ethanporcaro/eric-fulltext-meta huggingface dataset:
B-Learning at Universities in Andalusia (Spain): From Traditional to Student-Centred Learning
Author: Morueta, Ramon Tirado
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Innovation,Structural Equation Models,Educational Methods,Teaching Models,Self Efficacy,Questionnaires,Database Management Systems,Technology Uses in Education,Technological Literacy,Teacher Competencies,Pedagogical Content Knowledge,Teacher Attitudes,Technology Integration

In this paper, the authors examine the rates at which blended learning (b-learning) has been adopted at universities in the region of Andalusia (Spain), as well as the educational model applied to its usage. The authors explore the influence of teachers' perceptions of their competence in the use they make of digital material and to measure institutional support for teachers in this area. The methodology consists of an ad hoc questionnaire designed for a representative sample from four universities and the application of Multiple Correspondence Analysis (MCA) and Structural Equation Modelling (SEM). The results show that the use of Learning Management Systems (LMS) in universities in Andalusia is common but there is little sign of educational innovation, except in a minority of teachers. In addition, it was found that teachers' perceptions of their technological competence influenced their use of LMS but not the pedagogical model. The university pedagogical model must be reconceptualised, with a shift in traditional university values toward innovation, cooperation, and a shared construction of knowledge. (Contains 7 figures and 7 tables.)
&quot;Do U txt?&quot; -- Using &quot;Txting&quot; to Learn Maternal Languages: A Portuguese Case Study
Author: Moreira, Sandra Cortes
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Synchronous Communication,Computer Mediated Communication,Influence of Technology,Handheld Devices,Computer Assisted Instruction,Teaching Methods,Case Studies,Focus Groups,Content Analysis,Secondary School Students,Student Motivation,Language Skills,English Instruction,Portuguese,Native Language,Native Language Instruction,Media Literacy,Writing Assignments,Writing Skills

Analysing the influence of new technologies/media (e.g., mobile phones, chats, instant messaging services) on the use and learning of maternal languages basic rules is the goal of this investigation, involving teachers and students (10th, 11th and 12th grade pupils, aged between 16 and 21) at the &quot;Escola Secundaria de Silves&quot; -- ESS (Algarve/Portugal), and extended to include at the Irish School of St. Tiernan's Community (Dublin/Ireland). The use of &quot;txting,&quot; commonly pointed out as being responsible for the destruction of correct knowledge/mastery of maternal language rules in younger people is, however, in our opinion, one more factor proving the constant adaptability/transformation of languages, revealing the user's high creativity, ability to synthesise and to introduce -- in &quot;txting&quot; itself -- different language skill levels. Exercises using &quot;txting&quot; were developed/applied at the ESS, proving to be motivational (both for students and teachers) and efficient in transmitting Portuguese language rules. (Contains 1 note, 1 figure, and 3 tables.)
Using Example Problems to Improve Student Learning in Algebra: Differentiating between Correct and Incorrect Examples
Author: Booth, Julie L.
Date: 2013-00-00
Type: Reports - Research
Subjects: Concept Formation,Algebra,Mathematics Instruction,Prompting,Mathematical Concepts,Mathematics Skills,Teaching Methods,Cognitive Processes,Problem Solving,Equations (Mathematics),Comparative Analysis,High Schools,Secondary School Mathematics,Intervention,Tutors,Program Effectiveness

In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned to complete their unit on solving two-step linear equations with the traditional Tutor program (control) or one of three versions which incorporated examples; results indicate that explaining worked examples during guided practice leads to improved conceptual understanding compared with guided practice alone. In Experiment 2, a more comprehensive battery of conceptual and procedural tests was used to determine which type of example is most beneficial for improving different facets of student learning. Results suggest that incorrect examples, either alone or in combination with correct examples, may be especially beneficial for fostering conceptual understanding. (Contains 3 tables, 4 figures, and 1 footnote.) [A version of this paper was published in &quot;Learning and Instruction,&quot; v25 p24-34 Jun 2013.]
Bibliography of the Teaching of Mathematics 1900-1912. Bulletin, 1912, No. 29. Whole Number 503
Author: Smith, David Eugene
Date: 1912-00-00
Type: Historical Materials
Subjects: Bibliographies,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Mathematics Education,Algebra,Geometry,Trigonometry,Calculus,Elementary Secondary Education,Higher Education,Technical Education,Graphs,Physics

