ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Inquiry: Using Text to Connect to the Academy
Author: Daraviras, Tracy
Date: 2012-00-00
Type: Journal Articles
Subjects: College Freshmen,College Preparation,Inquiry,Program Effectiveness,Reading Instruction,Critical Reading,Student Centered Learning,Notetaking,Reflection,Reader Text Relationship,Class Activities,Classroom Communication,Academic Discourse,Program Descriptions,Access to Education,Higher Education,Disproportionate Representation,At Risk Students,Peer Relationship,Questioning Techniques,Reading Assignments,Writing Assignments,Learner Engagement

When evaluating the effectiveness of their program, members of the Brooklyn College SEEK Department, a higher education opportunity program, decided to make their pedagogy more student-centered. They created a method of reading instruction, which they named critical inquiry. Its goals are to build community through teaching students to annotate, question, and reflect on text. The use of student-generated questions as the basis for classroom activity not only makes for livelier classroom discussions, it welcomes students to academic discourse, validates their experiences, and fosters confidence in their learning. The elements of critical inquiry are transportable and can be used in varied disciplines and skill levels.
Book Clubs in Developmental Reading: Building Reading Comprehension, Fostering Reading Enjoyment, and Engaging Students
Author: Maldonado, Michele
Date: 2012-00-00
Type: Journal Articles
Subjects: Clubs,Books,Developmental Studies Programs,College Students,Reading Motivation,Reading Skills,Student Participation,Reading Difficulties

The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading material in a non-threatening environment. This article describes how to set up book clubs in the developmental reading classroom as well as how to facilitate their use to motivate students to read.
Developmental Reading and Nursing Program Partnerships: Helping Students Succeed in Reading-Intensive Coursework
Author: Costanzo, Ryan D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Reading,Nursing Students,Nursing Education,Reading Skills,College Faculty,College Students,Focus Groups,Reading Strategies

While clinical competence and hands-on ability are crucial to nursing, students in college-based nursing programs face almost certain failure if they lack skills and strategies for textbook reading. Faculty and staff at a small liberal arts college with a two-year nursing program used focus groups consisting of first-semester and final-semester students to identify 17 reading strategies used by successful students. Underprepared readers must be taught these same strategies for how to deal with the intense reading associated with undergraduate nursing, and such instruction should be mandatory and provided prior to entry into nursing coursework. Developmental reading educators are urged to partner with their colleagues in nursing to support underprepared readers who aspire to become nurses.
Tri-Squared Qualitative and Mixed Methods Analysis of Perceptions of the Effectiveness of the Student Athlete Leadership Academy [SALA]: A Character Development and College Preparatory Program for Young African American Men
Author: Hinton, Harvey
Date: 2015-00-00
Type: Journal Articles
Subjects: African American Students,Males,Values Education,College Preparation,Athletes,Student Leadership,Program Effectiveness,Middle School Students,Mixed Methods Research,Focus Groups,Curriculum Implementation,Student Attitudes,Critical Theory,Race

This paper outlines the major dimensions and overall effectiveness of the Student Athlete Leadership Academy (or &quot;SALA&quot;). SALA is a character development and college preparatory program designed for middle grade student athletes. The focus of this paper is to provide information about year 1 of SALA. At the same time the paper will contextualize SALA within the spectrum of discussions regarding Teacher Education and its ability to address the needs of young African American men. The data analysis for this study highlights participant responses regarding the overall effectiveness of SALA through the careful examination of: qualitative focus group responses on issues related to SALA curricular implementation and lessons learned; and a Tri-Squared analysis of participant perceptions of overall SALA program effectiveness. The goal of this research investigation is to provide a community-oriented and based program that can be developed into a replicative model. This model can then be offered to other communities seeking to provide meaningful experiences designed to directly address the unique issues and specific needs of young African American men and young men of color.
Pre-Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE
Author: Boopathiraj, C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teachers,Beginning Teachers,Graduate Students,Integrated Learning Systems,Research Methodology,Methods Courses,Education Courses,Online Courses,Teaching Experience,Satisfaction,Electronic Learning,Teacher Education Programs,Learning Experience,Constructivism (Learning),Rating Scales,Questionnaires,Outcomes of Education,Course Evaluation,Foreign Countries

