ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students
Author: Ajlouni, Aseel O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Hypermedia,Instructional Materials,Scientific Concepts,Concept Formation,Elementary School Students,Foreign Countries,Grade 5,Science Instruction,Pretests Posttests,Instructional Effectiveness

This study examined the effect of a Pedagogical Hypermedia Environment in the Science Discipline (PHFSD) on the acquisition of scientific concepts among fifth-graders during the 2019-2020 school years. The study adopted a quasi-experimental method with 50 fifth-grade students from a private school in Amman, Jordan, divided into two groups of 25 each. Students were randomly assigned to either a control group that was taught using traditional methods or an experimental group that was taught using PHFSD. A scientific concept test was conducted before and after the Motion and Force unit was taught. The data gathered was analyzed using ANCOVA. The results revealed a statistically significant difference at the alpha=0.05 level between the mean scores of the two groups on the scientific concepts test. Most of the variation (70%) in the fifth-grade students' posttest scores was attributed to the effects of the teaching method. Such positive results affirm that this pedagogical hypermedia environment had a positive impact on the fifth-graders. These findings support the use of a pedagogical hypermedia environment to enhance the acquisition of scientific concepts among fifth-graders in Jordan. The ministry of education and teachers can use these findings to enhance teaching and learning scientific concepts.
A Study of Factors Influencing the Development of Student Talent
Author: Yohana, Corry
Date: 2020-00-00
Type: Journal Articles
Subjects: Talent Development,Secondary School Students,Foreign Countries,School Counseling,Guidance,Educational Environment,Parent Participation,Learning Activities,Learning Centers (Classroom)

This study examined how the development of student talent is influenced by factors such as guidance and counseling, the school environment, parent participation, and learning activities that are high quality, competitive, and character building. The research was conducted in eight secondary schools (four states schools and four private schools). In order to gain an insight into the development of student talent, the sample respondents were the parents of students. The main instrument used in the data collection process was a questionnaire, which was supplemented by focus group interviews and discussions. The items in the questionnaire were validated and verified using the Pearson and Cronbach Alpha product moment test criteria and the SPSS version 24.0 program. Data were processed and analyzed using the Structural Equation Modeling (SEM) approach, using the Lisrel 8.70 program. The results show that the above factors have a positive effect on students' talent and competency development, including self-awareness, learning and problem-solving skills, as well as strengthening students' characters and personalities. On this basis, efforts to develop student talent should consider all such variables of influence and their indicators, and more attention should be paid to the indicators that influence student talent the most.
Attitudes of Early Childhood and Preschool Education Students and Teachers towards Inclusion of Children with Down Syndrome
Author: Sunko, Esmeralda
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Down Syndrome,Early Childhood Education,Preschool Education,Foreign Countries,Preschool Teachers,Teacher Attitudes,Student Attitudes,Preservice Teachers,Students with Disabilities

This study sought to see the difference in attitudes between early childhood and preschool education teachers and students towards the inclusion of children with Down syndrome in kindergartens. The research included teachers from three kindergartens in the City of Split, as well as early childhood and preschool education students at the Faculty of Humanities and Social Sciences in Split. A questionnaire on the assessment of attitudes towards the inclusion of children with Down syndrome was used. The results are presented through thematic statements grouped by content as follows: personal attitude towards inclusion of children with Down syndrome; inclusion success; knowledge and training; kindergarten and inclusion; and attitudes towards parents of children with Down syndrome. The results showed that there was no statistically significant difference between teachers and students in terms of their attitudes towards inclusion. The results of teachers towards the partial integration of children with Down syndrome are significant. Based on the conducted research, it can be concluded there is a need for additional education in this field due to the lack of content, in formal and non-formal education of teachers, addressing the issue of the inclusion of children with Down syndrome and children with disabilities in general. It is necessary to follow the topic of inclusion in the context of kindergarten through a long-term research, using a more sensitive and comprehensive instrument, and a larger sample. If its sensitivity is increased, this instrument can be recommended to be used for all children with developmental disabilities, not just children with DS.
Work Stress Related Problems in Teachers of Social Studies in Government Schools in Qatar
Author: Hendawi, Manal
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Variables,Social Studies,Foreign Countries,Teacher Attitudes,Teaching Conditions,Elementary School Teachers,Secondary School Teachers,Gender Differences,Individual Differences

