ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Women&apos;s Perceptions of Promoting Education and Policy Initiatives about Climate Change in Rural Areas of Sindh, Pakistan
Author: Memon, Falak Shad
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Rural Areas,Females,Attitudes,Knowledge Level,Literacy,Gender Bias,Cultural Influences,Barriers,Access to Education

Climate change is an inevitable issue of modern world. Women often face greater risk and share greater burden due to their limited adaptive capacity. Studies suggest that knowledge and education can result in better resilience and sustainable development. Climate change education encourages changes in attitude and behavior that leads to better adaptability to climate changes. This paper aims to explore the local women's understanding of climate change education and policy initiatives taken in rural areas. A qualitative exploratory study was chosen for this study. The data collection methodology was through qualitative process. 20 women participants from rural areas of Sindh were interviewed. The finding reveled that women in rural area of Sindh have very low understanding and knowledge of any climate change educational program conducted in their regions. The lack of awareness regarding any climate change policy initiatives was also observed. This lack of awareness was attributed to their low literacy rate, lack of gender inclusiveness and cultural barriers and hindrances. The understanding of these factors at all level of policy making is key for successful climate change education policy.
Students&apos; Response to Participating in an International Project on Readers&apos; Response to &quot;Lord of the Flies&quot;: Insights into Using Collaborative Teaching Techniques
Author: Syed, Ghazal Kazim
Date: 2020-06-00
Type: Journal Articles
Subjects: Reader Response,Student Attitudes,Classics (Literature),Teaching Methods,Foreign Countries,Teacher Collaboration,International Cooperation,Undergraduate Students,Cooperative Learning,Computer Mediated Communication,Technology Uses in Education,Intercultural Communication

Teaching literature through new techniques and judging its relevance in terms of students' perceptions in an under-researched and significant area of study. This study aims to explore students' response to new teaching methodologies being used in a literature classroom, as part of an international research project. This international project was a collaboration between Pakistan, the UK and Norway. Collaborative teaching techniques of using literature circles within each class and google circles across the three contexts (online) were used. The whole population of the students (n=12) who had participated in the international project were approached for interviews. All twelve participating students from Pakistan were interviewed to explore their reactions to the international study. Students felt that they learnt new things from the use of these innovative methods, were able to learn from foreigners and felt a sense of connectivity to their groups. It is recommended that students from Pakistan be given such exposure to overcome their hesitation as such research studies tend to have a positive impact on students. It is also recommended that further research be carried out in other contexts as well to determine if the use of such teaching pedagogies can benefit other teachers of literature.
Influence of Teaching Style on Students&apos; Engagement, Curiosity and Exploration in the Classroom
Author: Inayat, Awaisha
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Styles,Learner Engagement,Discovery Learning,Teacher Student Relationship,Personality Traits,Personal Autonomy,Student Attitudes,Student Motivation,Classroom Environment,Foreign Countries,Secondary School Students,College Students,Adolescents,Adults

Interaction between teachers and students carries immense significance inside classrooms as it contributes to students' learning. The present study aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students' engagement, curiosity and exploration in cross-sectional sample of school and university students (N= 402). Three questionnaires were used: Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al., 2015); Student Engagement Instrument (Appleton, Christenson, Kim, &amp; Reschly, 2006); and Curiosity and Exploration Inventory (Kashdan, et al., 2009). The results showed that students simultaneously perceived both teaching styles, that is, Autonomous-supportive and Controlling. However, a significant difference was observed between the score of school students where they found their teachers to be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared to university students. Furthermore, there was moderate correlation between perceived autonomy support teaching style with students' engagement (r=0.463) as well as curiosity and exploration (r=0.318). The results offer an understanding of students' perceptions of teaching style contributing to students' curiosity and motivation to engage in classroom.
Conducting Narrative Studies in Pakistan: Reflections from the Field
Author: Khan, Haji Karim
Date: 2020-06-00
Type: Journal Articles
Subjects: Personal Narratives,Foreign Countries,Reflection,Educational Research,Teacher Educators

