ethanporcaro/eric-fulltext-meta huggingface dataset:
Human Creativity as a Renewable Resource
Author: Blessinger, Patrick
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Sustainability,Evolution,Language Acquisition,Quality of Life,Justice,Sustainable Development,Natural Resources,Ecology

This article is a scholarly essay that uses secondary data sources together with historical analysis to provide and broad overview of the development of humans throughout their long history on Earth, how humans have slowly decoupled themselves from Darwinian evolutionary condition by developing language and intelligence which, in turn, has allowed them to adapt the environment to fit their needs instead of simply adapting themselves to fit the harshness of the natural environment and a survival of the fittest principle. Thus, unlike all non-human species, as human society continues to evolve, the process of natural selection seems to apply less and less to the human species. With the development of language and intelligence, humans have progressed at an amazing rate in terms of quality of life, inventions, knowledge of how the world works and humans' place in it, and their development as free moral agents. However, this new human condition has brought with it, especially within the last few hundred years, major impacts to the planet. As a result of these impacts, this article has argued that humans must view human creativity as a renewable human resources that should be nurtured at every stage of human development and every stage in the educational process and see it as a critical factor creating a more a sustainable and just environment for all (humans, animals, and the natural environment).
Summarization in English as a Foreign Language: A Study Comparing L2 Summary Performances to Summarizer&apos;s L2 Vocabulary Size and L1 Summarizing Skill
Author: Kato, Makiko
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Vocabulary Skills,Second Language Learning,Second Language Instruction,Language Proficiency,Correlation,College Students,Japanese,Native Language,Scores,Foreign Countries,Rating Scales,Teaching Methods,Writing Instruction,Comparative Analysis

The study examined the impact of a first language's summarizing skill and second language vocabulary size on summary performances in a second language. A total of 40 English as a Foreign Language (EFL) learners from a Japanese university with a mixed level of English language proficiency were asked to write a summary in English (i.e., their non-native language, L2) and in Japanese (their native language, L1) from a text written English and Japanese respectively. The effect of L1 summarizing skill on L2 summary performances was examined using multiple regression analysis. L1 summary performances (i.e., summarizing skill) slightly influenced English summary performances for summary writers with lower-level English language proficiency but not L2 summary performances for those with higher-level English language proficiency. The participants' vocabulary size measured by Nation's (2007) test was positively correlated with their English summary performances. Moreover, the results showed that the vocabulary size in the highest and smallest-vocabulary size groups was correlated with scores on two rating scales (i.e., Language use and Source use) in their English summary. In contrast, the vocabulary size in the middle-level vocabulary size groups was correlated with their scores on two different rating scales (i.e., Main idea coverage and Integration) in their English summary. This study concluded that L1 summary performance had not impact on L2 summary performances because several characteristics influence of summary writers' English vocabulary size. The study made several recommendations to EFL teachers who teach summary writing and for further study.
Teachers&apos; Pedagogies and Strategies of Engagement
Author: Davies, Lucy
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learner Engagement,Teacher Attitudes,Cognitive Processes,Psychological Patterns,Academic Achievement,Elementary School Teachers,Academically Gifted,Foreign Countries

Engagement of students in their learning is a positive approach to enhance their educational experience. Engagement is, however, a broad term with a variety of meanings. When attempting to engage students in order to raise their academic attainment it is likely that teachers' beliefs about engagement will influence pedagogical practices. A review of 720 articles, published since 2000, found six kinds of engagement, with cognitive and emotional engagement being most strongly linked to academic attainment. The review found that studies often focused on older learners, while elementary students were under-represented. This prompted a mixed methods study involving interviews, an online survey of 600 teachers, and lesson observations exploring teachers' beliefs and practices regarding engagement, focusing on those teaching children of 8-11 years. The study identified five categories of teacher, each favouring a particular pedagogy of engagement. Many teachers also believed that no special effort to engage higher ability children is needed. Without recognition that all need to be supported to engage in their learning, some teachers risk failing to provide for more able students. We recommend that there should be theory-guided training to help teachers identify indicators of emotional and intellectual engagement, to help them vary their strategy, and which points to the need to consider all students, including those of high ability.
The Effectiveness of an Additional Half-Day Program for At-Risk Nursery and Kindergarten Children through a Collaborative Partnership
Author: Haydey, Donna Copsey
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Effectiveness,School Schedules,At Risk Students,Preschool Children,Partnerships in Education,Holistic Approach,Literacy Education,Urban Areas,Foreign Countries,Reading Achievement,Writing Achievement,Kindergarten,Urban Schools

