ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Influencing Candidates&apos; Performance in English Language and Mathematics at West African Senior School Certificate Examination
Author: Alade, O. M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Factors,Mathematics Achievement,English Curriculum,English (Second Language),Exit Examinations,Performance Based Assessment,Influences,Socioeconomic Background,Time Factors (Learning),Language Attitudes,Scientific Attitudes,Secondary Education,Private Schools,Public Schools,Likert Scales,Correlation,Regression (Statistics),Achievement Need,Statistical Analysis

The study investigated influence of some factors on the performance of selected West African Senior School Certificate Examination (WASSCE) candidates. It also examined the relationship between these factors and candidates' performance. Factors investigated include socio-economic background of the candidates (SEB), study hours (SH), attitude towards English Language (ATTENG) and attitude towards Mathematics (ATTMAT). Secondary schools in Lagos State were divided into private and public secondary schools. Simple random sampling was used to select five out of the six educational districts in Lagos State. Then one public and one private secondary schools were selected in each of the five educational districts earlier selected in stage one. Thereafter, 30 senior secondary school III students were selected in each of the ten schools (5 public and 5 private schools). A total of 600 candidates (consisting of male and female participants) were expected, however, only 564 participants with complete data were found suitable for the study. An instrument tagged &quot;Candidates Rating Scale (CRS)&quot; was developed and used to measure their SEB, SH, ATTENG and ATTMA which were the independent variables while candidates' scores at WASSCE was used as the dependent variable. Obtained data were analyzed by using multiple regressions. The results of the study indicate that there exists a positive correlation between WASSCE grades and all the variables in Mathematics but correlate with socio economic background only for English language.
Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills
Author: Sumadi
Date: 2017-09-00
Type: Journal Articles
Subjects: Ability Grouping,Reciprocal Teaching,Teaching Methods,Interpersonal Competence,Cooperative Learning,Academic Achievement,Homogeneous Grouping,Heterogeneous Grouping,Quasiexperimental Design,Foreign Countries,Multivariate Analysis,Teacher Education Programs,Statistical Analysis

This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning, (2) there are differences in students social skills significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning strategy. Based on the results of descriptive statistical analysis showed that individual achievements on high group of homogeneous turned out to mean the highest increase in the amount of 19.50, the second followed then a heterogeneous group with a mean increase of 15.00, the third then middle group of homogeneous with a mean increase of 13.50, and the lowest low group of homogeneous with a mean increase of 11.75; the social skills on high group of homogeneous showed mean the highest increase in the amount of 10.92, the second a heterogeneous group with a mean increase of 8.75, followed middle group of homogeneous with a mean increase of 8.55, and the lowest of the low group of homogeneous with a mean increase of 6.71.
Examining Pre-School Teachers&apos; and Parents&apos; Views on Counseling and Guidance Services in Pre-School Education
Author: Çevik, Gülsen Büyüksahin
Date: 2017-09-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Parent Attitudes,Guidance,Preschool Education,Semi Structured Interviews,Attitude Measures,Student Behavior,Behavior Problems,School Counseling,Case Studies,Qualitative Research,Student Needs,Career Guidance,Foreign Countries

Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through &quot;a semi-structured interview form&quot; developed by the researcher. The researcher met the participants individually and asked the questions on the interview form for the current research. The responses that the participants provided were recorded and later transferred onto computer environment. The study group, formed based on voluntary participation, included total 30 participants with 15 pre-school teachers and 15 parents of pre-school children. Pre-school teacher participants 10 females and 5 males, worked for five different preschools in Adiyaman. Total 15 parents in the study group included nine females and six males. An examination of pre-school teachers' responses based on the current study findings indicated that majority of the teachers did not prepare an annual counseling and guidance plan. Another finding of the current study was that children of most parents and teachers experience adjustment problems in pre-school. Another finding of the current research is about children's individual problems. Main individual problems that parents experienced with their children included self-care and social development.
The Adolescents Overview with Healthy Sexual Behavior in the Risky Environment
Author: Djannah, Sitti Nur
Date: 2017-09-00
Type: Journal Articles
Subjects: Sexuality,Health Behavior,Risk,Disadvantaged Environment,Influences,Performance Factors,Interviews,Adolescent Attitudes,Dating (Social),Emotional Experience,Coping,Goal Orientation,Religious Factors,Family Influence,Peer Influence,Foreign Countries,Qualitative Research,Adolescents