This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan -- a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider's views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.
Comparative Study of Classroom Management Strategies Employed by Public and Private School English Language Teachers
Author: Abdullah, Nauman A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Classroom Techniques,Public Schools,Private Schools,English Teachers,Secondary Schools,Foreign Countries,English (Second Language),Teacher Characteristics,Teaching Experience,Teacher Qualifications,Parent Teacher Cooperation,Educational Attainment,Planning

This was a comparative research project to study classroom management strategies of English language teachers (ELTs) at secondary level public and private sector schools in Lahore. The purpose of the research was to identify the strategies used by the English language teachers. A total of 200 English language teachers: 100 from public sector and 100 from private sector schools were selected using the random sampling technique. A close-ended questionnaire was designed by the researcher to collect data from the respondents. The data were entered into the spreadsheet of SPSS version 21.0. Different statistical techniques were used to analyze the data. Mean scores along with standard deviations were calculated for descriptive statistics. For inferential statistics, independent sample t-tests and one-way ANOVA were used. Two strategies like specific teaching strategies and planning and support were commonly used by the respondents. Significant differences were found in the strategies used by public sector and private sector ELTs. Policy recommendations such as organizing teacher training workshops would encourage ELTs to use classroom management strategies effectively.
Home Learning in Times of COVID: Experiences of Parents
Author: Bhamani, Shelina
Date: 2020-06-00
Type: Journal Articles
Subjects: Disease Control,School Closing,Parents as Teachers,Teaching Methods,Distance Education,Educational Technology,Technology Uses in Education,Online Courses,Foreign Countries,School Role,Family Environment,Social Development,Barriers,Classroom Techniques,Creative Teaching,COVID-19,Pandemics

The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children's education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences. Purposive sampling technique was used for data collection. Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children's learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.
Impact of Community Service Learning on the Social Skills of Students
Author: Afzal, Azmina
Date: 2020-06-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Social Responsibility,Interpersonal Competence,Social Development,Program Effectiveness,Student Experience,Citizenship Education,Foreign Countries,High School Students,Volunteers,Student Attitudes,Citizen Participation,Academic Ability,Social Problems

Recently, many high schools and universities have promoted community service learning program by making it part of the admission process; therefore, students participate in community service learning program to get admission in an institution of their choice. Moreover, after completing the community service program, they see themselves as more socially responsible citizens. This qualitative study aimed to explore the impact of community service learning on the social skills of students. The study employed a qualitative method by randomly selecting twenty five male and female students for focused group interviews from five different O-level schools situated in a middle socio-economic locality. The results revealed that community service learning program has a positive impact on the social skills of O-level students. Besides, students had also a positive learning experience. The findings of the study indicated that the awareness to encourage community service in schools is grounded on the acceptance that it does not only give students extra credit points, but serving others or one's own community also makes them better citizens. Based on the advantages and positive experiences of students, the study recommends to include a more inclusive model of service learning in school curriculum.
The Tale of Red Riding Hood and the Wolf as a Multi-Literacy Tool for Reflection and Embodied Learning
Author: Aspán, Margareta
Date: 2020-07-01
Type: Journal Articles
Subjects: Multiple Literacies,Reflection,Human Body,Childrens Literature,Theater Arts,Folk Culture,Foreign Countries,Elementary School Students,Situated Learning,Partnerships in Education,Grade 2,Puppetry,Student Attitudes,Learning Activities,Art Materials,Social Behavior

This article concerns how teaching artists, associated with the Swedish Royal Opera, provided aesthetic opportunities to students during a three-year school project. One intervention is scrutinized in which the storybook of Red Riding Hood was used as a starting point for further aesthetic learning, culminating in a shadow theatre performance. With an ethnographic approach, the study identifies how a folk story can act as a multi-literacy tool for learning. The children's working processes and performance are interpreted under the inspiration of the Performance Cycle (Landay &amp; Wootton, 2012) focusing on the reflective process. Via a pragmatic discourse analysis, interview data from focus groups with children show that the interventions offer varied learning opportunities. Three themes emerge from the analysis of the children's perspectives on the arts project, as learning opportunities linked to; (i) the material and the construction assignment; (ii) embodiment and emotionality; and (iii) social aspects and the importance of social interaction and friendship.
Measurement of Essential Skills in Mathematics: A Comparative Analysis of SSC (Grade-X) and GCE (O-Level) Exam Papers
Author: Akhtar, Muhammad
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Tests,Comparative Analysis,Standardized Tests,Secondary School Mathematics,Cognitive Development,Foreign Countries,Secondary School Students,Thinking Skills,Cognitive Processes