Among teachers of mathematics throughout the world there has recently been manifested a notable increase of interest in all educational work. This interest is due in part to the present general agitation in every educational line, in part to the influence of such related departments as physics, in part to the increased demands of industry, and in part to the activities of the International Commission on the Teaching of Mathematics. One result of this interest is a great increase in the literature of the teaching of mathematics. This bibliography has been prepared in part by Professor Charles Goldziher, of Budapest, Hungary, and in part by the writer. He prepared an extensive bibliography of the recent teaching of the mathematics while working at the University of Gottingen and from this have been made such selections as seemed best to meet the needs of readers, and to it has been added a large number of titles, especially in English and American. An index is included. [Best copy available has been provided.]
Latin-American Universities and Special Schools. Bulletin, 1912, No. 30. Whole Number 504
Author: Brandon, Edgar Ewing
Date: 1913-00-00
Type: Historical Materials
Subjects: Higher Education,Special Education,Foreign Countries,Student Publications,Universities,Special Schools,United States History,Institutional Characteristics,School Visitation,Agricultural Education,Business Administration Education,Curriculum,Interviews,Administrator Attitudes,Laws,Statistical Data,Reports,Data Analysis,Surveys,Equipment,Administrative Organization,Industrial Education

This volume is the result of personal observation and investigation. During the latter part of 1911 and the first part of 1912 the author traveled in almost all the countries of Latin America, studying the institutions of higher and special education. The author visited practically all the universities and a great many normal, commercial, industrial, and agricultural schools, with the ambition of observing at first-hand their organization, administration, curricula, methods, and physical equipment. In addition to interviews with administrative officers, instructors, and students, the author gathered all the printed matter available, such as official reports, curricula, laws, and statutes of the institutions, historical notes, university and student publications, and statistical memoranda. Even for institutions not visited the author has had access in most cases to original official reports. It would therefore be useless to append a detailed bibliography, since it could only be an enumeration of university annuals and similar publications. The present treatise lays no claim to completeness. It is a general survey of the whole wide subject of higher and special education in Latin America, and is given to the public in the hope of conveying a comprehensive idea of Latin-American educational institutions and of provoking more detailed studies in an interesting field. An index is included. Individual sections contain footnotes. (Contains 71 plates.) [Best copy available has been provided.]
Educational Directory, 1912. Bulletin, 1912, No. 31. Whole Number 505
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational History,Directories,Administrators,Public Officials,Superintendents,College Presidents,Summer Schools,State Boards of Education,Principals,State Schools,Black Colleges,African American Education,Teacher Educators,College Faculty,Schools of Education,Public Education,Educational Administration,State Government,State Departments of Education,State Officials,School Administration,Public Schools,County School Districts,Central Office Administrators,School Districts,Urban Schools,Elementary Secondary Education,Early Childhood Education,Private Education,Higher Education,College Administration,Teacher Education,Special Education,Vocational Education,Adult Education,Womens Education,American Indian Education,Libraries,Library Associations,Organizations (Groups)

This 1912 educational directory published by the United States Bureau of Education covers the following categories: (1) Chief State school officers; (2) Officers of State boards of education; (3) Executive officers of State library commissions; (4) Superintendents in cities and towns of 4,000 population and over; (5) County superintendents; (6) University and college presidents; (7) Professors of pedagogy and heads of departments of pedagogy in universities and colleges; (8) Principals of normal schools; (9) Summer school directors; and (10) American educational associations, national and sectional. Individual sections contain footnotes. [Best copy available has been provided.]
Bibliography of Exceptional Children and Their Education. Bulletin, 1912, No. 32. Whole Number 506
Author: MacDonald, Arthur
Date: 1913-00-00
Type: Historical Materials
Subjects: Disabilities,Bibliographies,Urban Schools,Special Classes,Special Education,Special Needs Students,Second Languages,English,Periodicals,School Districts,Reports,Publications

