ethanporcaro/eric-fulltext-meta huggingface dataset:
In Need of a Renaissance: Real Reform Will Renew, Not Abandon, Our Neighborhood Schools
Author: Ravitch, Diane
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Education,Neighborhood Schools,Educational Change,Accountability,Theory Practice Relationship,Role of Education,Parent Student Relationship,School Readiness,Socioeconomic Background,Teaching (Occupation),Unions,Teacher Administrator Relationship,Cooperative Planning,Educational Improvement,Objectives,Goal Orientation,Strategic Planning,Neighborhoods,Time Perspective,Alignment (Education),Barriers,Politics of Education,Needs Assessment,Curriculum,Instructional Effectiveness

Hollow reforms, like proposals that emphasize get-tough accountability over support for educators and widespread choice over quality neighborhood schools, enjoy their share of supporters. As the author watched the choice and accountability movements gain momentum across the nation, she concluded that curriculum and instruction were far more important than choice and accountability. In this article, the author argues that it is time for those who want to improve their schools to focus on the essentials of education. Far too many reformers imagine that it is easy to create a successful school, but it is not. Schools can improve and learn from one another, but school improvements--if they are real--occur incrementally, as a result of sustained effort over years. The author contends that if reformers want to improve education, they must first of all have a vision of what good education is. As a nation, America needs a strong and vibrant public education system. Efforts to reform public education are, ironically, diminishing its quality and endangering its very survival. The author urges reformers to turn their attention to improving the schools, infusing them with the substance of genuine learning and reviving the conditions that make learning possible. (Contains 9 endnotes.)
More Choices, Higher Scores, and Worse Education
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Objectives,Educational Improvement,Motivation,Accountability,Scores,Student Attitudes,Student Motivation,Instructional Effectiveness,Charter Schools,Public Schools,School Effectiveness,Elementary Secondary Education

If there is one thing all educators know and many studies have confirmed for decades, it is that there is no single answer to educational improvement. There are no grounds for the claim made in the past decade that accountability all by itself is a silver bullet, nor for the oft-asserted argument that choice by itself is a panacea. This article argues that choice movement and the accountability movement are not solutions to educational dilemmas. Accountability and choice may or may not raise test scores, but neither is a surefire way to improve education. Higher test scores may or may not be a reliable indicator of better education. The article stresses that overemphasis on test scores to the exclusion of other important goals of education may undermine the love of learning and the desire to acquire knowledge, both necessary ingredients of intrinsic motivation. (Contains 4 endnotes.)
Have Technology and Multitasking Rewired How Students Learn?
Author: Willingham, Daniel T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Anthropology,Computer Science,Cognitive Psychology,Task Analysis,Technology Integration,Memory,Elementary Secondary Education,Cognitive Processes,Student Interests,Educational Practices

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this article, the author considers findings from this field that are strong and clear enough to merit classroom application. He examines how technology has changed the way students think and how it might influence classroom practice. The author contends that classroom technology can increase student engagement, but using it effectively is complicated. And, although multitasking seems efficient, focusing on one task at a time is actually more efficient. (Contains 33 endnotes.)
Picture This: Increasing Math and Science Learning by Improving Spatial Thinking
Author: Newcombe, Nora S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Spatial Ability,Mathematics Instruction,Science Instruction,Engineering Education,Curriculum Development,Thinking Skills,Gender Differences,Teaching Methods,Undergraduate Students,Elementary School Students

Spatial thinking--such as visualizing the earth rotating--is crucial to student success in science, technology, engineering, and mathematics (STEM). Since spatial thinking is associated with skill and interest in STEM fields (as well as in other areas, such as art, graphic design, and architecture), the immediate question is whether it can be improved. While some students are better at spatial thinking than others, everyone can improve. The need to develop students' spatial thinking is currently not widely understood. The author stresses that educators already have some excellent techniques for developing it, through practice, language, gesture, maps, diagrams, sketching, and analogy. Systematically building these techniques into the curriculum could yield important dividends for American education. In this article, the author offers some suggestions on how to foster spatial thinking. (Contains 57 endnotes.)
Continuous Improvement: Making Evaluation a Tool for Increasing Teacher--and Student--Learning
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Administration,Unions,Faculty Development,Presidents,Interviews,Evaluation Methods,Peer Evaluation,Professional Development,Teacher Evaluation,Educational Resources,High Schools,Middle Schools,Educational Policy