The major focus of school education is the intellectual development of students and mathematics is a very effective subject in this regard, if taught and assessed properly. For this study, papers of SSC (Grade-10) for the years 2014 and 2015 set by the Board of Secondary Education, Karachi were scrutinized to know if the items of these papers had measured essential mathematical skills or not. These items were then compared with the items set by General Certificate of Education (GCE: O-Level), University of Cambridge Local Examinations Syndicate (UCLES) for mathematics papers, serving as a benchmark for this study to highlight the shortcomings. The results revealed that the items of SSC papers were highly biased towards 'Factual Knowledge' and 'Routine Procedures'. The study concluded that these items assess knowledge of facts and algorithms only and do not measure essential mathematical skills (involvement of higher levels of thinking processes) of students. The study recommends to improve the items of papers so that essential mathematical skills can be measured rather than the capacity of memorization because with this practice, thinking habits cannot be inculcated among students.
The Visibility of the English Language in the Linguistic Landscape of Two Teacher Training Colleges in Israel
Author: Yoel, Judith
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Student Attitudes,Language Tests,Required Courses,National Standards,Semitic Languages,Multilingualism,Language Role,Language Variation,Admission Criteria,Signs,Language Planning,Educational Environment,Language Attitudes

This research examines the visibility of English in the schoolscape of two Israeli teacher training colleges. English in Israel is part of a complex, multilingual reality. Not an official language, it carries prestige and is common in media, commerce, industry, and science. In higher education, its presence, however, is limited, despite being a mandatory, curricular subject. This study examines all signage in English posted in two colleges, focusing on the forms and types of language displayed, informative, commercial, and educational. Semi-structured interviews are conducted with international students. No student is accepted without testing in English, nor are students granted a degree without successfully attaining nationally-set standards, yet English displayed in the colleges is predominantly of the top-down type and does not stem from the institutions themselves. Furthermore, visible English is mainly for informative and commercial purposes, not educational. Educational English is often accompanied by a commercial agenda. Research confirms that the presence of English in one's surroundings not only exposes students to linguistic information but has practical value. The findings of this research reveal limited visibility of English, due perhaps to the perceived threat of English to the Hebrew language.
Stereotypes of Scientists: Seeds of Progress and Recommendations for Elementary Teachers
Author: Carrier, Sarah J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Stereotypes,Scientists,Science Careers,Grade 5,Elementary School Students,Disproportionate Representation,Minority Groups,Rural Areas,Student Attitudes,Prediction,Photography,Gender Differences,Race,Student Characteristics

Although policy makers have made gains in getting students to consider future careers in science, women and many minorities are still underrepresented in science fields. Here we describe research conducted with fifth grade students in a rural area of the southeastern U.S. that examined students' concepts of scientists' characteristics. The results showed that students still cling to stereotypical notions that scientists are White and male. However, when asked to predict from a diverse group of children who would grow up to be a scientist, students' responses revealed promising potential. We build on these findings and discuss strategies that teachers can use to help students understand the diversity of people who work in science and science careers.
Differentiating between the Different Levels of Inquiry Instruction: Classroom Dynamics That Characterize the Quality of Inquiry Instruction
Author: Alston, Daniel M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Academic Standards,Science Instruction,Learner Engagement,Time on Task,Thinking Skills,Instructional Effectiveness,Educational Quality,Correlation,Scientific Concepts,Discovery Learning,Professional Development,Middle School Teachers,Rural Schools,Classroom Environment