The aim of this study is to enlighten and discuss Post Graduate student teachers' first time experiences and their level of satisfaction with the use of Moodle Learning Management System (LMS) during their &quot;Research Methods in Education&quot; course offered online. This study investigated 30 pre-service Post Graduate student teachers' to analyze their first time experiences and satisfaction in a Course Management System (MOODLE). The findings of this study indicated that PG Student teacher's supported and were very interested in learning through the given e-platform. It is also recommended to extend the e-platform for all other courses in teacher education programme.
Effectiveness of CAI Package on Achievement in Physics of IX Standard Students
Author: Maheswari, I. Uma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Computer Assisted Instruction,Science Achievement,Physics,Science Tests,Achievement Tests,Pretests Posttests,Equivalency Tests,Experimental Groups,Control Groups,Secondary School Students,Criterion Referenced Tests,Hypothesis Testing,Scores,Comparative Analysis,Gender Differences,Scientific Concepts

The present study is an experimental one in nature, to find out the effectiveness of CAI package on in Physics of IX std. students. For this purpose a CAI package was developed and validated. The validated CAI package formed an independent variable of this study. The dependent variable is students' achievements in physics content. In order to find out the achievements in Physics among IX standard students, the investigator developed and standardized an achievement test on Physics unit entitled &quot;Work, Power and Energy&quot; prescribed for IX std. by Tamilnadu Textbook Society. It is a pre-test-post-test equivalent group design. In order to have randomization in the sample the investigator selected two schools in Madurai city. The Experimental and Control groups were identified in both these schools. Before the treatment both experimental and control groups were equated based on their performances in entry level test. The selected experimental and control groups were administered Pre test, developed and validated by the investigator. The treatment was conducted in four equal sessions. After all the treatments both the groups were administered Post test. Data were collected from the students. They were tabulated and statistical treatments were applied. The analysis results are discussed in this paper.
Awareness of Facebook Education among Student Teachers in Present Scenario
Author: Joan, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Educational Technology,Telecommunications,Handheld Devices,Gender Differences,Geographic Location,Religious Factors,Family Income,Knowledge Level,Preservice Teachers,Student Surveys,Hypothesis Testing,Correlation,Academic Achievement,Statistical Analysis,Foreign Countries,Content Validity,Qualitative Research

Facebook is one of the most popular social networks in the world. Day by day, it is becoming an indispensable part of people lives affecting the daily routine of people. Developments in Computer Technology lead to developments in Communication Technologies and styles as well. Facebook is one of the significant examples of these developments. In addition, mobile phone companies encourage people to use wireless devices in order to connect to Social Network. The aim of the present study is to investigate the awareness of Facebook Education among student teachers in current scenario. The objective of the study was to find the difference between/among student teachers in their awareness of Facebook education with respect to gender, locality, religion and family income, and also to find the correlation between Facebook awareness and Academic achievement among student teachers in Kanyakumari district. The investigator used the survey method to determine the Facebook awareness of the students in the college of education. The present study consists of 140 samples from the population of Colleges of Education. The investigator has used two tools for the present study. They are &quot;Facebook Awareness Scale&quot; and Personal Data Sheet&quot;. The hypothesis of this study was that there is no significant difference/among student teachers in their Facebook awareness with respect to gender, locality, religion and family income. Also there is no significant correlation between Facebook awareness and academic achievement among student teachers in Kanyakumari district. The finding shows that there is no significant difference between/among student teachers in their Facebook awareness with respect to gender, locality, religion and family income. But there was positively very high correlation between Facebook Awareness and Academic achievement. Therefore it was concluded, that Facebook awareness in education is important to all the student teachers in different areas irrespective of the, gender, religion and income of the family.
Improving Law Enforcement Cross Cultural Competencies through Continued Education
Author: Sereni-Massinger, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Police,Police Education,Law Enforcement,Cross Cultural Training,Continuing Education,Critical Thinking,Multicultural Education,Self Control,Decision Making,Problem Solving,Interpersonal Competence,Crisis Management,Conflict Resolution,Crisis Intervention,Partnerships in Education,Police Community Relationship