Teens today have experienced a shift in morality, thought and behavior patterns because they are influenced by foreign cultures. This is due to lack of progress, especially in the field of transport and telecommunications that are spreading globally at youth culture. Negative attitudes towards adolescent health, such as sexual activity also tend to increase. Youth association X in Yogyakarta which is a group of teenagers in the field of traditional dance, &quot;jathilan,&quot; is identified as a group of young adults at risk of premarital sex. They almost have a close friend (dating) and have intercourse, which is interesting to explore. Luckily, there are five teenagers still can maintain healthy sexual behavior. The purpose of research was to know the description of personal factors and external factors that influence adolescents to be able to retain healthy sexual behavior in a risky environment in youth association X. Based on in-depth interviews with five teenagers who declares themselves not dating and a group leader community of Youth Association X. It was shown that an overview that affects teens still behave in a healthy sex despite being in a risky environment is an overview of personal where young people have the ability to hold back emotions, ideals and religiosity attitudes. The picture of the external consists of a family function where parents do remind norms and religion as well as the ability of adolescents to maintain away from the influence of friends to behave deviate.
Pocket Book to Enhance Knowledge and Attitude Regarding Prevention of Soil-Transmitted Helminth
Author: Sofiana, Liena
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Public Health,Prevention,Soil Science,Health Promotion,Health Behavior,Quasiexperimental Design,Elementary School Students,Grade 3,Grade 4,Grade 5,Intervention,Books,Program Effectiveness,Knowledge Level,Disease Control,Pretests Posttests,Attitude Measures,Information Dissemination,Statistical Analysis

Indonesia, being a tropical area with high humidity, is a source of proliferation of worms. Soil-Transmitted Helminths infection is widespread in all rural and urban areas. Children who are infected usually experience lethargy, pallor or anemia, weight loss and listlessness, as well as decreasing their learning concentration and productivity. Prevention effort to reduce the incidence of Soil-Transmitted infection is conducted by providing the information on Soil-Transmitted Helminths infection. Health promotion cannot be separated from media because messages delivered through media can be more interesting and easier to understand. The purpose of this study is to determine the effectiveness of a pocket book to increase preventive behavior for Soil-Transmitted Helminths Infections. This type of research was a quasi-experimental study. The samples of this study were all elementary school infected students in grades 3, 4, and 5 with a package of interventions for the provision of a pocket book. The effectiveness of the pocket book is determined by using the t test. There are differences between the mean of knowledge and attitude, but the mean of behavior of Soil -Transmitted Helminths Infection before and after the pocket book is similar.
Zoo Simulator to Increase Children Learning Phase
Author: Rendy
Date: 2017-09-00
Type: Journal Articles
Subjects: Recognition (Psychology),Animals,Brain,Child Development,Play,Educational Games,Telecommunications,Handheld Devices,Animation,Visual Stimuli,Program Effectiveness,Student Interests,Recreational Facilities,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Questionnaires,Scores,Surveys,Young Children,Simulation

The growth of kids' brain could be optimized by recognizing something. Learning to recognize animals is one of the methods to stimulate the children's brain growth to imagine. Nevertheless, kids tend to spend all their time by playing and could not focus to recognize the animals due to the way of learning which is usually not interactive and not interesting. Therefore, a game application was designed and developed to be used as a way to help children in recognizing the animals. This program was developed as a mobile game application with the animation and attractive display to increase the kids' interest to learn the animals. Beside that, Fisher-Yates shuffle algorithm has been successfully implemented on the game to randomize the images which can be found on puzzles, randomize the answers in image guessing puzzles, randomize animals to choose which can be sold, randomize the foods which will be given to the pets, and randomize the initial position to create patterns on rescue rare animal puzzles. After the implementation and testing on the game application, it proves that it could increase the kids' interest in learning new animals to 4.18 in ARCS interest measuring index compare with textbook method which only 2.74.
Working Memory and Behavioural Problems in Relation to Malay Writing of Primary School Children
Author: Ling, Teo-Sieak
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Behavior Problems,Short Term Memory,Writing Skills,Correlation,Student Behavior,Elementary School Teachers,Scores,Predictor Variables,Attention Span,Psychosomatic Disorders,Visual Perception,Spatial Ability,Aggression,Foreign Countries,Malayo Polynesian Languages,Check Lists,Questionnaires,Multiple Regression Analysis,Statistical Analysis