This bulletin contains bibliography of exceptional children and their education. It is categorized into: (1) Publications in the English Language ; (2) References to Special Classes Published in City School Reports; (3) Publications in Foreign Languages; and (4) Periodicals. An author index is included. [Best copy available has been provided.]
Statistics of State Universities and Other Institutions of Higher Education Partially Supported by the State for the Year Ended June 30, 1912. Bulletin, 1912, No. 33. Whole Number 507
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Higher Education,Teaching Methods,Enrollment Trends,State Universities,Educational Finance,Statistical Data,Tables (Data),Educational Change,Educational Facilities,Educational Facilities Improvement,College Faculty,Income,State Aid,Private Financial Support

This annual bulletin, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past four years. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. Apparent errors have been called to the attention of the authorities making the report and opportunity given for correction. In the preparation of these bulletins the bureau makes no investigation, but simply tabulates the returns as reported by the several institutions. This bulletin offers statistics of state universities and other institutions of higher education partially supported by the State in terms of: (1) Changes in courses and methods of instruction; (2) Gifts, buildings and improvements; (3) Teaching force; (4) Student enrollments; and (5) Property and income. (Contains 3 tables.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1913, No. 1. Whole Number 508
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-01-00
Type: Historical Materials
Subjects: Elementary Education,Vocational Schools,Scholarships,Modern History,Teacher Education,High Schools,Publications,Educational History,Adolescents,Secondary Education,Intelligence Tests,Young Children,Rural Schools,Citizenship Education,Males,Coping,Religious Education,Colleges,Educational Psychology,Teaching (Occupation),Teaching Methods,Curriculum,Higher Education,Educational Administration,Governance,Sanitation,Hygiene,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Womens Education,Disabilities,Extension Education

This document contains a list of current educational publications received by the Bureau of Education. Some especially significant books listed during the past month are the following: Drever, Greek education; Parker, Textbook in the history of modern elementary education; Watson, Vives and the renascence education of women; Andrews, Introduction to study of adolescent education; Rice, Scientific management in education; Rusk, Introduction to experimental education; Binet and Simon, Method of measuring the development of the intelligence of young children, translated by Clara H. Town; Carney, Country life and the country school; Parkin, Rhodes scholarships; Baldwin, Relations of education to citizenship; Whitehouse, Problems of boy life; Cope, Efficiency in the Sunday school; Herder's Lexikon der padagogik, Band 1. Among the periodical articles deserving attention are Kovalevsky on The Duma and public instruction; Snedden, Training of high-school teachers; Maxwell, My ideals as superintendent; and Cooley, Need for vocational schools. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Training Courses for Rural Teachers. Bulletin, 1913, No. 2. Whole Number 509
Author: Monahan, A. C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Rural Schools,Rural Education,Teacher Education Programs,Schools of Education,Educational Improvement,Courses,State Schools,Summer Programs,School Schedules,Sociology,High Schools,Secondary Education,Public Schools,Teacher Qualifications,Departments

The improvement of the rural schools of the United States is the most important school problem. The most important factor in their improvement must be better educated and better trained teachers. The education and training of teachers should always have some special reference to the work of the schools in which they are to teach. Therefore any intelligent attempt to adjust the courses of study and training in the normal schools to meet the special need of teachers in schools of the open country, villages, and small towns is worthy of careful study and wide publication. This bulletin was prepared for young men and women preparing themselves for teaching in the rural schools and members of boards having control of schools in which teachers are trained. (Contains 13 tables and 5 footnotes.) [Best copy available has been provided.]
The Teaching of Modern Languages in the United States. Bulletin, 1913, No. 3. Whole Number 510
Author: Handschin, Charles Hart
Date: 1913-00-00
Type: Historical Materials
Subjects: Second Language Learning,Second Language Instruction,Modern Languages,French,German,Spanish,Italian,Libraries,Questionnaires,Letters (Correspondence),Educational History,Language Teachers,School Visitation,Public Schools,Private Schools,Parochial Schools,Elementary Secondary Education,Higher Education,Summer Programs

In this study it is proposed to give an historical account of the teaching of modern languages--German, French, Spanish, and Italian--in the United States. The hope is entertained that the record of past achievement and present needs may inspire teachers of modern languages to greater effort and still greater achievement. The work of investigation was begun in 1909. A number of the largest libraries in the United States, including the Library of Congress, have been searched for material. Much has been obtained also by questionnaires, by a voluminous personal correspondence, and by personal visits to schools. An index is included. (Individual chapters contain footnotes.) [Best copy available has been provided.]
Agricultural Instruction in High Schools. Bulletin, 1913, No. 6. Whole Number 513
Author: Robison, C. H.
Date: 1913-00-00
Type: Historical Materials
Subjects: Agricultural Education,Agriculture,Public Schools,State Aid,High Schools,Secondary School Teachers,Public Education,Private Education,Vocational Education,Administrative Organization,Special Schools,Teacher Salaries,Teacher Education,Sciences,Elementary Schools,Teaching Methods,Teaching Conditions,Educational Finance