With policymakers across the country proposing questionable ways to evaluate teachers, it's time to listen to those who know what supports and systems are needed to enhance instruction: teachers. This article explores the work of professional educators--not just their accomplishments, but also their challenges--so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success. This article presents an interview with four AFT (American Federation of Teachers) leaders: (1) Maria Neira, an AFT vice president and a vice president of the New York State United Teachers; (2) Marcia Reback, an AFT vice president and president of the Rhode Island Federation of Teachers and Health Professionals; (3) Mary Cathryn Ricker, president of the St. Paul Federation of Teachers in Minnesota; and (4) Brenda Smith, president of the Douglas County Federation and of AFT Colorado. In the interview, the leaders talk about effective support systems, such as a seamless combination of professional development, helpful evaluation, and adequate resources such that all teachers have the tools, time, and trust that are necessary to do their jobs well.
Comparison of Differential Item Functioning Determination Techniques: HGLM, LR and IRT-LR
Author: Acar, Tulin
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Bias,Comparative Analysis,Item Response Theory,Regression (Statistics),Social Studies,Tests,Language Tests,Science Tests,Turkish,Test Items

The aim of this research is to determine differential item functioning (DIF) by hierarchical linear modeling (HGLM) on test items and comparing these results by the DIF results determined by logistic regression (LR) and IRT-likelihood ratio (IRT-LR) techniques. Investigating the concordance between the techniques in determining the items with DIF, we have found significant relations between items with DIF determined in Turkish and Science sub-tests using LR and IRT-LR. In Social Studies test, we have found significant relation between the results of the HGLM and LR, HGLM and IRT-LR, LR and IRT-LR techniques. The number of items with DIF per gender determined by all three different techniques has been found to be almost half of the number of test items. Though all the level of the items determined by LR technique have been negligible, with IRT-LR technique only a very few of the items have been found with negligible DIF. Comparing the Social Studies and Science sub-tests with Turkish sub-test using HGLM technique, more than half of the items have been found to have DIF. Turkish sub-test has the maximum number of item with DIF.
The Prediction of Gender and Attachment Styles on Shame, Guilt, and Loneliness
Author: Akbag, Muge
Date: 2010-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Measures (Individuals),Anxiety,Predictor Variables,Gender Differences,Social Behavior,Emotional Response,Psychological Patterns,College Students,Interpersonal Relationship,Foreign Countries

The purpose of this study is to examine the predictive power of attachment styles and gender on negative social emotions such as shame, guilt, and loneliness. The sample consists of 360 (183 female, 177 male) students attending to different departments of Marmara University. The Relationships Questionnaire, Guilt-Shame Scale, and UCLA Loneliness Scale were used as instruments. Results obtained from hierarchical regression analysis showed that gender has a predictive power on shame, solely. When the predictivity of attachment styles on negative social emotions was examined, the results revealed that shame was predicted by secure and dismissing attachment style, whereas guilt was predicted by only dismissing attachment. Furthermore, all attachment styles played a determining role on loneliness.
Analysis of the Relationship between Moral Judgment Competences and Empathic Skills of University Students
Author: Aridag, Nermin Ciftci
Date: 2010-00-00
Type: Journal Articles
Subjects: Moral Values,Decision Making,Empathy,Competence,Correlation,College Students,Foreign Countries

The aim of this study is to analyse whether there is a significant relationship between moral judgment competence and empathic skills of the students studying at Uludag University. In this article, the results of two researches carried out on two different samples are presented. In the first research, data were collected using David's Interpersonal Reactivity Index (IRI) and Lind's Moral Judgment Test (MJT) and the participants were 68 female and 61 male students between the ages of 20 and 29 (average: 22.85) who are studying in different departments in the Faculty of Education at Uludag University. The second research was conducted on 294 female and 141 male students between the ages of 18 and 30 (average: 22.30) who are studying in different faculties of Uludag University. Data were gathered by using Dokmen's Empathic Skill Scale (ESS) and Lind's Moral Judgment Test (MJT). In the two separate studies there was no significant relationship between students' moral test points and their general empathy points. The analysis of the relationship between the moral judgment test points of students whose Interpersonal Reactivity Index (IRI) points are between the top and bottom 27 percent segments revealed a significant negative relationship (r=0.45.6; p greater than 0.01) between the points students got from the &quot;personal distress&quot; subscale and the ones they got from the &quot;workers' dilemma&quot; subscale of the moral judgment test. Data were discussed in accordance with the relevant literature that focuses on the relationship between moral judgment and empathy. (Contains 1 footnote.)
Mathematics Teachers' Topic-Specific Pedagogical Content Knowledge in the Context of Teaching a[superscript 0], 0! and a [division] 0
Author: Cankoy, Osman
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Experienced Teachers,Beginning Teachers,Differences,Mathematics Instruction,Teaching Methods,Memorization,Concept Teaching,Content Analysis,Foreign Countries