Over the last thirty years Community Oriented Policing (COP) has spawned advancements in creating community partnerships with law enforcement agencies. Agencies that focus on such partnerships have served to reduce crime and resolve conflict. However, community opinions towards law enforcement have become increasingly negative due to recent civil disturbances throughout the United States. Multiculturalism is rapidly expanding within our American communities. The lack of cross-cultural leadership has lent to increased societal conflict. Within law enforcement agencies, annual continued education in the effective interaction and communication with citizens from diverse backgrounds is increasingly necessary. Agencies who form partnerships with educational institutions create opportunities for annual education on cross-cultural leadership. Annual continued education for law enforcement in critical thinking creates opportunities for improved professional self-regulation, decision-making, problem solving and proper analysis of various plausible outcomes. Annual continued education geared towards interpersonal skills creates opportunities for increased communication, enhanced community rapport, and improved potential for de-escalation of hostile events.
Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence
Author: Gerich, Mara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Teacher Conferences,Simulation,Educational Counseling,Preservice Teachers,Counseling Effectiveness,Faculty Advisers,Longitudinal Studies,Quasiexperimental Design,Pretests Posttests,Counseling,Competence,Case Studies,Role Playing,Vignettes,Multivariate Analysis,Communication Skills,Problem Solving,Coping,Functional Behavioral Assessment,Behavior Rating Scales

In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers' counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers' counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants' counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.
Examination of Academic Achievement in Early Adolescence: A Comparison for Adolesence with Visual Impairments Doing Sport or Not Doing Sport
Author: Taskin, Cengiz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Early Adolescents,Visual Impairments,Athletics,Life Style,Gender Differences,Self Esteem,Interviews,Statistical Analysis

The aim of this study was examination of academic achievement of early adolescents with visual impairments. Eighty eight children from Turkey, (age = 12.30 ± 1.22 years; height = 144.10 ± 5.51 cm; weight = 41.45 ± 4.68 kg) for twenty female athletes, (age = 12.30 ± 1.79; height = 151.04 ± 7.49 cm; weight = 48.18 ± 7.63 kg) for twenty seven male athletes, and (age = 11.52 ± 1.44 years; height = 143.86 ± 6.66 cm; weight = 45.95 ± 6.30 kg) for twenty one female sedentary, (age = 12.95 ± 1.00; height = 146.55 ± 5.61 cm; weight = 47.60 ± 4.84 kg) for twenty male sedentary, participated as volunteer in this research. All athletes and sedentary had 3 of sport classifications for the blind. A significantly differences was found between athletes and sedentary in the early adolescence with visual impairments (p=0.05). There was no significantly differences between the females and males in the early adolescence with visual impairments (p=0.05). There was no interaction between gender in the early adolescence with visual impairments group (p&gt;0.05). In conclusion, when visually impaired individuals do sport, their self-confidence increases, they appear to keep themselves away from stress and anxiety and show high motivation in class environments. Finally, they become more successful individuals in their academic career.
Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms
Author: Nenthien, Sansanee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Student Motivation,Grade 9,Mathematics Instruction,Teacher Role,Teaching Methods,Learning Motivation,Teaching Styles,Observation,Questionnaires

The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of Thailand. The results showed, first, that the students' levels of learning ranged from low to moderate-high while the levels of motivation were from moderate to high. In addition, most students had intrinsic motivation; however, some students still lacked motivation and were only motivated by external sources. Second, teachers enhanced students' learning by encouraging them to learn as a whole class the most by using lectures and asking questions. The other top methods were allowing time for self-paced learning and answering, and relying on internal sources of motivation using positive interpersonal and group activities. Most teachers employed both autonomy-supportive and controlling motivating styles in classroom. Even with a variety of motivating methods, the students' learning did not seem to be supported adequately, especially for students who showed a low level of learning.
Levinas, Ethics, Pedagogy, and the Face
Author: Carriere, Peter M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Educational Philosophy,World History,War,Social Justice,Social Responsibility,Teacher Responsibility

