ethanporcaro/eric-fulltext-meta huggingface dataset:
A Pedagogical and Economic Critique of Student Charges for Internet Access
Author: Greaves, Duncan
Date: 2005-00-00
Type: Journal Articles
Subjects: Internet,Access to Information,Economic Impact,Universities,Fees,College Students,School Responsibility,Educational Opportunities,Mass Media Use

In this article I argue that charging students for Internet access is both destructive of fundamental objectives of the educational process and is unnecessary as a mechanism for solving the public goods problems that are typical of Internet provisioning.
Access to ICT for Teaching and Learning: From Single Artefact to Interrelated Resources
Author: Czerniewicz, Laura
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Access to Computers,Access to Information,Models,Technology Uses in Education,Higher Education,Educational Resources,Evidence,Educational Practices,User Needs (Information),Users (Information),Needs Assessment,Mass Media Use,Media Literacy,Multiple Literacies,Information Literacy,Foreign Countries

In the past few years, concepts of the digital divide and theories of access to ICT have evolved beyond a focus on the separation of the &quot;haves&quot; and the &quot;have nots&quot; to include more than just physical access to computers. Researchers have started considering the conditions or criteria for access and broadened the concept by including additional components. Terms such as &quot;real access&quot;, &quot;thick conceptions of access&quot; and &quot;social inclusion&quot; give some indication as to the change in thinking about access to ICT. These broader views of access are particularly applicable in the Higher Education context. However, in examining the applicability of the existing theories of ICT access, we found that no single model fully encompassed that range of resources required for access to ICTs in Higher Education in South Africa. We therefore combined, simplified and enhanced the existing models to develop a comprehensive framework for ICT access. Our model of access describes what people use, need and draw on in order to gain or acquire access to specific ICT uses and practices in terms of different kinds of resources namely technology resources; resources for personal agency; contextual resources; and online content resources. The applicability of this model has been tested in a survey of academic staff and students in Higher Education Institutions in the Western Cape, South Africa. The aim of this research is to explore access to and use of ICT and how they may support or hinder a range of educational technology practices.
Online Debating to Encourage Student Participation in Online Learning Environments: A Qualitative Case Study at a South African University
Author: Hodgkinson-Williams, Cheryl
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Participation,Persuasive Discourse,Teaching Methods,Debate,Foreign Countries,Computer Mediated Communication,Higher Education,Epistemology,Electronic Learning,Learning Theories,Student Attitudes,Teacher Attitudes,Honors Curriculum,Case Studies,Qualitative Research,Part Time Students,Educational Technology,Questionnaires,Technological Literacy,College Faculty,Profiles,Inservice Teacher Education,Student Characteristics,Academic Discourse,English (Second Language),Second Language Learning,Instructional Effectiveness

The use of computer-mediated communication in higher education presents opportunities for students to be part of an online learning community irrespective of their geographical location. However, students do not always avail themselves of this opportunity and pedagogic strategies for encouraging participation are therefore constantly being explored. One potential strategy to encourage participation is the use of the structured format of online debating. This paper proposes an underlying epistemological perspective on and an informing learning theory of online debating and its potential as a pedagogic strategy to encourage participation in online learning environments. The paper reports on student and staff perceptions of an online debate used during a BEd (Hons) course at a South African university. The findings underline the importance of providing explicit procedures to pave the way for student participation and highlight the potential value of an online debate as a pedagogic strategy to support the development of argumentation and to encourage reflexivity.
Towards Appropriate Methodologies to Research Interactive Learning: Using a Design Experiment to Assess a Learning Programme for Complex Thinking
Author: Botha, Jean
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Educational Research,Educational Technology,Electronic Learning,Instructional Effectiveness,Experiments,Thinking Skills,Graduate Students,Masters Programs,Check Lists,Scoring Rubrics

