interdisciplinary Approach,Foreign Countries,Global Approach,Elementary Schools,Geography,Geography Instruction,Teacher Student Relationship

The article gives an overview of the educational concept of global education at elementary schools in the Czech Republic. It analyses the theoretical basis and methodology of this concept. It reflects upon the literature concerning global education. Based on this it defines what the global dimension is. It gives a view of the development of applying global topics in education from global upbringing up to global teaching. The article presents the main principles and topics of global education. An international project called &quot;Teachers: Agents of change&quot; is presented, which is currently (2013-2015) being implemented in the Czech Republic and Poland. The objective of the project is to develop the possibilities of integrating GE into the education systems of these countries. The authors of the article point out the conjunction of the topics of global education to the cross-disciplinary topics of the Czech educational programme for elementary schools. At the same time, they analyse the possibilities that the school subject geography offers for the application of global education topics. The objective of the article is to find an answer to the question of why teaching pupils at elementary schools to think in a global context is important and what contributes to it.
Primary Geography Education in China: Past, Current and Future
Author: Xuan, Xiaowei
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Elementary Education,Documentation,Content Analysis,Elementary Schools,Literature Reviews,Interviews,Teacher Surveys,Curriculum,Educational Resources,Educational History,Questionnaires,Statistical Analysis,Teacher Competencies,Teacher Education,Faculty Development

In China, geography education in primary schools (grades 1 to 6) has not been emphasized, although some scholars have done research in this area. In order to deepen the understanding of primary geography education in China, this paper examines its history, current situation, and future trends. The authors used the method of document analysis and review of associated literature, interviews, and a survey instrument to collect data from 55 primary schools. The data suggested that geography education is not significant in primary schooling, the quality of teachers is limited, and geography curriculum resources have not been fully developed.