A collaborative partnership was developed within a school division, inner-city school and nearby daycare to provide an intervention program for children in nursery school and kindergarten known to be at-risk for school success. The plan was to offer an additional half-day of programming focused on a whole-child vision including language, literacy, social skills and physical activity to increase the children's readiness for school. A program was developed using the results from early screening testing, the provincial curriculum for the early years, and consultations with experienced administrative and school-based personnel, clinical consultants and the director of the child care center. Contrary to expectation, the results indicate greater gains were achieved by the nursery-aged children over those for the kindergarten children. This finding suggests interventions with the nursery school age group may be particularly impactful in making a difference in their language and literacy development.
To Cheat or Not to Cheat: Academic Integrity across Cultures
Author: Marhoon, Tuqa
Date: 2018-00-00
Type: Journal Articles
Subjects: Cheating,Integrity,Ethics,Cultural Differences,Collectivism,Arabs,Late Adolescents,Undergraduate Students,Student Motivation,Achievement Need,Goal Orientation,Academically Gifted,Grade Point Average,Expectation,Talent,Foreign Countries

Researchers have recently been interested in investigating academic dishonesty in higher education. There is however a dearth of research on academic dishonesty among gifted and talented undergraduates. In particular, academic dishonesty of talented undergraduates across-cultures, has been overlooked. This article reports an unintended finding of academic dishonesty in a study across academically talented undergraduate students in New Zealand and Bahrain. Participants were identified as those attaining an A average in their courses, in each location. Fourteen undergraduates, seven from each country, took part in phenomenological semi-structured interviews to determine their experiences as talented undergraduate students. Students' perceptions of academic dishonesty are compared across cultures through the lens of motivation theories. Findings show that culture has a strong impact on the degree to which such behaviour is accepted. This finding has implications in higher education institutions internationally.
Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe
Author: Barbieri, Giuseppina Gerarda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Instruction,Educational Games,Teaching Methods,Instructional Effectiveness,Learning Motivation,Mathematics Skills,Mathematical Logic,Thinking Skills,Technological Literacy,Pedagogical Content Knowledge,Mathematics Teachers,Secondary School Students,Video Games

In this article, we will describe the embedded case study of the European project &quot;E-Magic&quot; carried out within the Erasmus+ project and which involved 12-16 years old students and teachers from three nations: &quot;Acharnes Special Education Vocational School&quot; in Athens (Greece), IIS &quot;L. Da VinciNitti&quot;, a high school in Potenza (Italy), and from Gabinete de Modernizao das Tecnologias Educativas (G.M.T.E.) in Madeira Islands (Portugal). The project is finalized to enhance Mathematical Competencies by Serious Games learning. We carried out both empirical qualitative and quantitative methods to highlight Serious Games' effectiveness, as a teaching methodology, in motivating students to learn mathematics. We also hypothesize that prompting a strategic way of thinking within a didactical intervention by game-approach could improve students' proving processes and support them in mathematical thinking production. Rabardel's cognitive ergonomics and the Technological Pedagogical Content Knowledge model are the lenses for reading educational experiments' data. Data seems to show that simulation helps students find alternative and creative solutions to problems. Therefore, Serious Games' use in education promotes significant changes and mental resources activation.
The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-Service Mathematics Teacher&apos;s Knowledge and Teacher Educator&apos;s Awareness about Mathematics Knowledge for Teaching
Author: Tefera, Anteneh
Date: 2021-00-00
Type: Journal Articles
Subjects: Relevance (Education),Elementary Education,Teacher Education Programs,Program Effectiveness,Mathematics Education,Preservice Teachers,Teacher Educators,Knowledge Level,Pedagogical Content Knowledge,Specialization,Foreign Countries

