ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Styles and High School Students' Chemistry Achievement
Author: Uzuntiryaki, Esen
Date: 2007-03-00
Type: Journal Articles
Subjects: Cognitive Style,Science Achievement,Teaching Styles,Chemistry,Correlation,High School Students,Measures (Individuals),Statistical Analysis,Science Instruction,Secondary School Students

The aim of the present study was to investigate the effects of students' learning styles on their chemistry achievement, and whether matching between teaching and learning styles also affects students' chemistry achievement. Two hundred and sixty-five tenth-grade students enrolled in a chemistry course and seven chemistry teachers participated in the study. Grasha-Riechmann Student Learning Style Scale was used to determine students' learning styles. This scale consists of four clusters obtained from six learning styles as dependent/avoidant/participant/competitive; participant/dependent/collaborative; collaborative/participant/independent and independent/collaborative/participant learning styles. In order to assess teachers' learning styles, Teaching Styles Inventory was used. This inventory has four clusters obtained from five teaching styles. The first cluster consists of expert/formal authority; second cluster includes personal model/expert/formal authority; third one contains facilitator/personal model/expert, and the fourth cluster consists of delegator/facilitator/expert teaching styles. Results showed that there was a statistically significant difference among students with different learning styles with respect to chemistry achievement. Students in facilitator/personal model/expert teaching style and delegator/facilitator/expert teaching style had better understanding of chemistry concepts, but there was no statistically significant effect of matching between students' learning styles and teachers' teaching styles on students' chemistry achievement.
Science Across the World in Teacher Training
Author: Schoen, Lida
Date: 2007-03-00
Type: Journal Articles
Subjects: Science Instruction,Educational Resources,Databases,International Programs,Teacher Education,Foreign Countries,Teacher Education Programs,Methods Courses,Teacher Competencies,Global Approach,International Cooperation,International Educational Exchange,School Business Relationship,Internet,English (Second Language),Cultural Differences,Electronic Learning,Computer Mediated Communication,Educational Research,Surveys,Student Teacher Attitudes,Student Teaching

Science Across the World is an exchange programme between schools world-wide. It has two main components: existing resources for students (age 6-10) and a database with all participating schools. The programme exists since 1990. It is carried out in partnership with the British Association of Science Education (ASE) and international pharmaceutical industry GlaxoSmithKline and is growing rapidly. This paper deals with the Science Across the World programme in Teacher Training in three countries: the Netherlands, Ireland and Germany. It shows how international collaboration can be fostered by participation in the programme. Amsterdam Teacher Training College in the Netherlands offers Science Across the World as an elective course to Dutch and European Erasmus students, who work in international interdisciplinary groups. They study the Science Across the World website and choose a topic to study in more detail. Later they write an implementation plan for their teaching practice school. At University College Cork in Ireland Science Across the World is part of a (Higher Diploma in Education) course on Science teaching methodology. Participating students implement the programme in their teaching practice schools. An elaborate research was carried out to investigate the success of this implementation. Teachers are enthusiastic about possibilities the programme offers and suggest an in-service training course on the programme and methodology. The government of the State of Hessen, Germany has just started a new concept in Biology methodology. The government decided to base Teacher Training in Biology on &quot;Competencies and Standards.&quot; With increasing globalisation in the next decades the largest, easy to use, global exchange programme Science Across the World can help to achieve aims if modern education in all countries. Teacher Training can help with training student teachers in international collaboration on school level. The triangle Teacher Training--Science Across the World--Research should be promoted.
Cultural and Linguistic Diversity in Higher Education
Author: Molina, Fidel
Date: 2007-03-00
Type: Journal Articles
Subjects: Higher Education,Cultural Differences,Second Language Learning,Foreign Countries,International Cooperation,Student Mobility,Educational Cooperation,Cultural Pluralism,Guidelines

The process of Bologna (European Space for Higher Education) has three fundamental nucleuses that are the European cultural diversity, the promotion of the exchange, and the knowledge among people of the different European countries. Neither the European dimension of the higher education nor the search of a system &quot;easily comprehensible and comparable&quot; of degrees are synonymous of homogenization. The debate is open about the Culture concept and the relationships among the diverse cultural groups; among tendencies to assimilation, to relativism, or miscegenation. The Intercultural socialization implies a contradictory and complex wide dialogue, many times, about the values and the norms in the social interactions of people. For this, we should reflect upon the universal thing and the particular thing, upon the importance of the cultural and linguistic diversity in the framework of Interculturality.
Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research
Author: Markic, Silvija
Date: 2006-12-00
Type: Journal Articles
Subjects: Cooperative Learning,Science Instruction,Secondary School Students,Lesson Plans,Grade 10,High School Students,Learning Activities,Participatory Research,Action Research,Teaching Methods,Observation,Teacher Attitudes,Teacher Influence,Science Tests,Questionnaires,Likert Scales,Secondary School Teachers,Foreign Countries