In this paper, we advance that there are several issues pertaining to the design of research in instructional technology. It is our view that much of the current research taking place may suffer from poor quality, inappropriate design, and lack of social responsibility. We contend that the most appropriate way to research the effectiveness of online learning is the use of design experiments. We present an exemplar of a recent design experiment that was completed at a university in Johannesburg, South Africa. During this study, the researchers explored the extent to which complex thinking skills can be facilitated in online learning environments. A design experiment was engineered in which a learning programme was designed and developed for Masters students. Specific instructional methodologies were employed in the learning programme, and activities were designed that facilitate the use of complex thinking skills. The extent to which these skills were evident in student online activities was easily detected by using the comprehensive checklists and rubrics that were generated. A rigorous framework for analysis was developed. The findings were integrated with theoretical perspectives on instructional strategies for complex thinking development and new, unique criteria for online learning design were yielded. We are of the view that the findings of our study are &quot;true&quot;, as the appropriate methodology was used to conduct it.
&quot;DITonline&quot;: A Journalistic Experiment in Blended, Collaborative Teaching and Learning
Author: Turkington, Tara
Date: 2005-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Cooperative Learning,Teacher Collaboration,Web Sites,News Reporting,Universities,Electronic Publishing,Student Developed Materials,Educational Philosophy,Content Analysis,Technology Education,Foreign Countries,Journalism,Student Attitudes,Action Research,College Students

&quot;DITonline&quot; is an independent, daily news website run by students, for students, at the Durban Institute of Technology (DIT) in Durban, South Africa. The website is a collaborative project, emanating from blended teaching and learning environments in the university's journalism department. &quot;DITonline&quot; was launched in August 2003, in response to a need for a credible student publication which would be an independent and reliable news source and which would provide a training ground for student journalists. By June 2004 more than 100 students had contributed to the site, which now attracts thousands of hits each day. This paper discusses the philosophical underpinnings of the project, and the growth of the site in terms of contributors, content served and its user community. Particular attention is paid to the development of student collaboration in the cyclical context of action research. The paper is mostly narrative, as we seek to document the growth of &quot;DITonline&quot; as a collaborative teaching and learning environment.
Computer-Supported Development of Critical Reasoning Skills
Author: Spurrett, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Critical Thinking,Curriculum Development,Philosophy,Computer Software,Technology Uses in Education,Teaching Methods,Educational Technology,Persuasive Discourse,Undergraduate Students,Program Effectiveness,Student Evaluation,Student Attitudes

Thinking skills are important and education is expected to develop them. Empirical results suggest that formal education makes a modest and largely indirect difference. This paper will describe the early stages of an ongoing curriculum initiative in the teaching of critical reasoning skills in the philosophy curriculum on the Howard College Campus of the University of KwaZulu-Natal (UKZN). The project is intended to make a significant contribution to the challenge of helping students think more effectively. The general outlines of the critical reasoning skills &quot;problem&quot; are described, along with some remarks on the form it takes in South African post-secondary education. This is accompanied with some observations concerning the optimistic claims often made on behalf of philosophy, and the study of philosophy, in the area of reasoning skills, and some indications of the actual success of most attempts to teach reasoning skills. Thereafter some general results from an approach in the study of cognition, most often referred to as &quot;distributed cognition&quot;, are outlined. These results form part of the explicit motivation for the development and design of a software system for supporting critical reasoning teaching. The ReasonAble system was developed at the University of Melbourne, Australia, and is currently in use at UKZN. The main features of the software system are briefly described. Finally the specific implementation developed so far at UKZN is explained, and the results of initial evaluations by students are reported. Some comments on envisaged future evaluations and forthcoming initiatives extending the use of the system are outlined.
Border Crossings and Multimodal Composition in the Arts
Author: Morrison, Andrew
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Art Education,Fine Arts,Theater Arts,Interdisciplinary Approach,Multiple Literacies,Student Development,Computer Uses in Education,Theories,Ceramics,Dance,Learning,Higher Education

