ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Drama Education on Prospective Teachers&apos; Creativity
Author: Özdemir, Soner Mehmet
Date: 2008-01-00
Type: Journal Articles
Subjects: Teacher Education,Emotional Intelligence,Creativity,Research Design,Schools of Education,Teacher Education Programs,Elementary Education,Creativity Tests,Scores,Drama,Theater Arts,Preservice Teachers,Communication Skills,Socialization,Interpersonal Competence,Empathy,Pretests Posttests,Elementary School Students,Foreign Countries

A number of studies of the effects of drama on individuals' cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students' development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4th grade students (50 females and 28 males) who attended the Primary School Teacher Education Program at Elementary Education Department of Faculty of Education, Kirikkale University in fall semester of 2006-2007 academic year. The data in this study was gathered through &quot;Torrance Test of Creative Thinking-Figural Form A&quot;. &quot;TTCT-Figural, Form A&quot; was applied on the participants before and after Drama Course, and their pre-test and post-test scores were compared accordingly. Results of the study showed that at the end of the Drama Course, the scores of creativity test the students took increased to some extent in all of the dimensions of creativity test, which are &quot;fluency&quot;, &quot;originality&quot;, &quot;elaboration&quot;, &quot;resistance to premature closure&quot; and &quot;abstractness of titles&quot;. It was also found out that participants' pre-test and post-test creativity scores did not make a significant difference according to gender variable. Recommendations of the study include that drama should be an essential part of all teacher education programs, and more research should be performed focusing on the effects of drama on students' various intellectual skills and attitudes. [This study was presented in VI. National Primary School Teacher Education Symposium organized by Anadolu University, Eskisehir, Apr 27-29, 2007.] (Contains 8 tables.)
Prospective Science Teachers' Conceptualizations about Project Based Learning
Author: Turgut, Halil
Date: 2008-01-00
Type: Journal Articles
Subjects: Student Projects,Teacher Effectiveness,Science Teachers,Science Instruction,Teaching Methods,Student Teacher Attitudes,Questionnaires,STEM Education,Foreign Countries,Science and Society

Project-based learning (PBL) consisting projects that integrate science, technology, society, history, mathematics, politics and even arts serves a productive discussion opportunity for students, fosters a student-directed inquiry of real world problems, gives them the excitement of learning and seen to be an effective teaching strategy. Therefore, examination of PBL from the practitioners' point of view, interpretation of the conceptualizations and experiences of them would yield valuable indicators for future PBL processes in classes both for instructors and students. This study focused on the prospective science teachers' conceptualizations about project-based learning as practitioners in this research but also as instructors of future. A group of 75 prospective science teachers took place in research for a period of ten weeks and conduct projects in groups of four to five based on science-technology-society issues. Multiple data sources were used consisted a questionnaire with open ended questions, project portfolios and presentation notes. Data collected analyzed qualitatively and some assertions generated with the help of conceptual constructs derived. Assertions generated indicated that prospective science teachers developed some varying understandings based on their experiences about conducting projects in the context of PBL. (Contains 1 table.)
Factors Affecting Teachers' Use of Information and Communication Technology
Author: Afshari, Mojgan
Date: 2009-01-00
Type: Journal Articles
Subjects: Program Effectiveness,Educational Technology,Educational Opportunities,Teaching Methods,Principals,Leadership Training,Technology Integration,Educational Strategies,Inservice Teacher Education,Educational Needs,Instructional Effectiveness,Cost Effectiveness,Influences,Teacher Characteristics,Educational Environment,Access to Computers,Technical Support,Community Involvement,Parent Participation,Models

Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers' decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all.
Assisted Performance--A Pragmatic Conception of Online Learning
Author: Jalil, Habibah Ab.
Date: 2008-07-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Computer Mediated Communication,Online Courses,Program Effectiveness,Sociocultural Patterns,Communities of Practice,Scaffolding (Teaching Technique),Masters Programs

This paper proposes a novel theoretical perspective on the nature of online learning. Taking a socio-cultural perspective, an argument is offered for the theorisation of peer to peer learning as a variety of &quot;assisted performance&quot;. Using this theoretical lens, a case study is then offered which uses this model to frame an analysis of the nature and occurrences of online exchanges between students, and with tutors. The case study looks at two years of online discussion in a Master's programme in a United Kingdom university. The results suggest that looking for examples of assisted performance in the online exchanges can offer insights into the learning that can take place in online discussion and offers one way of recognising meaningful online interaction, and therefore point to ways of promoting such exchanges. (Contains 3 tables and 4 footnotes.)
Opinions of Mathematics Teacher Candidates towards Applying 7E Instructional Model on Computer Aided Instruction Environments
Author: Yenilmez, Kursat
Date: 2008-01-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Student Attitudes,Opinions,Teaching Models,Computer Assisted Instruction,Case Studies,Foreign Countries

The purpose of this study was to determine opinions of mathematics teacher candidates towards applying 7E instructional model on computer aided instruction environments. The descriptive case study model was used in this study. The sample of the study consists of 52 mathematics teacher candidates which were selected randomly from Eskisehir Osmangazi University Department of Elementary Education students. Data were collected by &quot;Applying 7E Instructional Model on Computer Aided Instruction Environments&quot; questionnaire and a demographical form. The findings of this study have been evaluated within mean, standard deviance, maximum and minimum values as dependent to the descriptive case study model. (Contains 6 tables.)
The Examination of the Basic Skill Levels of the Students in Accordance with the Perceptions of Teachers, Parents and Students
Author: Hotaman, Davut
Date: 2008-07-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 4,Grade 5,Basic Skills,Elementary Education,Student Attitudes,Teacher Attitudes,Parent Attitudes,Role of Education

In this research, the level of possession of the students' basic skills that are anticipated to be cultivated into student by the new elementary education program were evaluated in terms of the perceptions of teachers, parents and students. For the sample groups of this research, the 4th and 5th grade students (527) from 16 schools, the parents (527) of these students and the teachers (148) of the 4th and 5th grade in the districts of Istanbul (Avcilar, Bakirkoy and Sisli), which is the largest city of Turkey, in the academic year 2006-2007, were chosen. The data collected via the research were analyzed by SPSS 15.0 package and the perception points of each 4th and 5th grade students towards the basic skills were assessed. Whether the total perception points of the groups differentiated from one another in each of the sub-dimensions was tested by MANOVA, for each sub-dimension, it was tested by ANOVA; and, to determine the source of the differences, Games-Howell Test was used. The significance level was taken as 0.05 in this research. Through the analyses it was determined that the teachers', parents' and students' perceptions towards the 4th and 5th grade students' possession of the basic skills and all sub-dimensions have a significant difference. (Contains 3 tables.)
The Evaluation of Counseling and Guidance Services Based on Teacher Views and Their Prediction Based on Some Variables
Author: Yuksel-Sahin, Fulya
Date: 2009-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Multiple Regression Analysis,School Guidance,Predictor Variables,Prediction,Psychological Services,Counseling Effectiveness,Counseling Services,School Counseling,Teacher Attitudes,Measures (Individuals),Counselor Evaluation,Program Evaluation

This study evaluated psychological counseling and guidance services based on elementary and secondary education teachers' views. Participants were 204 teachers. "School Guidance Services Scale" and "Teacher Personal Information Form" were used for gathering the necessary information. Percentage calculations and multiple regression analysis were used for data analysis. The results showed that teachers listed the guidance services from the most utilized to the least as follows: consultation, counseling, information gathering and outreach, appraisal, orientation, placement, research and evaluation public and family relations and follow-up services. Results of this study showed that overall an approximately 46% of all counseling and guidance services were offered. Moreover, according to the results of the study, the grade being taught and holding the view that schools should definitely have a school counselor were significant predictors of teachers' evaluation of counseling and guidance services. However, taking counseling and guidance lessons during undergraduate studies, the length of service and gender were not significant predictors of teachers' evaluation of counseling and guidance services. (Contains 2 tables.)
Readiness of Year 1 Students to Learn Science Process Skills in English: A Malaysian Experience
Author: Sulaiman, Tajularipin
Date: 2009-01-00
Type: Journal Articles
Subjects: Science Process Skills,Teaching Methods,Learning Readiness,Rural Urban Differences,Comparative Analysis,Skill Analysis,English (Second Language),Language of Instruction,Elementary School Science,Elementary School Students,Foreign Countries,Aptitude Treatment Interaction,Academic Ability

The Malaysian Ministry of Education has implemented the use of English as the medium of instruction at primary school level beginning 2003. These students are the main group of people affected by this change in policy. Besides, the implementation of the approach also raises the readiness of students in the rural areas. Therefore, the aims of the study are a) comparing between year 1 students from the urban and the rural areas in terms of their competency of science process skills which use English terminologies, and b) determining the level of readiness of year 1 students in learning the science process skills in English for Science subject. The study adopted a quantitative research method design to make a comparison between Year 1 students in the rural and urban areas and to determine the level of readiness. The research findings show that there is a significant difference between year 1 students in rural and urban in term of communication skill, classification skill and observation skill. The findings from this study could contribute to the improvement of pedagogical practices in teaching Science in primary school. (Contains 5 tables.)
Emmanuel Levinas &amp; Paulo Freire: The Ethics of Responsibility for the Face-to-Face Interaction in the Virtual World
Author: Gomez, Margarita Victoria
Date: 2009-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Interaction,Ethics,Critical Theory,Internet,Computer Mediated Communication,Humanism,Web Based Instruction,College Instruction,Distance Education,Social Responsibility,Role of Education,Educational Principles,Educational Philosophy,Popular Education

The objective of this work is a reflection on the ethics of education on the net as a contribution to the face-to-face interaction in the virtual world. We think the ethics is a result of a process of responsible interchange with others. Two important thinkers of the last few decades, Emmanuel Levinas e Paulo Freire contribute each one with one's unique approach to the questions surrounding ethic in the online education: ethic of responsibility and humanist ethic. Almost no attention has been paid to examining their views on ethic in online education, but this article, in part, fulfills a gap and attempts to mediate their two positions towards a broader critique of face-to-face in virtual world. This work shows some implications of interaction in the virtual world and questions the possibility of the paradox of face-to-face being virtual. The experiences as a professor of web-courses about Paulo Freire, at Latin American Council of Social Sciences and the theoretical revision (Freire, 1970, 1999, Levinas, 1980, 1997, Gomez, 2004,) contribute to this reflection. The results suggest that ethics of responsibility does not allow fleeing from the Other who demands attention, listening and dialog to speed up the learning process. By utilizing both Levinas and Freire, it is argued, against a conservative pedagogy based on an instrumental ethic and in favour of a participatory pedagogy that can help strengthen the learning.
An Analysis of Globalization and Higher Education in Malaysia
Author: Arokiasamy, Anantha Raj A.
Date: 2011-09-21
Type: Reports - Evaluative
Subjects: Higher Education,Global Approach,Program Effectiveness,Foreign Countries,Private Colleges,Educational Policy,Change Strategies,Educational Strategies,Trend Analysis,Privatization,Barriers,Educational Development,Performance Factors

This study aims to examine the impact of globalization on private higher education in Malaysia. The impact of globalization and the development of knowledge-based economy have caused much dramatic change to the character and functions of higher education in Malaysia. The major trend is the reforming and restructuring of private higher education in Malaysia to make it more competitive globally. If Malaysia is serious in turning into an &quot;education hub&quot;, strategies and policies have to be in place to attract international students to study with a local university with international standards. (Contains 1 table and 1 figure.)
The Comparison of Oral Language Acquisition for Grade 1-3 in Taiwan and America
Author: Wu, Min-Ping
Date: 2008-07-00
Type: Journal Articles
Subjects: Foreign Countries,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Materials,Grade 1,Grade 2,Grade 3,Elementary Education,Comparative Analysis

This study focused on the English language teaching methodologies used by a small number of the ELD teachers in Fullerton school district in the United States and EFL teachers in ABC school in Taiwan. The instruments, interview, observation and field notes, were used to gather the evidences of useful oral language teaching methodologies. Results indicate that most of the methodologies utilized in the ELD and EFL programs are consistent with each other. However, the ELD teachers were more capable to provide valuable resolution of the obstacles of teaching oral language as well as the instances of delivering oral language methodologies. The researcher made an action plan targeted to findings of the following questions. 1. What materials are used to deliver oral language instruction in both countries? 2 What methodologies are the most useful and well-liked by students? 3. How are students motivated to acquire English oral language skills in both countries? (Contains 2 tables.)
Process and Product Explanations for What Works for LD and Why
Author: Womack, Sid T.
Date: 2011-09-21
Type: Information Analyses
Subjects: Learning Disabilities,Disability Identification,Literature Reviews,Elementary Secondary Education,Educational Research,Praxis

In the history of learning disabilities education, practitioners and researchers alike have been mired in controversies about product and process approaches. This review of literature attempts to identify the most useful research about product and process approaches and to suggest situations in which each may be most appropriate. Some literature suggests that there may be a process/product break between the elementary and secondary grades. The article also uses the four basic Gestalt laws (principles) to illustrate how students with learning disabilities apprehend content. (Contains 1 table.)
Dropout Prevention Services and Programs in Public School Districts: 2010-11. First Look. NCES 2011-037
Author: Carver, Priscilla Rouse
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Prevention,Dropouts,School Districts,Dropout Programs,Elementary Secondary Education,At Risk Students,High Schools,Individual Needs,Student Needs,Social Services,Out of School Youth,High School Students,Questionnaires,Academic Achievement

This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010-11 school year. For this survey, dropout prevention services and programs were defined as services and programs intended to increase the rate at which students are staying in school, progressing toward graduation, or earning a high school credential. The survey was designed to be completed by all types of districts, including those without high school grades. The survey asked about services and programs that districts may provide to students at various levels, including those in elementary and middle/junior high school, that are designed to support students who are struggling academically or who may be at future risk of dropping out. The National Center for Education Statistics (NCES) in the Institute of Education Sciences conducted this Fast Response Survey System (FRSS) survey in fall 2010. FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to 1,200 public school districts in the 50 states and the District of Columbia. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 25 tables and 6 footnotes.)
Education at a Glance 2011: OECD Indicators
Author: Organisation for Economic Cooperation and Development
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Objectives,Outcomes of Education,Educational Indicators,Foreign Countries,Academic Achievement,Educational Policy,Graduation Rate,Adults,Teacher Salaries,Educational Trends,Trend Analysis,Access to Education,Educational Environment,Employment Level,Teacher Student Ratio,Education Work Relationship,Student Financial Aid,Expenditure per Student,Age Differences,Educational Attainment,Class Size,Educational Demand,Study Abroad,Economic Climate,Educational Finance,Educational Quality,Enrollment Trends,Faculty Workload,Foreign Students,Gender Differences,High Schools,Income,Postsecondary Education,Elementary Secondary Education,Student Characteristics,Student Evaluation,Trust (Psychology),Vocational Education,Comparative Analysis,Salary Wage Differentials,Tables (Data),Charts

Across OECD (Organisation for Economic Cooperation and Development) countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts in this publication are available via the StatLinks printed in this publication. Individual sections contain references. (Contains 132 tables.) [For "Education at a Glance 2010: OECD Indicators," see ED518232. For "Education at a Glance 2011: Highlights," see ED524204.]
Cross-Level Peer Mentoring
Author: Goel, Sanjay
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Engineering Education,Mentors,Teaching Methods,Foreign Countries,Educational Experience,College Faculty,College Students,Peer Teaching,Student Attitudes,Student Participation

With increasing demand for engineering education in India, universities and colleges are finding it increasingly difficult to build enough faculty capacity to provide a long term individual attention to all students. A few hours of weekly engagement of senior students in mentoring junior students can greatly supplement faculty efforts to enhance the technical competence of a much larger number of junior students. This paper describes our experiment with cross peer mentoring for the last six years, and makes a case for introducing it as a conscious student teaching/learning strategy in the engineering curricula across the country. The paper also argues that cross-level curricular peer mentoring has multi-dimensional effects on mentees as well as mentors. Instead of viewing it as a strategy to partially overcome faculty shortage for junior level courses, it should be viewed as a necessary educational experience for seniors that helps them enhance several of their own competencies. Two appendixes present: (1) Advantages of Mentoring as Identified by Final Year Students Involved in Crosslevel Mentoring of Juniors, 2009; and (2) Advantages of Mentoring as Identified by Alumni.