Deficit in working memory is common among young children across multiple abilities. Teachers have pointed to poor memory as one contributing factor to inattentiveness and short attention spans as well as some behavioural problems among students. This study aimed to explore the relationship among working memory, externalizing and internalizing behavioural problems and Malay language (writing). A total of 469 children (aged 8 and 11 year-old) and 17 school teachers were involved in the current study. It was found that working memory, externalizing behavioural problems and internalizing behavioural problems played critical roles in affecting the scores of Malay language (writing) at school. Specifically, there were five predictor variables being found in the regression model namely verbal short-term memory, inattention, somatic complaints, visuospatial working memory and aggression. As a whole, the correlation for the fivefactor model yielded a great result of 0.987.
Telling Ghost Stories with the Voice of an Ogre: Deleuze, Identity, and Disruptive Pedagogies
Author: Beighton, Christian
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teacher Education,Educational Research,Literary Genres,Science Fiction,Social Justice,Imagination,Educational Practices,Self Concept,Educational Planning,Foreign Countries,Politics of Education,Neoliberalism,Epistemology,Ethics,Teacher Role

French philosopher Gilles Deleuze (1925-95) was something of a cult figure among his university students in the 1970s and 1980s, &quot;telling ghost stories with the voice of an ogre&quot; (Jaeglé, 2005:10). More recently, academic interest in the educational possibilities of his work has grown considerably in Anglophone countries. Perhaps texts such as &quot;A Thousand Plateaus&quot; (Deleuze &amp; Guattari, 2004b3), which discuss &quot;things which, at the time, didn't fully exist, and which just seemed science fiction,&quot; have become more readable since 21st-century shifts in geo-politics, notably the events associated with 9/11 and their echoes in current affairs (Antonioli in Dosse, 2007, p. 583). Questions remain as to whether Deleuze's well-known suggestion in 1968 that his empiricism necessarily has affiliations with science fiction (Deleuze, 1994) can really shift attention from the current focus on outcomes to the &quot;actual ontology&quot; of practice (Strom, 2015, p. 10), thus informing more socially just teacher education and research. In this article, the author addresses this question by examining the potential of Deleuze's &quot;science fiction&quot; ontology, where being is expressed in the reciprocal determination of virtual and actual (Deleuze, 1996, 179-185), to enhance social justice.
Subjects in the Threshold: Opening-Up Ethnographic Moments That Complicate the Novice/Veteran Science Teacher Binary
Author: Wallace, Maria F. G.
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Ethnography,Science Teachers,Experienced Teachers,Beginning Teachers,Neoliberalism,Feminism,Beginning Teacher Induction,Social Justice,School Districts

Traditionally, the humanist narrative of &quot;novice versus veteran teacher&quot; serves as an efficient way to understand and produce an experienced workforce in the current neoliberal educational climate. This standard approach to workforce development has hit science teachers especially hard as they work within a culture of crisis for ensuring competitive Science, Technology, Engineering, and Mathematics (STEM) preparation for the growing global marketplace. However, this narrative is only one plane within the complex assemblage defining science teachers and science teacher experience. Consequently, this article aims to liberate the &quot;novice science teacher&quot; from traditional modes of knowing, naming, and (re)producing efficient subjects within a neoliberal educative machine. To put theory to work, however, researchers and teacher educators also work differently. Thus, using a feminist poststructural perspective with Deleuzoguattarian concepts of &quot;becoming&quot; and the &quot;threshold&quot; (Deleuze &amp; Guattari, 1987) to think with theory (Jackson &amp; Mazzei, 2012), in this article the author engages three ethnographic moments shaping the inductive experiences of beginning science teachers. The line(s) of inquiry negotiated in this article expose generative possibilities for &quot;talkers of education&quot; (e.g., the diverse population of teachers, school and district administrators, teacher educators, educational researchers, educational policy makers, students, and parents who often speak about and make decisions regarding educational issues) and &quot;authors of experience&quot; (e.g., educational researchers, who they essentially write the lived experience of others) to move from fixed notions of the novice, veteran, and teacher subject as an epistemological endeavor to an ontological one. More specifically, talkers and authors of education shift modes of understanding novice/veteran science teachers as fixed rational objects to engaging these entities as a living process.
Thinking with Theory in an Era of Trump
Author: Strom, Kathryn J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education,Theories,Politics of Education,Political Attitudes,Ideology,Social Systems,Neoliberalism,Presidents,Elections,Logical Thinking,Epistemology,Social Justice,Resistance to Change,Educational Change,Nationalism,Humanism,Postmodernism,Authoritarianism