Emmanuel Levinas is one of those thinkers whose ideas about ethics and morality have something to say about teaching. Concerned with ethics in a world that seemed devoid of morality, Levinas posited the ultimate responsibility of the I for the Face. The Face, or the Other, the not-me according to Levinas, requires and demands this responsibility precisely because the Other is transcendent. Just why and how the Other becomes the ultimate responsibility, why the Other is transcendent, and how these things impinge on pedagogy is the topic of this essay. Emmanual Levinas's insights into the responsibility of the I for the Other emerged from and were shaped by the degradation, destruction, and chaos of the twentieth century. He was personally subjected to the violence of the Bolshevik Revolution, the rise of Hitler and the Nazis, and World War II.
The Correlation between Pre-Service Science Teachers' Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills
Author: Türk, Cumhur
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Scientific Attitudes,Science Achievement,Astronomy,Spatial Ability,Thinking Skills,Attitude Change,Correlation,Undergraduate Students,Science Tests,Achievement Tests,Attitude Measures,Visualization,Factor Analysis,Statistical Analysis,Instructional Program Divisions,Comparative Analysis,Likert Scales

The purpose of this study was to examine the changes in pre-service Science teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking. The study was conducted with 280 pre-service teachers (freshmen, sophomores, juniors and seniors) studying at the education faculty of a university in Black Sea Region of Turkey. The data were collected through Astronomy Achievement Test, Astronomy Attitude Test and Purdue Spatial Visualization Test: Visualization of Rotations. One way factor analysis (One-Way Anova) technique for independent groups was used for data analysis in order to find out whether pre-service teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed in terms of their years of study. In order to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking, simple linear correlation analysis was conducted and Pearson Moment Correlation Coefficient was checked. The results of the data analysis showed that pre-service teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed significantly in terms of their years of study. In addition, a low positive correlation was found between pre-service teachers' astronomy achievement and attitudes towards astronomy while a high positive correlation was found between pre-service teachers' astronomy achievement and their skills for spatial thinking. In line with these results, recommendations were made to increase the number of astronomy classes in education faculties and to teach astronomy not only in fourth year but also in the first three years.
Study of Social Desirability Levels of Female Youth Camp Leader Candidates in Accordance with Some Variables
Author: Üzümcü, Bülent
Date: 2016-07-00
Type: Journal Articles
Subjects: Social Desirability,Females,Trainees,Student Leadership,Recreational Activities,Student Attitudes,Measures (Individuals),Self Esteem,Statistical Analysis,Reliability,Student Characteristics,Rating Scales,Parent Education

The aim of the study examination of the study of social desirability levels of female youth camp leader candidates in according with some variables. The study the scope of the research consists of 326 female trainees participated in the relevant course of youth camp leader candidates, depending on the Youth and Sport Ministry. As a measurement tool in the research, Akin (2010)'s &quot;Social Desirability Scale&quot; was used. In accordance with the results of the study; a significant difference was found in youth camp leader candidates opinions about social desirability levels towards the education background variable (F = 5,520, p = 0,001&gt;0,05). Another result of the research was that there was not a significant difference in youth camp leader candidates' opinions about social desirability levels towards the profession variable (F = 1,895, p = 0,060&gt;0,05). Towards the scale responses from the participants. According to this result, the scale can be considered to be reliable. Following this, for total points from the scales &quot;Self-Confidence&quot; and &quot;Social Desirability&quot;, parametric independent groups t-test, one way variance analysis (ANOVA) and complementary analysis techniques (Tukey if variances were homogeneous, Tamhane's T2 if variances were not homogeneous) were used in the variables showing a normal distribution. The data was resolved in SPSS 22.0 program, the significance levels were regarded as p&lt;0,05.