This study aimed to identify the work stress experienced by teachers of social studies in government schools in the State of Qatar and the problems caused by it. The study used a descriptive-analytical method. The study sample consisted of (391) male and female teachers of social studies in the State of Qatar out of the study population of (968) who were selected using the random sampling method In order to achieve the goals of the study, a questionnaire was designed as a tool to collect data from the study sample. The tool was checked for validity and reliability prior to its execution. The results of the study included that teachers of social studies at all academic levels in the State of Qatar faced an average level of work stress. The study showed a statistically significant difference at the level of significance (alpha is less than or equal to 0.05) between the opinions of the members of the study sample in favor of females; and in favor of teachers who held Qatari nationality. No statistically significant differences were found at the level of significance (alpha is less than or equal to 0.05) according to the variable of the educational qualification, and according to the variables (job experience, marital status, academic level). The study also showed the existence of a number of problems resulting from work stress and the most important and highest administrative burdens and the lowest were to distinguish between teachers by nationality. This study recommends that the school authority should be delegated to teachers, according to their abilities and aptitudes, and to reduce their workload in order to enhance their professional efficiency.
Practicum Students&apos; Views about Field Experience Program for Children with Autism Spectrum Disorders
Author: Ibrahim, Amal
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Practicums,Special Education,Foreign Countries,Teaching Methods,Teacher Competencies,Asperger Syndrome,Special Education Teachers,Preservice Teacher Education,Program Effectiveness,Student Teachers,Student Attitudes,Knowledge Level,Teaching Skills

There is very little research about autism spectrum disorder (ASD) in Jordan, and no specific programs to help support these children. In addition, teachers are not equipped with the skills and knowledge needed to work with children with autism in school, so many parents send their children to a private center to get more support. The little research available indicates a lack of qualified teachers and equipment, which negatively affects children. However, many studies have shown that outcomes for children with ASD improve when teachers are provided with specific training that meet children's needs (Browder, Trela, &amp; Jimenez, 2007; Dib &amp; Sturmey, 2007; Jordan, 2003). This study examined the effect of specific training on autism spectrum disorders for practicum students in special education. Based on the hypothesis that educators and school leaders would benefit from specific training and coursework on ASD, this quantitative study obtained data from 45 practicum students who participated in four months of training on different teaching methods and skills specific for children with ASD. The results of this study suggest that the training had a positive impact on the students' views about ASD.
Predicting Reflective Thinking among Saudi Elementary School Teachers in Riyadh Public Schools
Author: Aldegether, Reem
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Public School Teachers,Elementary School Teachers,Foreign Countries,Predictor Variables,Lifelong Learning,Self Concept,Thinking Skills,Females,Structural Equation Models

One of the educational objectives of Saudi Arabia's Vision 2030 is to develop students who are creative and critical thinkers. The present study thus examined Saudi elementary teachers' reflective thinking, based on the ideas that teachers who possess reflective thinking will have direct influence on their students' thinking, and that reflective thinking is closely related to critical and creative thinking. The study looked at four variables, lifelong learning, self-awareness, self-belief, and teaching awareness, testing each variable's influence on teachers' reflective thinking skills. The study adopted and utilized the instrument of reflective thinking developed by Choy, Yim, and Tan (2017) creating a survey to examine these relationships. The study found that only two of the constructs, teaching awareness and self-awareness, have a significant relationship with reflective thinking. Self-belief and lifelong learning were found to have no significant relationship with reflective thinking. The results suggest that it is necessary to incorporate activities and practices that foster reflective thinking into teacher preparation programs. It is suggested to conduct further research in order to identify what factors influence teachers' reflective thinking and to compare teachers of different students' ages.
Building Strong Teaching and Learning Strategies through Teaching Innovations and Learners&apos; Creativity: A Study of Vietnam Universities
Author: Hang, Le Thuy
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Instructional Innovation,Creativity,Learning Strategies,College Students,Creative Teaching,Learning Motivation,Student Attitudes,College Faculty,Teacher Attitudes,Models,Active Learning,Foreign Countries