Developmental and development-oriented learning with digital media are discussed in relation to the concepts border crossings and multimodal composition. The first concept refers to a transveral of disciplines and recombinations of elements from them. Local-global relations in knowledge building are covered. The second refers to the collaborative construction of multiliteracies across media types and discourse modes. Three case studies relating to Zimbabwe are presented, one in fine arts and two in performing arts. A cultural historical activity theory frame is adopted. Analysis draws on expansive learning. As a whole multimodal discourse and activity theory may be enriched through study of students' production of mediating artifacts.
Prospective Elementary and Secondary School Mathematics Teachers' Statistical Reasoning
Author: Karatoprak, Rabia
Date: 2015-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Mathematical Logic,Statistics,Mathematical Concepts,Foreign Countries,Knowledge Level,Thinking Skills,Misconceptions,Probability,Scoring,Statistical Analysis,Coding

This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers' statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.
Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles
Author: Yaman, Hakan
Date: 2015-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Cognitive Style,Gender Differences,Achievement Need,Correlation,Surveys,Comparative Analysis,Statistical Analysis,Mathematics Education,Mathematics Teachers,Foreign Countries,Scores

The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods were used because of the fact that it was aimed to determine cognitive styles, motivation styles and achievement motivation of the teacher candidates and to investigate the relationship between these variables. Findings revealed that achievement motivations of the teacher candidates did not differ significantly in terms of gender and cognitive styles. However, it was found that achievement motivations of the teacher candidates differed significantly in terms of their grade levels and motivation styles.
The Effects of Computer-Aided Concept Cartoons and Outdoor Science Activities on Light Pollution
Author: Aydin, Güliz
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Student Attitudes,Cartoons,Lighting,Pollution,Pretests Posttests,Semi Structured Interviews,Statistical Analysis,Outdoor Education,Science Activities,Ecology,Economics,Astronomy,Middle School Students,Computer Assisted Instruction

The purpose of this study is to create an awareness of light pollution on seventh grade students via computer aided concept cartoon applications and outdoor science activities and to help them develop solutions; and to determine student opinions on the practices carried out. The study was carried out at a middle school in Mugla province of Aegean Region in Turkey. It was single group pre test-post test model that was used in the study. The data in the study were collected via open-ended questions about light pollution and semi-structured interview questions. Open ended questions about light pollution were applied on students as a pre-test and post-test. After the post-test was applied, semi-structured interviews were carried out with students. The qualitative analysis of the data collected from the open-ended questions and semi-structured interview questions were made and student expressions were quoted. After the implementations, it was found that there was an increase in the correct answers of students on light pollution. Also, all students interviewed stated positive opinions regarding the implementations. The implementations carried out are convenient for students to develop an awareness of the ecological, astronomics and economical results of light pollution and to develop solutions for preventing light pollution.
Third Grade Elementary Students' Perception of Science
Author: Demir, Metin
Date: 2015-03-00
Type: Journal Articles
Subjects: Elementary School Students,Scientific Attitudes,Student Attitudes,Grade 3,Qualitative Research,Scientific Concepts,Thematic Approach,Classification,Science Education,Interviews,Transcripts (Written Records),Content Analysis,Cognitive Processes,Affective Objectives,Scientists,Learning Processes,Productivity,Intellectual Disciplines,Foreign Countries

The current study investigated which dimensions of scientific process are capitalized on by elementary school third graders to explain the concept of science at conceptual level. The study was conducted by using &quot;Basic Qualitative Research&quot;, one of the qualitative research approaches with the participation of 225 elementary school third graders. Totally 46 codes used by the students to explain the concept of science were formed and these codes were classified under seven themes. At the end of the study, it was concluded that the students mostly used the codes classified under the theme of scientific process to explain the concept of science. The findings of the study are believed to make some important contributions to the development of the teaching program of the Science Course to be given to elementary school third grade as of 2014-2015 school year and to the implementation of this program by eliciting the current state of students.
Teacher Efficacy in an Early Childhood Professional Development School
Author: Epstein, Ann
Date: 2015-03-00
Type: Journal Articles
Subjects: Early Childhood Education,Self Efficacy,Beliefs,Teaching Skills,Professional Development Schools,Mentors,Experienced Teachers,Pretests Posttests,Focus Groups,Preschool Teachers,Student Teachers,Student Teacher Attitudes,Elementary School Teachers,Knowledge Base for Teaching,Teaching Experience,Teacher Collaboration,Interpersonal Competence,Capacity Building,Parent School Relationship,Surveys,Statistical Analysis

Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor teachers to share their knowledge with teacher candidates over extended placements, typically more than 100 hours. Preschool through fourth grade teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children's success. Findings also suggest that early childhood teachers in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students.
All-Day Schooling: Improving Social and Educational Portuguese Policies
Author: Martins, Jorge
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Enrichment Activities,Curriculum Enrichment,Elementary School Curriculum,Program Implementation,Politics of Education,Curriculum Evaluation,Educational Philosophy,Educational Objectives,Educational Improvement,Equal Education,Extended School Day,Qualitative Research,Interviews,Observation,Transcripts (Written Records),Freehand Drawing,Childrens Art,Content Analysis,Program Attitudes,Work Environment,Human Resources,Institutional Characteristics,Family School Relationship,Program Effectiveness,Program Evaluation,Documentation

Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of &quot;all-day schooling,&quot; thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a &quot;good measure&quot; of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improved.
Does Small High School Reform Lift Urban Districts? Evidence from New York City
Author: Stiefel, Leanna
Date: 2015-04-00
Type: Journal Articles
Subjects: Urban Schools,Educational Change,Small Schools,High Schools,Effective Schools Research,School Effectiveness,Student Records,Academic Achievement,Regression (Statistics),Quasiexperimental Design,Outcomes of Education,Robustness (Statistics),Student Characteristics,Institutional Characteristics,Educational Practices,Population Trends,Performance Factors,Educational Assessment,Educational Indicators

Research finds that small high schools deliver better outcomes than large high schools for urban students. An important outstanding question is whether this better performance is gained at the expense of losses elsewhere: Does small school reform lift the whole district? We explore New York City's small high school reform in which hundreds of new small high schools were built in less than a decade. We use rich individual student data on four cohorts of New York City high school students and estimate effects of schools on student outcomes. Our results suggest that the introduction of small schools improved outcomes for students in all types of schools: large, small, continuously operating, and new. Small school reform lifted all boats.
Children's Sense of Being a Writer: Identity Construction in Second Grade Writers Workshop
Author: Seban, Demet
Date: 2015-03-00
Type: Journal Articles
Subjects: Writing Workshops,Literacy Education,Grade 2,Elementary School Students,Identification (Psychology),Writing (Composition),Writing Processes,Interviews,Student Attitudes,Writing Attitudes,Competence,Writing Skills,Qualitative Research,Urban Schools,Writing Instruction,Individual Characteristics,Writing Achievement,Foreign Countries

Literacy activities in which children invest in and understand literacy creates spaces for them to construct their identity as readers/writers and build their personal theories of literacy. This study presents the identity construction of second grade students who identified as successful, average or struggling in their first time engagement with writing workshops. Writing as a process approach in which students practiced drafting, sharing, editing and publishing their pieces of writing were implemented during a year. 27 second grade students were interviewed at the end of the school year. Analysis of the data revealed that students conceptualized identity under four dimensions: (1) purposes of writing, (2) assumptions/views about writers/writing, (3) the process of writing, and (4) competence in writing. Involvement in the writing workshops influenced students' identity as writers. Children's perceptions of themselves also played a role in their engagement in literacy learning especially writing and identity construction.
Assessment and Accountability in Youth Soccer: How Parents Grade Coaching, Refereeing, and the Soccer Infrastructure
Author: Duffus, Lee
Date: 2012-07-00
Type: Journal Articles
Subjects: Team Sports,Accountability,Parents,Parent Attitudes,Athletic Coaches,Coaching (Performance),Evaluation,Children,Safety,Goal Orientation,Skill Development,Scheduling,Parent Participation,Questionnaires

The term accountability is used extensively in performance management. In youth soccer, accountability is often discussed in the context of issues such as quality of coaching, officiating, responsiveness to stakeholders, scheduling of games, building parental involvement and support, and philosophical orientation to the sport. As part of the assessment process, parents of youth soccer players assigned a grade of F to A to reflect their perception of the effectiveness of their soccer team or league in addressing these issues. The implications for system accountability, and continuous improvement in youth soccer programs were then examined.