The major objective of this study was to examine the effect of Ethiopian pre-service primary school teacher education program to mathematics teacher's knowledge and assess teacher educator's awareness about Mathematics Knowledge for Teaching. The study employed quantitative and qualitative research approaches. It also used survey and narration research design. The population of this study were all third-year pre-service teacher classes in generalist, specialist and linear modality classes in three sampled colleges of teacher education such as: Kotebe Metropolitan University, Hawassa College of teacher education and Arba Minch college of teacher education. The sampling technique used was purposive sampling. The result showed that program type has no effect on the mean scores between specialist and linear students in Mathematics Knowledge for Teaching scale. Significant difference was not observed in mean score of Mathematics Knowledge for Teaching test against gender. The findings also showed that teacher educators have not enough knowledge/awareness about the term Mathematics Knowledge for Teaching and its components. Thus, the study suggested that successive training should be organized to train teacher educators about Mathematics Knowledge for Teaching and mathematics pedagogies and recent mathematics education theories in general.
The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools
Author: Yang, Ilho
Date: 2021-00-00
Type: Journal Articles
Subjects: Satisfaction,Needs,Earth Science,Elementary School Teachers,Science Experiments,Textbooks,Elementary School Science,Foreign Countries,Models,Teacher Attitudes

This study aimed to examine teachers' satisfaction with and needs for earth science model experiments science textbooks used in primary schools. To this end, 103 primary school teachers participated in an online survey, and five teachers with doctorates in science education theory were interviewed. The findings of the study were as follows. First, primary school teachers in South Korea were highly satisfied with earth science model experiments presented in science textbooks. Second, despite the high satisfaction, there were various reasons why model experiments were inappropriate and difficult to conduct. Third, the teachers wanted to replace the model experiments of earth science that could result in misconceptions, had low success rates, and were time-consuming to prepare. Fourth, when designing earth science model experiments, teachers felt the need to confirm the meaning and accessibility of the model experiments. This study confirmed that model experiments should have a meaning and emulate the facts to help students understand rather than merely imitate.
Habituation of Character Values in Junior High School Students
Author: Yudhar, Astuti Nurdin
Date: 2021-00-00
Type: Journal Articles
Subjects: Habit Formation,Values Education,Moral Values,Junior High School Students,Foreign Countries,Influences

The purpose of this study was to analyse the habituation of character education in students by paying attention to factors influencing them to deviate from character values. The study employed a mixed-method approach. The qualitative approach involved 28 participants (teachers and students). While in the quantitative study, 65 students were purposively selected as respondents. Qualitative data were analysed through some stages, including data presentation, data reduction, conclusion and verification, while the quantitative data was processed using linear regression statistics assisted by Statistical Package for the Social Sciences and STATA software to analyse the influences of variables identified from qualitative data collection and to measure how influential independent variables on dependent variables are. The findings show that the factor leading to the deviation of character values at school is the diversity of cultural backgrounds applied where students come from. Findings of the qualitative investigation show seven aspects influencing the character value deviation, including parents' attention, socialisation, media, consumerism behaviour, self-actualisation, economic status and family harmony. While the quantitative stage found that among seven investigated variables, four of them were significantly influential (parents' attention, socialisation, media and self-actualisation) and three others were not significantly influential (consumerism, economic status and family harmony) on the deviation of character values performed by students.
Assessing Children&apos;s Environmental Worldviews and Concerns
Author: Torkar, Gregor
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Attitudes,Knowledge Level,World Views,Ecology,Elementary School Students,Middle School Students,Student Attitudes,Altruism,Gender Differences,Environmental Education