Building a teaching and learning strategy is an essential task for both lecturers and students. Innovation in methods and forms of teaching and learning, and in conducting examination and evaluation are in the direction of developing and promoting students' creativity. However, not all lecturers and students deeply understand and effectively use this strategy in their teaching and learning. To develop active and creative teaching and learning strategies, both lecturers and students must develop their own strategies, that is, teachers and learners must understand the nature, objectives, motivation, teaching, and learning methods. This study uses the survey method to describe the correlation between the lecturers and student. Respondents included 1.000 students and 130 lecturers at ten major universities in the Ho Chi Minh City of Vietnam. Data obtained from the interviews and questionnaires was used to analyze the current teaching and learning model in the sampled universities along with the advantages and limitations of this model. Based on these data and analysis, we proposed a new paradigm in developing active teaching and learning strategies for lecturers and students, optimal methods for achieving the expectations from teaching strategies and active learning methods utilized by lecturers and students.
Relationship between Personal and Work-Related Factors and Job Satisfaction of Nigerian Teachers in Special Schools
Author: Adigun, Olufemi Timothy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Schools,Students with Disabilities,Teacher Attitudes,Job Satisfaction,Correlation,Gender Differences,Faculty Workload,Work Environment,Predictor Variables,Mainstreaming,Special Education,School Role

This study examined the relationship between personal and work-related factors and job satisfaction of teachers of pupils with special needs in special schools on the mainland in Lagos State, Nigeria. Ninety-three teachers from 8 special/inclusive schools participated in the study. Two research hypotheses were formulated for the study. The study employed the descriptive survey research design, while a structured research instrument &quot;Teachers job Satisfaction Scale&quot; (alpha = 0.78) was used for data collection. The data generated were analyzed using descriptive statistics and inferential statistics of Pearson Product Moment Correlation and hierarchical multiple regression at 0.05 level of significance. Job satisfaction of teachers of pupils with special needs significantly correlated with gender (r = -0.415), workload (r = 0.342), work environment (r = 0.286), and organizational support (r = 0.526). Furthermore, gender --F (1, 91) = 18.899) --and organizational support --F (1, 87) = 4.532) --were the highest predictors of job satisfaction of teachers of pupils with special needs. It is recommended that teachers of pupils with special needs should be motivated to play active roles in special schools. It is also recommended to formulate such policies that will support development and retention of teachers in special schools.
Heralding Ideas of a Resilient Nation through Education of Disaster Science in 21st Century
Author: Quazi, Afshan Naz
Date: 2020-09-00
Type: Journal Articles
Subjects: Resilience (Psychology),Emergency Programs,Natural Disasters,Crisis Management,Risk Management,Climate,World Problems,Sustainable Development,Governance,Science Education,Role of Education,Foreign Countries

The world with vast continental landmasses and having diversified topographic structures is bound to face a multiplicity of natural hazards on local to regional scale. Natural events of such adverse effects on human property and life have led us to conceptualize these as disasters. The trend analysis of the last 100 years over the earth reveals the fact that much has been changed by natural disasters with an average occurrence of 7 in 1914 to 341 disasters in 2014 per continent on a global scale. The present study focuses on how frequent disasters have continued to harm our environment and up to what extent threatened the sustainability of humanity in the last ten decades. The available data on past natural calamities have been studied to gauge the intensity and effects of these hazards and realizing a better way to mitigate them by educating all for disasters and disaster management as this will ensure timely disaster preparedness in general. Each disaster occurs at the backdrop of some science in it. This necessitates natural disasters as a probable area of concern which awaits intrinsic study and investigations with enough scientific aptitude and inquiry in science education of our country. The origin of such events of unforeseen calamities is set in one country, but its effects on howsoever mild or severe are widespread trans-nationally. To understand, mitigate, and to manage them finally lies with the scientific community at our disposal.
Hard Truths about Suspension and Social Justice: A Look at a School for Deaf Students
Author: LaMarr, Todd
Date: 2020-00-00
Type: Journal Articles
Subjects: Suspension,Social Justice,Deafness,Students with Disabilities,Disproportionate Representation,Special Schools,Minority Group Students,African American Students,Student Behavior,Discipline Policy

