ethanporcaro/eric-fulltext-meta huggingface dataset:
Tool Use in a Psychomotor Task: The Role of Tool and Learner Variables
Author: Juarez-Collazo, Norma A.
Date: 2011-07-00
Type: Journal Articles
Subjects: Graduate Students,Instructional Materials,Video Technology,Guidelines,Instructional Design,Student Attitudes,Metacognition,Self Efficacy,Prior Learning,Control Groups,Visual Aids,Regression (Statistics)

Research on the use of learning tools has brought to light variables that influence the learner on using or not using the tools. A deeper analysis on the current findings is attempted in this study. It adds a psychomotor task; it assesses the actual functionality of the employed tools, and it further explores  learner-related variables that influence  tool use, most importantly on perceived tool functionality (the beliefs of learners that a certain tool would be the most optimal one). Fifty-eight learners had to build a LEGO[R] figure. Two tools were used: a video with intentionally low functionality demonstrating the figure assembly, and a step-by-step guideline with pictures. Based on the tools, there were three experimental conditions: guideline (G), video (V) both tools (GV); and one control condition (C) without tools. To analyze the functionality of the tools, the effect of tool use on performance was monitored at two different moments in all conditions. To examine the perceived functionality of tools, the tool use by the learners was monitored in the (GV) condition. Moreover, we checked for the effect of prior knowledge, metacognition and self-efficacy on tool use in the (GV) condition. Results revealed that the tools were functional. The (G), (V) and (GV) conditions significantly outperformed the (C) condition, but contrary to our assumptions, the (V) condition outperformed the other experimental conditions. Regarding perceived functionality, all learners perceived the tools as functional, that means all learners picked a tool. They, however, could not identify from which tool they would benefit the most, i.e. they could not recognize the most functional tool. Concerning the other learner-related variables, no significant effect was found. Theoretical implications for further research are discussed. First on what kind of tool-related variables influence tool use. Second on the effect learner-related variables, especially perceptions, might have on using tools. (Contains 3 tables and 3 figures.) [Funds for this study were provided through the Fonds Wetenschappelijk Onderzoek - Vlaanderen (FWO) grant.]
The Complexity of Language Learning
Author: Nelson, Charles
Date: 2011-07-00
Type: Journal Articles
Subjects: Theories,Difficulty Level,Second Language Learning,Models,Communication (Thought Transfer),Accuracy,Graduate Students,Cognitive Processes,Social Networks,English (Second Language),Electronic Mail,Systems Approach,Interpersonal Relationship

This paper takes a complexity theory approach to looking at language learning, an approach that investigates how language learners adapt to and interact with people and their environment. Based on interviews with four graduate students, it shows how complexity theory can help us understand both the situatedness of language learning and also commonalities across contexts by examining language learning through the lenses of emergence, distribution, and embodiment. These lenses underscore the perspective that language learning emerges from unique interactions, is distributed across social networks, and is embodied in individuals. Consequently, this paper concludes that it is not sufficient to study cognitive processes, activities, and situated learning alone; in addition, research must consider how learners' interactions and adaptations are embodied, distributed, and emergent in ecologies of complex systems. (Contains 4 footnotes.)
Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects
Author: Mansor, Norudin
Date: 2011-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Language of Instruction,Science Instruction,English (Second Language),Mathematics Achievement,Science Achievement,Questionnaires,Foreign Countries,Elementary Schools,Secondary Schools,Gender Differences,Teacher Attitudes,Teacher Characteristics

The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers' attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students' achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system. (Contains 3 tables and 1 figure.)
Revitalizing Quality Using Guidance Counseling in Ethiopian Higher Education Institutions: Exploring Students' Views and Attitudes at Haramaya University
Author: Seyoum, Yilfashewa
Date: 2011-07-00
Type: Journal Articles
Subjects: Counseling Services,Higher Education,Guidance Programs,School Counseling,Foreign Countries,College Students,Student Attitudes,Educational Quality,Questionnaires,Observation,Access to Information,Gender Differences,Geographic Location,Academic Advising

This study attempts to scrutinize how guidance counseling is implemented and its impact in enhancing quality in higher education institutions. The sole purpose of the investigation is to explore students' views and attitudes and how the current practices of guidance counseling contribute to foster excellence of the various university academic training programs. To this effect, it is believed that the finding related to this study could serve to identify challenges and opportunities, develop an appropriate strategy for future guidance counseling effort in the Ethiopian Universities in general and Haramaya University in particular. The tool designed to serve the purpose is questionnaire, and personal as well as colleague observation of the day-to-day interactions. The findings of this study uncover the fact that students do not have sufficient knowledge on the kind and the extent of guidance counseling services offered in the university campuses. However, about 80 percent of the respondents claimed that they have favorable attitudes toward the guidance counseling services in general. In the study, examination on the differences with respect to certain variables (such as programs, sex, and locality) in perceptions and attitudes toward the guidance counseling services are vigilantly scrutinized. At the end, pertinent suggestions that would assist Ethiopian universities in the sector of guidance counseling are included. (Contains 11 tables.)
Difficulties in Teaching and Learning Grammar in an EFL Context
Author: Al-Mekhlafi, Abdu Mohammed
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Instruction,English (Second Language),Second Language Instruction,Teacher Attitudes,Student Attitudes,Differences,Gender Differences,Teacher Qualifications,Teaching Experience