The aim of this study is to explore high-school school mathematics teachers' topic-specific pedagogical content knowledge. First, 639 high-school students were asked to give explanations about &quot;a[superscript 0] = 1, 0! = 1&quot; and &quot;a [division] 0&quot; where a [not equal to] 0. Weak explanations by the students led to a detailed research on teachers. Fifty-eight high school mathematics teachers in Northern Cyprus were the participants. They were asked to write how they teach the above topics to high school students. The researcher determined some categories and themes from the written explanations of the teachers using inductive content analysis. Then, three pre-service mathematics teachers had a four-hour training on deductive content analysis. The pre-service teachers went over the written explanations independently and used the pre-determined categories and themes to code the explanations in a deductive way. The results indicate ([chi][superscript 2]) that experienced teachers propose more conceptually based instructional strategies than novice teachers. The results also indicate that strategies proposed by all the participants were mainly procedural, fostering memorization. Hence, giving teachers the opportunity to view and teach mathematics in a more constructivist way and more emphasis on topic-specific pedagogical content knowledge in teacher training programs are recommended. (Contains 3 tables and 1 figure.)
Ottoman Greek Education System and Greek Girls' Schools in Istanbul (19th and 20th Centuries)
Author: Daglar Macar, Oya
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Womens Education,Educational Change,Educational History,Social Change,Sex Role,Courses,Educational Methods,Second Language Instruction,Teacher Education

Modernization efforts in education, which were initiated in the 19th century, can be seen as forerunners of the modernization attempts in the Republic period. In this article, Greek education system in the Ottoman Empire will be discussed and the effects and importance of the changes observed in Greek girls' education in 19th and 20th centuries on the modernization period of the Ottoman Empire will be emphasized. Greek girls' education system is examined in terms of the schools in Istanbul. In the secular Greek education system, education of girls was considered highly important. The underlying reasons were the social change emerging in Europe and the Ottoman Empire in the 19th century, recognition of the importance of women in the said change and the need to train teachers for schools that were increasing in number every day. The courses taught and methods used in Greek girls' schools played a major role in the reproduction of Greek nationalism by means of education. State authorities that closely watched these developments perceived them as a threat against their political existence, as a result of which inspection on these schools were increased; however, some of these models were also adopted for modern Ottoman education. Furthermore, increase in number of these schools caused competition, which accelerated the opening of Muslim schools. Innovations and developments in the Greek girls' education are significant in perceiving and evaluating the Ottoman education system as a whole. As a matter of fact, this period, which lasted throughout the 19th and 20th centuries, presents us with important clues, which will help us in understanding the education system of today.
The Effect of Use of Information and Communication Technologies on Elementary Student Teachers' Perceived Information Literacy Self-Efficacy
Author: Demiralay, Raziye
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teachers,Information Technology,Information Literacy,Self Efficacy,Student Teacher Attitudes,Internet,Access to Computers,Computer Literacy,Foreign Countries,Computer Use

The aim of this research is to investigate and evaluate elementary student teachers' perceived information literacy self-efficacy in terms of the use of information and communication technologies (ICT). The relational survey method which determines the relationships between two or more variables was used in the research. The data gathered from 1801 student teachers who are attending at the fourth class of Departments of Computer and Instructional Technologies, Science, English, Elementary Mathematics, Grade, Social Studies, and Turkish Education in the Faculty of Education in Ataturk, Ondokuz Mayis, Marmara, Gazi and Dokuz Eylul universities with using the ICT survey and perceived information literacy self-efficacy scale (ILSES). The use of the ICT survey consists of questions related to student teachers' demographic information and ICT usage. The ILSES consists of question about perceived competencies on searching, using and producing the information. Frequency, arithmetic mean and one way ANOVA were used to analyze the data. For the significant results in p less than 0.01 level, Scheffe test was used to find out which groups have caused the difference. The findings of the research revealed that most of the elementary student teachers use ICT frequently, at least at intermediate level and access ICT from multiple locations. Furthermore, elementary student teachers' computer experience; skills and frequency of computer and internet use, access opportunities to computer and internet has significant effect on their perceived information literacy self-efficacy.
A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class
Author: Erdogan, Mehmet
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Discipline Problems,Discipline,Time Management,Motivation,Interviews,Family Environment,Foreign Countries,Teachers,Parents,Administrators,Data Collection,Classroom Environment,Elementary School Teachers,Elementary Schools,Researchers