Suspensions--a form of discipline that removes students temporarily from the learning environment--are used to address unwanted behaviors in the classroom. While suspensions have been a common form of school discipline for many years, they can become problematic when they reach high rates and when they disproportionately impact specific groups of students. While school suspensions have received a lot of attention in the field of education, little if any research exists on suspensions in deaf education. Unable to find any articles or reports in deaf education that focus on suspensions and potential group disparities, the authors selected one residential school for deaf students using data available in the public state database. The data from this school, though perhaps not representative of deaf schools throughout the country, warrants parents and educators, to pay more attention to suspension rates at schools for deaf and hard of hearing students.
Grandparents, Parents, Children--and Four Languages: A Deaf Family&apos;s Story
Author: Morán, Norma
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Family Environment,Spanish Speaking,Sign Language,English,Cultural Influences,Language Fluency,Child Rearing,Multilingualism

Despite different childhood experiences--primarily differences centered around language access--the authors share stories of growing up in large Spanish-speaking families with a strong sense of cultural identity and values. Now as they raise three children together, this is what they want for them as well--a sense of cultural identity and pride, and fluency in at least four languages--American Sign Language (ASL), Peruvian Sign Language (LSP), English, and Spanish. [This article is a companion to &quot;Family Language Planning with Deaf and Hard of Hearing Children: Fostering Multilingual Development&quot; in this issue (see EJ1268229).]
School Counselors&apos; Response to School Shootings: Framework of Recommendations
Author: Brown, Carleton H.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Violence,Crisis Management,Crisis Intervention,Best Practices

Despite the many expectations of school counselors in responding effectively to crisis situations, there is a lack of research and comprehensive standards that address best practices for school counselors in terms of preparing for and responding to a school shooting. Using federal guidelines and crisis literature, including studies focused on school counselors' lived experiences of a school shooting, the author offers a research-informed theoretical framework of recommendations at different phases of a school shooting. The framework of recommendations points out probable hindrances to school counselors' decision making. School counselors' awareness of these impediments before experiencing each phase of such a crisis would be of benefit to them. School counselors may also use the framework of recommendations to help them assess their developmental needs in relation to preparing for and responding to a school shooting crisis.
Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results
Author: Vogler, Kenneth E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Time on Task,Race,Ethnicity,Predictor Variables,Social Studies,Accountability,Test Results,Academic Achievement,Middle School Students,Grade 7,Scheduling,Achievement Gap,Racial Differences

This study investigated the relationship among the variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on a state-mandated social studies accountability test. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools, as well as a survey given to principals of the same 117 middle schools, were analyzed. A hierarchical multiple regression analysis showed that when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 11% of the variation in student social studies accountability test results; a small effect. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were also used to illuminate the relationship of these variables on accountability test performance.
Examining the Influence of Computer Literacy and Mathematics Competency on Pre-Service Teachers in Nigeria
Author: Omoruan, B. E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Literacy,Mathematics Skills,Preservice Teachers,Foreign Countries,Competence,Predictor Variables,Gender Differences,Preservice Teacher Education

Since it has been well established that students? learning and achievements depend hugely on teachers? ability and competency, this study was aimed at investigating the issues of computer literacy and mathematics competency in human resource development among pre-service teachers. Two test instruments, the mathematics competency test (MCT) and the computer appreciation test (CAT) were used for data collection. The study was guided by two research questions and two corresponding null hypotheses tested at the 0.05 level of significance. The result obtained showed that mathematics competency and computer literacy had significant influence on pre-service teachers? performance. Those competent in Mathematics with understanding of computer applications performed better in both MCT and CAT. Gender was also found to be a big criterion in determining the differences in the mathematical and computer skills among pre-service teachers. From these findings, the study recommends that institutions involved in the 21st century teacher preparation programme should ensure that their products are potential teachers with high quality training, rooted in mathematics competency and computer literacy and in tandem with current global best practices.
Low-Stakes vs. No-Stakes Practice Exams in Anatomy and Physiology Classes: Which One Works Better?
Author: Reuter, Peter
Date: 2020-08-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Science Tests,Grades (Scholastic),Scores,Comparative Analysis,Teaching Methods,Longitudinal Studies,Undergraduate Students

Practice exams are a proven tool to increase retrieval of information long-term. Over a three-year period, students in Anatomy and Physiology I and II were offered practice exams as either no-stakes practice exams (years 1-2) and low-stakes practice exams (year 3). Students who took practice exams did significantly better on the actual lecture exams, leading to better grades and higher passing rates for our courses. There was no difference for gender and student population. Students earning credit (low-stakes) were more likely to take the practice exams but their scores on actual exams and their overall scores were lower than those of students who did not earn credit (no-stakes).