The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications. Appended to this document are &quot;Research Instrument--Questionnaire. Student and Teacher Difficulties with Grammar&quot; and five tables indicating &quot;Teachers' Perceptions of Difficulties with EFL Grammar.&quot; (Contains 8 tables, 5 figures, and 1 footnote.) [A summary of this paper was presented at the 54th World Assembly of the International Council on Education for Teaching (ICET) on &quot;Maintaining Strategic Agility: Managing change  and assuring quality in education for teaching,&quot; 14-17 December 2009, Muscat, Oman.]
The Relationship between Self Concept and Response towards Student's Academic Achievement among Students Leaders in University Putra Malaysia
Author: Ahmad, Jamaludin
Date: 2011-07-00
Type: Journal Articles
Subjects: Self Concept,Academic Achievement,Foreign Countries,Statistical Analysis,Student Leadership,Correlation,Questionnaires,College Students,Age Differences,Gender Differences,Student Organizations

This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative Committee.  Tennessee Self Concept Scale (TSCS) was used to evaluate respondents' self concept and for respondents' responses strategy the Response Strategy Questionnaire were used. The respondents' CGPA is used to evaluate their academic achievements. The findings illustrate that there is no significant relationship between self concept and academic achievement. Correlation between self concept and academic achievement is not significant (r = 0.06, p = 0.950). Meanwhile there is a significant relationship between respondents' response strategies and academic achievements X[superscript 2] (10, N = 106) = 19.721, p = 0.032. This would mean that the respondent's response strategy is influenced by his or her academic achievement. The value of frequency contingency, 0.396 illustrate that the relationship is positive and low. The findings from this research will provide information to those who intend to plan beneficial programs for the university or the community in general. (Contains 9 tables.)
Fostering Language Acquisition in Daycare Settings: What Does the Research Tell Us? Working Papers in Early Childhood Development, No. 49
Author: Beller, Simone
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Socioeconomic Status,Disadvantaged Youth,Young Children,Migrant Children,Foreign Countries,Social Environment,Language Acquisition,Child Care,Literature Reviews,Preschool Children,Social Influences,Reading Skills,Writing Skills,Immigrants,Low Income Groups,Second Language Learning,Bilingualism,Verbal Communication,Cultural Influences,Age Differences,Motivation,Educational Methods,Interaction,Personality Traits,Sociolinguistics

The ways in which children learn a language--be it their mother tongue or their second language--can have a strong influence on their success in school. Researchers in linguistics and early child development have tried to determine the factors that can help and hinder language acquisition in young children, with some conflicting results. In this article, the author reviews the research and existing theories on language development, focusing on how pre-schoolers' social environment affects their ability to learn languages and their subsequent reading and writing skills. Because children from immigrant families and those with a low socio-economic status often have difficulty with language acquisition, this review looks in particular at language development initiatives for disadvantaged groups in daycare settings. Beginning with an overview of theories on language development, the author examines the sometimes-conflicting hypotheses that attempt to explain how children acquire their first language and how some become bilingual. Next, the role of the social environment is reviewed, beginning with the importance of verbal input for first language development, then looking at the complex phenomenon of second language acquisition. The author provides an overview of research on bilingualism and its various forms, focussing on children who learn a second language after they are already established in their mother tongue, as opposed to the less common cases of children who acquire two languages from birth. Looking in particular at research on migrant children, the paper explores the course and duration of second language acquisition, as well as the common linguistic behaviours that may arise. Conditions that influence children's adoption of a second language and culture are then examined, as well as similarities and differences between first and second language acquisition. Factors that influence the development of a second language such as age, motivation, interaction, educational style, socio-economic status, and experiences in daycare are discussed, and the impact of early language development on school success is examined. Finally, the author reviews several programmes aimed at fostering language development and literacy in infancy and early childhood in the United Kingdom, the United States, and Germany, and concludes with a discussion of the implications of the research, providing several recommendations for practice. A glossary is included. (Contains 24 footnotes.)
Early Childhood Spaces: Involving Young Children and Practitioners in the Design Process. Working Papers in Early Childhood Development, No. 45
Author: Clark, Alison
Date: 2007-12-00
Type: Reports - Research
Subjects: Early Childhood Education,Young Children,Participation,Educational Facilities Design,Physical Environment,Activities,Case Studies,Child Development Centers,Elementary Schools,Foreign Countries

This working paper explores the methodology and initial issues raised in seeking to involve young children in the design process. It reports a study concerned with how young children can play an active role in the designing and developing of children's spaces. The focus is on children under 6 years old in early childhood provision. (Contains 2 tables and 7 figures.)
Is Everybody Ready? Readiness, Transition and Continuity: Reflections and Moving Forward. Working Papers in Early Childhood Development, Number 41
Author: Arnold, Caroline
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Primary Education,Early Childhood Education,Young Children,Educational Change,Child Care,Transitional Programs,Program Effectiveness,Poverty,Social Justice,Access to Education,Family School Relationship,Child Development,Educational Environment,Elementary Schools,Foreign Countries,School Readiness,Role of Education,Educational Discrimination,Enrollment,Academic Persistence,Graduation,Sex Fairness,Gender Bias,Outcomes of Education