In the United States, reform movements have been a part of the science education community for decades. Inquiry-based instruction has a long history in reform documents and while it is not explicitly used in the Next Generation Science Standards (NGSS), the underlying tenants of this instructional strategy are still evident. Thus, inquiry-based instruction remains a strategy that science teachers can use to address the expectations set forth in the NGSS. Therefore, it is crucial that researchers provide science teachers with information concerning the characteristics their inquiry-based lessons should exhibit. This study utilized 5 years of data collected on inquiry-based lessons to search for distinctive patterns between pre-inquiry, developing, and proficient and above inquiry-based lessons. Specifically, we were seeking to describe these patterns in terms of the amount of time spent in the different components of inquiry and levels of student cognitive engagement. We ran ANOVAs with corresponding post hoc tests to determine if distinct patterns existed. Results showed that pre-inquiry lessons spent significantly less time: (1) allowing students to display higher-order cognitive engagement and (2) utilizing the engage and explore components of inquiry-based instruction than did developing and proficient/above lessons. Additionally, pre-inquiry lessons spent significantly more class time in non-inquiry tasks, such as checking homework and engaging students in rote memorization activities, and in the explanation component of inquiry-based teaching. Results also showed that developing and proficient/above inquiry-based lessons displayed significant difference in regards to the amount of time spent engaging students in higher-order thinking skills. Implications of these findings speak to at least proficient inquiry instruction being a viable instructional strategy to accomplish the goals set forth in the NGSS.
Preservice Elementary Teachers and Science Instruction: Barriers and Supports
Author: Dabney, Katherine P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Elementary School Teachers,STEM Education,Teacher Student Relationship,Professional Identity,Barriers,Masters Programs,Graduate Students,Teacher Education Programs,Practicums,Socioeconomic Status,Self Efficacy,Student Placement,Prior Learning,Social Support Groups,Student Attitudes

Research suggests that elementary school is a crucial period for sparking students' long-term interest in science and consideration of a STEM career. Teachers influence students' dispositions towards science; therefore, it is important to consider elementary teachers' identity development, a preservice teacher's own voice and self-image, with science as a factor in science education. This longitudinal, qualitative study examines the experiences that served as barriers or supports to elementary Master of Teaching preservice teachers' science teacher identity development. Six preservice teachers were interviewed at the beginning of their graduate teacher education programs and again during their first year of teaching. Our findings indicate that identity development of future elementary teachers begins during their own elementary school experiences as a student and spans through their teaching practicums. Barriers to science identity development included prior elementary science experiences/lack of interest, science content and coursework requirements, practicum experiences, and socioeconomic status. Supports that bolster elementary teacher identity for instructing science included hands-on/inquiry-based science coursework, prior experience in schools and working with children, positive practicum experiences, and support from family and friends. This research indicates that in order to develop more rigorous elementary science teacher preparation programs, in regard to instruction and self-efficacy, educators and public policymakers will need to provide a series of supports for future science teachers ranging from their initial elementary school experiences through their practicum placements.
Effect of Simulated Chemistry Practicals on Students&apos; Performance at Secondary School Level
Author: Jabeen, Farkhanda
Date: 2020-06-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Instructional Effectiveness,Teaching Methods,Secondary School Students,Public Schools,Foreign Countries,Computer Simulation,Science Teachers,Teacher Attitudes,Simulated Environment,Performance Factors,Science Achievement,Science Laboratories,Laboratory Procedures,Barriers

The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level. The study was experimental in nature and post-test only control group design was used. The sample comprised of 55 males and 60 female students and 02 Chemistry teachers of class IX of Public schools. At the end of the treatment, practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education. The scores of both control and experimental groups were compared by using independent sample t-test in three main areas i.e. written, viva voce and notebook. The result of independent sample t test of school No 1(male) indicated that there is a significance difference between the performance of control group (M=8.9, SD=2.13) and experimental group (M=10.5, SD=3.04) at a=0.05 and df=53. The result of independent sample t test of school No 2(female) indicated that there is a significance difference between the performance of control group (M=10, SD=1.91) and experimental group (M=11.7, SD=2.13) at a=0.05 and df=58. The qualitative data was collected by means of interviews from chemistry teachers. Both the interviewees were motivated and showed keen interest in the simulated software. The performance of the students of experimental groups showed improvement results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation.