ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Development Based on Online and Face-to-Face Learning in a Saudi Arabian University
Author: Alashwal, May
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Online Courses,Electronic Learning,Conventional Instruction,Foreign Countries,Teaching Methods,Graduate Students,Student Attitudes,Preferences,Work Life Expectancy,Feedback (Response),Group Activities,Time Management

This research examined curriculum development in an academic program with respect to graduate education-level methods of teaching. Numerous studies have suggested that educational curricula should be redeveloped based on Web 2.0 technologies. The purpose of this research is to analyze student perspectives regarding curriculum development based on their online and face-to-face learning experiences in a Saudi Arabian university. This research surveyed 95 graduate students in a Saudi university to examine their perceptions of curriculum development based on online and face-to-face learning. The research objective was to determine students' opinions regarding the performance and challenges of the developed curriculum. The research design in this study was based on a qualitative analysis study of an online survey. The survey data were analyzed and showed a consensus in favor of online learning courses. The results show that online students highlighted the flexibility, accessibility, and balance of time management in their personal and professional life during the course yet the face-to-face students emphasized that their main reason for enrolling in face-to-face classes involved having better class interaction with peers and faculties.
Learning from a Study Visit to Norway: Observations to Implications for Practice as Teacher Educators
Author: Hindmarsh, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Outdoor Education,Field Instruction,Travel,Study Abroad,Preservice Teacher Education,Teacher Educators,Student Teachers,Elementary School Science,Playgrounds,Skill Development,Self Efficacy,Teacher Student Relationship,Foreign Countries,Observation

Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of teacher educators working with student teachers in a woodland playground project and a 'Land art in the tidal zone' residential fieldwork project. This afforded rich opportunities for the observation of the teacher educators' pedagogical practice and of student teacher responses. Implications for our practice have been derived from an analysis of what was observed and reflections from the academic literature in this field. Suggestions are made for the development of practice in the primary science team in our University, and proposed for initial teacher education. It is suggested that high quality outdoor learning experiences, including fieldwork, encourage skill development and that positive teacher-student relationships with the development of self-efficacy for student teachers is important for securing high levels of engagement and involvement when learning outdoors.
More than Just a Quiz - How Kahoot! Can Help Trainee Teachers Understand the Learning Process
Author: Atherton, Pete
Date: 2018-00-00
Type: Journal Articles
Subjects: Tests,Educational Technology,Preservice Teachers,Learning Processes,Educational Games,Cooperative Learning,Secondary School Teachers,Student Attitudes,Metacognition

This paper evaluates the findings of a small-scale research project into how trainee teachers can use Kahoot! to help them reflect on the learning process. Kahoot! is an online collaborative learning platform - a game-based student response system (GSRS), which was launched in 2012. It is frequently used as a quiz by experienced and trainee teachers. These quizzes are frequently focused on recall and low order thinking. This paper aims to explore how teachers can design Kahoot! quizzes in a way that enables them to better understand the links between educational technologies and learning. A complementary element to the research assessed the effectiveness of Kahoot! as an example of using edtech to gather formative data and also develop their learners' own questioning techniques. Through questionnaires, focus groups, individual interviews and Kahoot! surveys, this paper gained an insight into future areas that may be worthy of pursuit.
Relationship between Academic Achievement, Visual-Motor Integration, Gender and Socio-Economic Status: North-West Child Health Integrated with Learning and Development Study
Author: Coetzee, Dané
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Gender Differences,Socioeconomic Status,Compulsory Education,Elementary School Students,Children,Correlation,Perceptual Motor Coordination,Visual Perception,Student Characteristics,Foreign Countries

Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of 863 participants (n = 538, low SES group; n = 325, high SES group) from 20 schools in four school districts in the North West province of South Africa were randomly selected to participate. Methods: The Beery Visual-Motor Integration Test, 4th edition (VMI-4) was used to evaluate the VMI, visual perception and motor coordination skills; and the June mid-year school assessment (JMSA) and the Annual National Assessment (ANA) marks were used to examine their academic achievements. Spearman rank-order correlations and stepwise regression analyses were used to, examine significant associations and unique contributors, respectively. Results: Small-to-moderate significant correlations were found between all the learning areas assessed during the JMSA and the ANA examinations and the VMI-4. The strongest correlations occurred between visual perception and most of the learning areas. Socio-economic status had the greatest predictive association with most of the academic learning areas. The largest contributions ([greater than or equal to] 10% moderate, [greater than or equal to] 25% great) of SES were found during the JMSA in English, life orientation, mathematics, natural science, social sciences and in the grade point averages. During the ANA, SES had the highest predictive contribution to English and mathematics. Conclusion: The overall academic achievement of learners could be negatively affected by their SES and visual perception skills, that suggest timeously prevention strategies to counter these effects.
Academic Afterschool Support for English Language Learners in Middle School through a Literacy Methods Course: A Summary of Five Years of Experiences
Author: Schneider, Elke
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,After School Programs,Middle School Students,Literacy Education,Teacher Competencies,Methods Courses,Student Diversity,Culturally Relevant Education,Intervention,Elementary Secondary Education,Student Needs,Second Language Instruction,English (Second Language),Program Effectiveness,Teacher Attitudes,Middle Schools,Clinics,Undergraduate Students,Student Attitudes,Graduate Students

English language learners (ELs) present the fastest growing school population in the southeastern region. Therefore teachers need to be specifically prepared to provide culturally and linguistically appropriate support to ELs using research-evidenced practices. For this purpose, a southeastern university integrated an afterschool academic EL support program into a graduate literacy course to serve ELs at a middle school. This paper shares the course characteristics, the afterschool support model, selected case scenarios with intervention content, and mixed methods impact data from various sources. Based on described benefits and challenges, suggestions for other institutions of learning are provided.
Gender Inclusion in the Clerc Center&apos;s Demonstration Schools
Author: Farias, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: Demonstration Programs,Elementary Schools,Secondary Schools,Inclusion,Sex,Deafness,Sanitary Facilities,Special Schools,School Policy

When Roberta J. Cordano became president of Gallaudet University and began her term in January 2016, it was with an air of positive transformation. Kendall Demonstration Elementary School (KDES) and the Model Secondary School for the Deaf (MSSD)--the two demonstration schools under the umbrella of Gallaudet's Laurent Clerc National Deaf Education Center and located on the University's campus--took part in this transformation, which included making the entire campus a more inclusive environment for individuals of all genders. This article describes how the two schools worked together to develop a gender inclusive school policy and guidelines that: (1) Foster an educational environment that is safe, welcoming, and free from stigma and discrimination for all students regardless of gender identity or expression; (2) Facilitate compliance with local and federal laws concerning bullying, harassment, privacy, and discrimination; and (3) Ensure all students have the opportunity to express themselves and live authentically. Key highlights of the Clerc Center guidelines on transgender and gender nonconforming students are included.
Perceptions of a School-Based Sexuality Education Curriculum: Findings from Focus Groups with Parents and Teens in a Southern State
Author: Marshall, S. Alexandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Sex Education,Parent Attitudes,Student Attitudes,High School Students,Friendship,Dating (Social),Curriculum Evaluation,Role Models

School-based sexuality education is widely supported by most Americans. However, there is debate over the topics that should be taught. Also, a better understanding of desires adolescents and parents have for equipping youth to make healthy decisions is needed. This study gathered perceptions from parents and students about the sexuality education curriculum being implemented in selected, priority high schools in Arkansas. Separate parent and student focus groups were conducted at four of the fifteen priority high schools with high rates of sexually transmitted infection (STI) and teen pregnancy. Common themes included: 1) sex education should be comprehensive and is currently inadequate; 2) characteristics valued in friendships are not currently reinforced in schools leaving a disconnect for students when it comes to healthy romantic relationships; 3) students feel ill-equipped to pursue healthy dating relationships and lack realistic role models for healthy dating relationships; and 4) many teens are believed to be in abusive dating relationships. A comprehensive sexuality education curriculum is recommended to better address all relationship types and equip students to make healthy decisions in the context of their relationships.
Knowledge of Slope Concept in Mathematics Textbooks in Undergraduate Education
Author: Tuluk, Güler
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Textbooks,College Mathematics,Mathematical Concepts,Textbook Evaluation,Technology Uses in Education,Foreign Countries,Algebra,Word Problems (Mathematics)

This study questions the dominant approach in the presentation of the concept of slope in undergraduate education through mathematics textbooks. For this purpose, five mathematics textbooks, were analyzed for problems related to slope, and similarities and differences were revealed. First, the subjects related to the slope in the textbooks were categorized and examined within the context in which they were handled. Therefore, this study is a qualitative study that adopts the interpretive paradigm. These categories are discussed in the form of connectivity, exploration, and purpose using the study for the context (Rezat, 2006). Stump (1999; 2001b) and Moore-Russo et al. (2011) studies were used for cognitive development. These are determined as geometric ratio, behavioral indicator, property determiner, algebraic ratio, parametric coefficient, functional property, linear constant, real life, physical property and trigonometry. Representations of the process skills were chosen as algebraic expressions, tables, and graphics. The concept is discussed in the form of calculus. The analysis in the current study also took into account the use of technology (Akkoyunlu, 2002; Schware &amp; Jaramillo, 1998) CAS and Scientific and Graphing Calculators. Definition, justification, and explanation for performance are arranged. Compared to translate the book, Turkey's textbooks 1. contains mostly algebraic expressions, does not use justifications and explanations, and is unrelated to real life, 2. contains applications that use more formulas, 3. The definition is less emphasized, 4. not using technology, 5. They do not clearly express the connections with other subject areas (Economy physics etc.). In general, it was seen that translated textbooks were mostly related to real life, equipped with explanations and justifications requiring cognitive competencies, and proceeded harmoniously between the subject area's main ideas and related ideas. These books use multi-step solved problems. Turkish textbooks need to be reviewed in terms of their functional areas in terms of context, cognitive need, representations, technology, and performance.
Student Perceptions on Blended/Flipped and Traditional Face-to-Face: A Course Redesign Assessment
Author: Luna, Yvonne M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Conventional Instruction,College Students,Active Learning,Learner Engagement,Pretests Posttests,Curriculum Design,Learning Activities,Instructional Materials,Time on Task

The blended and flipped class is often considered the most student-centered type of learning as it promotes deep and life-long learning. Using qualitative and quantitative data from anonymous surveys completed by students in two different introductory classes, one blended and flipped (N=56) and the other traditional lecture (N=74) taught by the first author during the same semester, this study reveals active learning in the blended and flipped class contributes to those students': 1) positive perceptions of usefulness of course material; 2) perceptions of more time spent on their class; and 3) preference for blended and flipped learning. These findings provide for a deeper understanding of the results of an earlier study with these same cohorts where the blended and flipped learning outperformed the traditional face-to-face students on a pre-posttest. It also provides insight into the usefulness of blended learning and can help assuage fears that students are short changed when they don't have face-to-face instruction. This article closes with suggestions for instructors wishing to pursue a flipped and blended classroom model.
Assessing Changes in Attitudes Concerning Developmental Assets among Selected Middle School Students
Author: Visker, Joseph
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Attitude Change,Substance Abuse,Prevention,Health Education,Individual Development,Youth Programs,Violence,Intervention,At Risk Students

A self-report instrument was used to assess trends over time in student views of Developmental Assets in a rural Missouri county where youth report high rates of substance use. Based on 2012 survey results, a community/school-based prevention coalition provided intensive prevention education curricula integrated into the district's afterschool program as well targeted asset-building events following the Developmental Assets Framework. Results comparing asset scores between the three years failed to provide sufficient evidence supporting the effectiveness of asset-related education and events. However, the results provide health educators with valuable needs assessment data. Conducting a trends analysis based on a positive youth development process can assist community/school-based coalitions in planning future curricula, programs, activities, and events to address the specific asset needs of their community youth.
Collaboration of Researchers and Stakeholders: Transforming Educator Preparation
Author: Morgan, Bobbette M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,College School Cooperation,Partnerships in Education,Teacher Education Programs,Stakeholders,Researchers,Teacher Attitudes,Teacher Qualifications,Program Effectiveness,Teacher Persistence,Labor Turnover,Teacher Effectiveness,Employer Attitudes,Principals,Administrator Attitudes

This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher's perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years.
The Views of Turkish Language Teachers and Primary School Teachers on Teacher Guidebooks
Author: Kiymaz, Mustafa Said
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Language Teachers,Turkish,Elementary School Teachers,Teaching Guides,Secondary School Teachers,Educational Benefits

The present study aims to determine the views of primary school teachers and Turkish language teachers on teacher guidebooks in Turkey. The mixed research method and &quot;convergent parallel design&quot; were used in the study. The quantitative study group of the study included 163 primary school teachers (1st-4th grades) and 163 Turkish language teachers (5th-8th grades) in Turkey, while the qualitative study group included 6 primary school teachers (1st-4th grades) and 6 Turkish language teachers (5th-8th grades). The study population included primary school and Turkish language teachers in Turkey. The 23-item survey included the measures of main trands (such as mode, median, average), while the qualitative data were based on the transcripts of teacher feedback audio recordings. Determination Validity Ratio was calculated based on the validity and reliability tests conducted on the survey tool. During the analysis, the SPSS 21.0 software was used. The qualitative data were analyzed with content analysis. Furthermore, averages, percentages, and frequencies were calculated for a section of qualitative data. In the validity and reliability tests for the qualitative data, the views expressed in audio recordings were analyzed several times by 3 field experts using content analysis, and they were categorized as sub-topics.
The Effect of Formative Assessment on the Academic Achievement Levels of Prospective Teachers
Author: Hotaman, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Academic Achievement,Preservice Teachers,Foreign Countries,Pretests Posttests,Student Evaluation,Evaluation Methods,Student Motivation,Psychological Patterns,Student Participation,Student Attitudes

This study aims to examine the effect of &quot;Formative Assessment (FA)&quot; practices in &quot;Assessment and Evaluation in Education&quot; class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a &quot;Teacher Training Course&quot; in Faculty of Education in Yildiz Technical University, Turkey during the 2017-2018 academic year. The data collection instruments included a 40-item multiple-choice achievement test (AT) chosen from a question bank in accordance with the course objectives and a semi-structured interview form. For the achievement test, reliability was achieved by the test-retest method (r=0.95), and validity was secured by the &quot;analytical&quot; method based on expert opinion. Following the nine-week FA practices using the complete experimental double pretest-posttest research design, it was found that these practices (what do I recall? and what have I learned?) resulted in a significant difference in favor of the experiment groups. The responses of prospective teachers to the semi-structured interview form developed to collect qualitative data for the study were categorized into common themes, which demonstrate that the quantitative data are confirmed by the qualitative data regarding the FA practices. This harmony between the quantitative and qualitative data showed that FA practices (independent variable) are strong enough to affect the achievements of prospective teachers (dependent variable).
Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies
Author: Graham, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Comorbidity,Autism,Pervasive Developmental Disorders,Students with Disabilities,Social Development,Interaction,Interpersonal Communication,Student Interests,Teaching Methods,Video Technology,Modeling (Psychology),Peer Relationship,Individualized Instruction,Generalization

For families and educators, understanding and working with children who experience a combination of deafness and autism spectrum disorder (ASD) can be challenging. Yet both understanding and work are crucial. For children with ASD to succeed, parents and educators need to understand them and to be able to work together to implement successful educational strategies. These strategies fall into two categories: 1) strategies for improving social interaction, primarily focusing on communication; and 2) strategies for incorporating the students' interests, which may be intense but restricted (American Psychiatric Association, 2013). What this means is that some children can be very focused on a few specific interests so educators can modify strategies to use each child's interests to introduce new knowledge and teach various skills. Educators, must develop a &quot;toolbox&quot; of strategies and frameworks of practice to help students develop supportive relationships and ensure they have a sense of belonging and being a part of an inclusive community. The information in this toolbox will help teachers who have deaf or hard of hearing children with ASD in their classrooms. This article describes four strategies that are inclusive; they work for most children. They include: (1) routine explanation; (2) video modeling; (3) peer-to-peer social interaction; and (4) differentiated instruction.