The goal of the present research was to assess the environmental worldviews and concerns of students from the fourth to the seventh grade in Slovenia. The New Ecological Paradigm Scale for Children was translated and validated for use with Slovenian primary school students (N = 310). The students were also asked about their environmental concerns (using statements from the Environmental Motives Scale) and demographic questions. A confirmatory factor analysis was conducted for the New Ecological Paradigm scale using AMOS software, confirming a three-dimensional model with ten items. The students showed the highest agreement with the items in the factor Rights of Nature, and the lowest agreement with Human Exemptionalism. The environmental attitudes of the students decreased from the fourth to the seventh grade, while altruistic environmental concerns significantly increased with higher grades. Gender differences were not statistically significant for environmental worldviews and concerns. The reported results show that biospheric environmental concern positively correlates with the factors Rights of Nature and belief in Eco-Crisis, and negatively correlates with Human Exemptionalism. The New Ecological Paradigm tool will enable the evaluation of education programmes for children in Slovenia.
Reading Picture Books in Preschool and Lower Grades of Primary School
Author: Batic, Janja
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Picture Books,Preschool Teachers,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Visual Literacy,Foreign Countries,Reading Material Selection

This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers' views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children's visual and multimodal literacy.
School Librarian Preparation and Practice: An Exploration of the AASL National School Library Standards and ALA/AASL/CAEP School Librarian Preparation Standards
Author: Burns, Elizabeth A.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Education,National Standards,Academic Standards,Library Associations,Alignment (Education),Higher Education,Elementary Secondary Education

The American Association of School Librarians (AASL) recently released standards to guide the practice of school librarians. The &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; (2018) were put forward as a single text with integrated frameworks. One year later, the &quot;ALA/AASL/CAEP School Librarian Preparation Standards&quot; (2019) were adopted to inform the preparation of school librarians. Using a one-way crosswalk analysis, this study explores the alignment of the &quot;AASL Standards Framework for School Librarians&quot; from the AASL Standards with the &quot;ALA/AASL/CAEP Preparation Standards&quot; to determine consistencies in expectations as well as identify noted gaps. Findings will assist educators of school librarians to develop meaningful coursework and pre-service experiences
Enhancing Creative Productivity: A Developmental, Domain Specific Approach
Author: Subotnik, Rena F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Talent Development,Ability Identification,Definitions,Productivity

Identifying potential abilities of children and youth is important, but often too little effort goes into conceptualizing how to enhance and support domain specific talent once it has been recognized. This article provides a research base for exploring this problem, leading to some grounding definitions, insights from experts on dimensions of talent development unique to domains, and common threads across domains.
Social Media to Survive and Thrive: School Librarians Describe Online Professional Learning
Author: Cates, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Social Media,Electronic Learning,Learning Activities,Motivation,Barriers,Professional Development,Mass Media Use,Role,Communities of Practice

School librarians balance leadership and instruction in a fluid role that is highly influenced by education trends such as innovation, budget cuts, and distance learning. Prior research found these professionals remain relevant by learning through social media. This exploratory project inquired about the activities, motives, and barriers associated with social media learning. The questionnaire results were dissected by media type (self-published content, curated content, microblogs, discussion forums, and social networks) and by user role (Passerby, Lurker, Networker, Content Creator, and Community Leader). The results showed participants used all five media types and most frequently identified as Lurkers. Although participants most frequently engaged in passive behaviors, participants who self-identified as having active roles were associated with active behaviors. Broadly, participants agreed with motives found in the literature but disagreed with barriers. Distinctions were found when the three question sets (activities, motives, barriers) were dissected by media type and user role. The results can guide individual users as they initiate or expand their social media use and can support leaders as they develop the school librarian community.
The Five Dimensions of Differentiation
Author: Reis, Sally M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Student Needs,Program Implementation,Cognitive Style,Student Interests,Academic Ability,Student Motivation,Scores,Learner Engagement,Academic Achievement,Competency Based Education,Ability Grouping,Enrichment,Curriculum Development,Teaching Styles

The diversity of skills, talents, and interests of students that we serve in our schools requires a remarkable range of teachers' skills, time, and resources. This brief article focuses on differentiation and the ways that teachers can adapt and differentiate the regular curriculum to meet the academic needs of all of their students. Challenges and solutions about how differentiation can be implemented will be discussed, as will a variety of strategies that can be used to differentiate, challenge, and engage all students. Defined simply, differentiation is matching a required curriculum with the learning styles, expression styles, interests and abilities of students. It is predicated on the simple belief that engaged and motivated students score higher, are easier to manage, and enjoy learning more. Both research and current practice illustrate the importance of differentiated instruction for meeting every child's needs as well as raising achievement-- and some of that research is summarized in this article.