The purpose of this study was to investigate classroom management and discipline problems that Information Technology teachers have faced, and to reveal underlying reasons and possible solutions of these problems by considering the views of parents, teachers, and administrator. This study was designed as qualitative study. Subjects of this study consisted of 14 school administrators, 14 teachers, and 17 parents. Three different, but parallel, semi-structured interview schedules were used for data collection. Data were analyzed through the use of content analysis method. As a result of this analysis, the problems associated with classroom management were grouped under following themes; lack of motivation, breaking the rules and routines, lack of infrastructure, insufficient time management, ineffective classroom environment, and lack of interaction in classrooms. On the other side, participants related these problems with following reasons; place and structure of the course in the curriculum, classroom environment, classroom size and lack of hardware, lack of rules, home environment and parents attitudes, lack of teachers' management skills and students attitudes. Finally, following solutions were suggested to overcome disciplines and classroom management problems; improvement in teachers' qualification, regulation at place and structure of the course in the curriculum, organizing motivational activities, using software which controls computers usage in classroom/lab, reorganizing classroom/lab sitting plan, giving punishment, ignoring misbehavior, understanding reasons behind problems, meeting with parents and providing coordination among different subject communities (Zumre) in schools. (Contains 1 table.)
Web-Site as an Educational Tool in Biology Education: A Case of Nutrition Issue
Author: Fancovicova, Jana
Date: 2010-00-00
Type: Journal Articles
Subjects: Biology,Internet,Nutrition Instruction,Web Sites,Computer Uses in Education,Science Instruction,Teaching Methods,Elementary School Science,Conventional Instruction,Comparative Analysis,Instructional Effectiveness,Knowledge Level,Educational Technology

The purpose of the study was to evaluate the efficacy and feasibility of using website in biology education. We have explored the World Wide Web as a possible tool for education about health and nutrition. The websites were teaching tools for primary school students. Control groups used the traditional educational materials as books or worksheets, and the experimental groups used prepared web-site as an educational tool. This experimental study confirmed the efficacy of computer-based nutrition education in nutrition knowledge. Nutrition knowledge score of the experimental group was statistically non-significant as compared to control group both in posttest and retention test, which means that using website in nutrition education has similar effect on nutrition knowledge as traditional teaching. Thus, traditional teaching is still valuable compared to ICT approach in nutrition education. (Contains 1 table and 3 figures.)
Primary Tendencies in Research on Geography Education
Author: Gecit, Yilmaz
Date: 2010-00-00
Type: Information Analyses
Subjects: Foreign Countries,Social Science Research,Geography Instruction,Classification,Meta Analysis,Computer Assisted Instruction,Learning Activities,Educational Assessment,Program Development,Geography

The principal aim of this study is to classify research on geography education performed in the process from 2000 to present, shed light on research hereafter, and determine the fields of geography education which should be given priority. The items that constitute data of this research are obtained as a result of data scan. As a result of archive scan, 33 magazines and papers submitted in the 20 national and international congresses and symposia between 2000 and 2009 are examined. Furthermore, post-graduate and PhD theses prepared in the field of geography education between stated dates are determined. Then, the obtained data were subjected to analysis of frequency, percentage, application and content to evaluate. In the analysis of data, these articles, papers, and theses were encoded depending on place, date, and number of publication and classified under 9 different subject titles. Consequently, a large part of studies were determined to have been in the fields of learning activities, measurement-evaluation, and program development.
Studying Reliability of Open Ended Mathematics Items According to the Classical Test Theory and Generalizability Theory
Author: Guler, Nese
Date: 2010-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Test Theory,Test Reliability,Interrater Reliability,Scores,Test Items,Mathematics Tests,Grade 8,Grade 9,Foreign Countries

In this study, the Classical test theory and generalizability theory were used for determination to reliability of scores obtained from measurement tool of mathematics success. 24 open-ended mathematics question of the TIMSS-1999 was applied to 203 students in 2007-spring semester. Internal consistency of scores was found as 0.92. For determination of interrater consistency, Kendall's concordance coefficient was calculated as 0.52. Generalizability coefficient for mathematics scores was 0.92 and phi coefficient was 0.90. The variance component of raters accounted for 2.1% of the total variance. According to all results, it was seen that measurement tool of mathematics success was reliable for determination of students' mathematics success. Although there was a difference between means of four raters' scores, it was found that there was consistency of their scores.