From the standpoint of support or maintenance, secondary schools giving instruction in agriculture fall into two groups: (1) Those supported by public funds regardless of how the money is raised, and (2) those supported by private benefactions. From the standpoint.  of administration, however, the line of cleavage is along rather different lines: (1) General, or nonspecialized, public high schools, with agriculture included among the various other studies taught; and (2) special, or technical agricultural high schools. Many technical  agricultural schools are private, but appeal to a general constituency; while many others, both public and private, are for mental and moral delinquents. No technical schools were considered in this bulletin except those maintained, at least in part, by public funds, and open  to all the young people of the community. The general high school offering instruction in agriculture is of practically every type recognized among public schools. The political units supporting it range from villages and parts of townships to counties. The special schools, on the other hand, are supported almost without exception by the larger political units, the county, the congressional or special district, or the State at large. Following a brief historical sketch of the subject of agricultural instruction in high schools, contents of this bulletin include the following topics: (1) Organization of secondary schools in relation to the teaching of agriculture; (2) The public high school; (3) Special secondary schools of agriculture; (4) High school teachers of agriculture; (5) Salaries of teachers of agriculture; (6) Provisions for the higher training of teachers of agriculture; (7) Relation of agriculture to the other sciences; (8) Relation of agriculture in the high school to that in the elementary school; (9) Difficulties of instruction; (10) State aid to agriculture in the public schools; and (11) Some typical high schools teaching agriculture. An index is included. (Contains 24 tables, 7 figures, and 26 footnotes.) [Best copy available has been provided.]
College Entrance Requirements. Bulletin, 1913, No. 7. Whole Number 514
Author: Kingsley, Clarence D.
Date: 1913-00-00
Type: Historical Materials
Subjects: Liberal Arts,College Entrance Examinations,Articulation (Education),High Schools,College Bound Students,High School Students,College Admission,Selective Admission,Colleges,Academic Degrees,Engineering Education,Agricultural Education

The Carnegie Foundation for the Advancement of Teaching has approached the problem of the amount and flexibility of college entrance requirements from the point of view of both the college and the high school, particularly urging upon the college that low and uncertain entrance requirements constitute one of the chief causes of college inefficiency and at the same time demoralize and retard the development of four-year high schools. The Foundation shows that the prescription of a rigid traditional course of study, as the only preparation for college, results in a large increase in the number of students admitted to college with entrance conditions, thereby crippling the college. Moreover, it also shows that strong colleges presuppose strong high schools, and that one of the conditions for the strengthening of the high school is the granting to it of greater freedom in adapting its instruction to the actual needs of boys and girls in attendance. Many communities demand that the instruction, while continuing to provide a sound education, shall be related more specifically to the industrial, commercial, social, and civic life of the community. The demand for the adaptation of education to changing conditions is not new and never has been long denied, but the need is now acute, because of the rapidity of recent social changes. Such adaptations will, it is claimed, strengthen secondary education, because the boys and girls will feel that their work is worthwhile, whether they go to college or not, and communities will be more generous in their support, making it possible to secure better schools with better teachers. Consequently, the Foundation recommended the following: (1) greater insistence upon the completion of a four-year high school course; and (2) greater freedom for the high school in selecting and organizing the subjects of instruction. The same general conclusions were stated also by the Committee on the Articulation of High School and College, whose report was adopted by the Secondary Department of the National Education Association in July, 1911. This bulletin is divided into four chapters, as follows: (1) Amount and Flexibility of Entrance Requirements; (2) Colleges of Liberal Arts; (3) Colleges of Engineering; and (4) Colleges of Agriculture.   &quot;Articulation of High School and College&quot; (a report adopted by the Secondary Department of the National Education Association, July 11, 1911) is appended. An index is also included. Individual chapters contain supplementary notes. (Contains 12 tables, 15 diagrams, and 7 footnotes.) [Best copy available has been provided.]