This introduction to this special issue on &quot;Thinking with Theory in Teacher Education&quot; dedicates considerable space to broadly discussing the current U.S. political context to emphasize why, at this precise moment in history, educators, teacher educators, and educational researchers are in dire need of different ways to understand the world and our connections and interactions with/in it. The authors argue for the need to use these emergent understandings to become and live differently--as well as to shape systems of schooling and educate differently. They first situate this introduction in the global movement (at least in parts of the Western world) toward extreme right wing and ultra-conservative political ideologies. Drawing on the case of Donald Trump's election in the U.S., they present an argument that &quot;good and common sense&quot;--that is, rational ways of knowing--is woefully inadequate to build the needed justice movement to resist the implications of a far-right nationalist agenda for public education. They emphasize the need to shift from rational humanist ways of thinking to posthuman, materialist theories of difference that can help members of the education community to engage in new modes of thought and action to counter the growing movement of neofascism in some political circles in the U.S. and abroad, ultimately pursuing the interests of equity and social justice.
Teacher-Education-Desiring-Machines
Author: Cole, David R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Professional Identity,Politics of Education,Teacher Role,Social Systems,Economic Factors,Educational Change,Resistance to Change,Vignettes,Student Teachers,Semiotics,Concept Mapping,Ecology

In this article, the authors argue that the notion of a teacher and the coexisting teacher education processes are being progressively emptied out, and replaced by the model of a corporate worker, serving the needs of a post-industrial financial capitalist society. They assert that teachers have had their identities stripped of their previous roles as guardians and proponents of civil society, or as the keepers of an essential knowledge to live a good life. Instead their roles have become merged with the over-riding concerns of financial capitalism, which primarily works from the perspective of the profit motive, and that reduces all activity under its aegis to calculable economic values representable as numerical, parallel to the multitude of companies on the stock exchange. The authors look for concrete routes out of the current situation, which escape the ways in which subjectivity is captured and turned into something else, ready to be demarcated as a flow in the financial capitalist setup. They draw upon concepts invented by Deleuze and Guattari (1983) that emphasize movement and interconnection, flows and blockages, in complex, unpredictable and contradictory contexts such as capitalism. They suggest that schizoanalysis, an approach from Deleuze and Guattari (1983) that focuses on mapping the contradictory productions and flows of desire across multiple scales, allows the analyst to move between the micro and macro, and to consider fragments, moments and events, and is a potent methodology to resist the capture of subjectivity by capital, and to reconceive the processes of teacher education.
Nonlinear Processes in Time-­Ordered Observations: Self-­Organized Criticality in Daily High School Attendance
Author: Koopmans, Matthijs
Date: 2017-00-00
Type: Journal Articles
Subjects: Attendance,Attendance Patterns,Observation,High Schools,High School Students,Dropout Rate,Data Analysis

In the United States, high school attendance and drop-out are important policy concerns receiving extensive coverage in the research literature. Traditionally, the focus in this work is on the summary of dropout rates and mean attendance rates in specific schools, regions or socio-economic groups. However, the question how stable those attendance rates are over time has received scant attention. Since instability in attendance may affect how long individual students stay in school, the issue deserves attention. The school districts that have begun to keep record of daily attendance rates in their schools over multi-year periods, such as those in New York City, have created an opportunity to investigate the temporal dimension of daily attendance, and thereby explore its stability. This paper will focus on its long-term characteristics, specifically the following: self-similarity, meta-stability or pink noise, and the impact of sudden departures from the central tendency of the series. Such departures can be used to estimate the impact of exogenous influences on the behavior of the system. The findings illustrate the importance of describing the dynamical patterns underlying attendance that remain concealed in traditional summary measures.
NetSciEd: Network Science and Education for the Interconnected World
Author: Sayama, Hiroki
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Networks,High Schools,Outreach Programs,Workshops,Student Research,College School Cooperation,Interdisciplinary Approach,Program Effectiveness,Technological Literacy,Summer Programs,Conferences (Gatherings),Information Technology

This short article presents a summary of the NetSciEd (Network Science and Education) initiative that aims to address the need for curricula, resources, accessible materials, and tools for introducing K-12 students and the general public to the concept of networks, a crucial framework in understanding complexity. NetSciEd activities include (1) the NetSci High educational outreach program (since 2010), which connects high school students and their teachers with regional university research labs and provides them with the opportunity to work on network science research projects; (2) the NetSciEd symposium series (since 2012), which brings network science researchers and educators together to discuss how network science can help and be integrated into formal and informal education; and (3) the Network Literacy: Essential Concepts and Core Ideas booklet (since 2014), which was created collaboratively and subsequently translated into 18 languages by an extensive group of network science researchers and educators worldwide.