This working paper considers ways to tackle the critical issue of early drop-out and under-achievement of children at school. It draws on evidence of the benefits of early childhood programmes to children's learning and success in school. It particularly examines how well-designed early childhood programmes can effectively address poverty and exclusion. The paper also looks at how to aid the transition to school from either home or an early childhood programme. The connection between the first goal of UNESCO's Education for All initiative (early childhood care and education) and the attainment of other goals has not received adequate attention at any level. This paper seeks to redress that. The paper's concern goes beyond what happens to children before they enter school. It also asks why, despite the internationally accepted definition of early years as ages 0-8, do early childhood professionals and policy-makers almost always ignore 6-8-year-olds and consider early childhood development as pertaining only to the pre-school years? And what basics are needed in large-scale school improvement programmes to ensure a welcoming and nurturing environment and to sustain good practices and learning during those vital early years of formal school? Finally, it explores how we can conceptualise and implement work differently to better integrate early childhood development and early primary education. (Contains 1 table.) [This paper is based on a background paper prepared by the authors for UNESCO's "Education for All Global Monitoring Report 2007. Strong Foundations: Early Childhood Care and Education." ISBN-978-92-3-104041-2.]
Respect for Diversity: An International Overview. Working Papers in Early Childhood Development, No. 40
Author: Mac Naughton, Glenda M.
Date: 2006-11-00
Type: Information Analyses
Subjects: Young Children,Early Childhood Education,Student Diversity,Cultural Pluralism,Student Attitudes,Knowledge Level,Racial Differences,Cultural Differences,Disabilities,Gender Differences,Socioeconomic Status,Research,Child Development,Teaching Methods,Social Justice,Consciousness Raising

This paper provides an overview on ways of thinking about young children's respect for diversity. It maps sources of knowledge about four different sorts of diversity in young children's lives: cultural and racial diversity, developmental diversity (including "special needs'), gender diversity and socio-economic diversity. It sketches this knowledge base in terms of the extensively researched terrain (what we know with relative certainty), the inadequately explored terrain (promising directions), the theoretical terrain (conceptualising and informing practice), the methodological terrain (developing and validating the knowledge), researchers and research centres in the terrain, and regional nuances in the terrain. The literature review conducted for this paper has identified five broad schools of thought on issues of respect for diversity in the education of young children: the laissez-faire school, the special provisions school, the cultural understandings school, the equal opportunities school and the anti-discrimination school. The paper maps each school of thought in terms of its characteristic perspectives on the best methods for understanding and engaging with diversity in young children's lives. Appended are: (1) Emerging lines of inquiry; and (2) Centres of expertise: a beginning guide. (Contains 18 tables and 102 notes.)
Expanding Early Childhood Care and Education: How Much Does It Cost? A Proposal for a Methodology to Estimate the Costs of Early Childhood Care and Education at Macro-Level, Applied to Arab States. Working Papers in Early Childhood Development, No. 46
Author: van Ravens, Jan
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Disadvantaged Youth,Young Children,Foreign Countries,Educational Policy,Costs,Child Care,Early Childhood Education,Arabs,Theory Practice Relationship,Educational Finance,Outcomes of Education,Enrollment,Tables (Data)

While the critical importance of early childhood care and education (ECCE) is undisputed, few developing countries are presently pursuing strong national policies to expand it. Thus, Goal One of the Education for All (EFA) agenda--&quot;Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children&quot;--is at risk of becoming a neglected area, even though it has the potential to contribute strongly to the achievement of other EFA goals. Many ECCE projects and programs exist throughout the developing world, and individuals knowledge about good practice and effective approaches is ever increasing, but the next step--translating this knowledge into action at national policy level--is a difficult one. A lack of transparency regarding the costs of national policies to expand ECCE seems to cause reluctance among governments and donors to invest in ECCE more substantially. It is against this background that this publication has been written. It builds on a paper commissioned by the office of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Cairo in early 2006. Using the Arab States as their domain, the authors developed a model to estimate the costs of making early childhood services available to the most vulnerable and disadvantaged children. Inevitably, these estimations must rest on assumptions--translated into quantitative &quot;parameters&quot;--which are debatable. (Contains 3 figures, 19 tables and 37 footnotes.)
Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48
Author: Vogler, Pia
Date: 2008-05-00
Type: Information Analyses
Subjects: Early Childhood Education,Young Children,Change,Child Development,Educational Research,Piagetian Theory,Cultural Influences,Child Rearing,Systems Approach,Child Role,Peer Relationship,Research Methodology,Childrens Rights,Organization,Age,Sex,Social Influences,Social Theories,Holistic Approach,Foreign Countries

Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as &quot;graduating&quot; from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)