This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities that are student-centred, integrate new media in the classroom, and invest on cooperative learning methods. The present attempt aimed to develop a context-based and cooperative learning approach for teaching electrochemistry to tenth-grade students, and the paper summarizes these activities, and the results from their testing and evaluation. Implications for teaching/learning in lower secondary chemistry are also discussed.
Changing Teacher Preparation for California's Changing Secondary Schools
Author: Farnan, Nancy
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary Education,Teacher Education Curriculum,Teacher Education Programs,Academic Achievement,Dropout Rate,Dropout Prevention,Partnerships in Education,Educational Innovation,Educational Change,Educational Practices,Educational History,Educational Trends,Models,Clinical Supervision (of Teachers),Reflection,Teacher Improvement,Teacher Effectiveness,Pedagogical Content Knowledge

In this article, the authors describe how one group of California teacher educators has responded to the call for high school dropout rates with new thinking and action in regard to making teacher preparation a key strategy for reducing the dropout rates, raising student academic achievement, and eliminating the pervasive inequities in learning opportunities for students. The authors present a five-year initiative in which teacher preparation institutions partnered around the shared purpose of preparing new teachers to teach in secondary schools that have adopted a major reform in secondary education known as Linked Learning, a reform that research suggests is accomplishing the aforementioned results. In this reform, schools tend to operate as small learning communities in which authentic applications of curriculum center on an industry theme (e.g., health sciences, engineering, hospitality and tourism). They blend academic and career technical education and implement problem-based, interdisciplinary projects as a key instructional strategy. By design, all students experience a rigorous academic core, a demanding technical core, and associated work-based learning activities across grade levels. In addition, a range of support services is designed to help students to be successful.
Factors Influencing Students' Satisfaction and Dissatisfaction with the Online Learning Community for Korean High School Science Classes
Author: Lee, Jung-Sun
Date: 2006-12-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Science Instruction,Student Attitudes,Communities of Practice,Questionnaires,Usability,Satisfaction,Educational Environment,Teacher Influence,Peer Influence,Web Based Instruction,Electronic Learning,Teacher Role,Cooperation,Teacher Student Relationship,Peer Relationship,Grade 10,Internet,Access to Computers,Barriers

The purpose of this study was to investigate factors influencing students' satisfaction and dissatisfaction with an Online Learning Community (OLC). The OLC was a Web-based system that was used to supplement school science curriculum. Data was collected from 62 Korean high school students using an open-ended questionnaire. The factors related to the learners' satisfaction with the OLC involved &quot;usefulness,&quot; &quot;easiness of use,&quot; and &quot;fun factor.&quot; The reasons underlying the students' dissatisfaction with the OLC were classified into three categories, including &quot;environment problem,&quot; &quot;student problem,&quot; and &quot;teacher problem.&quot; In general, the learners considered OLC as helpful for their learning and recognized their difficulty in getting used to the Web-based system. It is strongly suggested to utilize a Web-based system like OLC, as an educational tool for teaching and learning science.
A Past President's Reflection
Author: Lavadenz, Magaly
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflection,Presidents,Teacher Education,Teacher Associations,Strategic Planning,Educational Policy,Participative Decision Making,Transformational Leadership,Organizational Effectiveness,Sustainability,Institutional Cooperation,Program Descriptions,Teacher Educators,Teacher Effectiveness,Financial Support

It was a great honor and privilege for the author to have served as President of the California Council on Teacher Education (CCTE) between 2010 and 2012, as part of a six-year term of office. As an active member of CCTE for more than a decade before, during her early years as a tenure-line faculty member at Loyola Marymount University, she always felt CCTE was an authentic professional learning environment where rich dialogue and collaboration about research and policies related to the preparation of pre- and in-service teachers could take place with colleagues from around the state. As she looks back on these years, reviews the messages, reports, and documents she wrote over the course of that time, it seems that there were four critical areas of focus that were priorities for the organization during her tenure as President: (1) annual strategic planning; (2) collective leadership in teacher education policy; (3) ensuring a fiscally sound organization; and (4) sustaining and strengthening alliances. In this reflective essay, the author will address each of these areas and describe what occurred within CCTE during that time.
(De)constructing Student Engagement for Pre-Service Teacher Learning
Author: Beasley, Jennifer G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Participation,Educational Practices,Role Perception,Educational Resources,Student Teacher Attitudes,Observation,Masters Programs,Program Descriptions,Lesson Plans,Change Strategies,Educational Change,Educational Strategies,Cognitive Ability,Cognitive Development,Teaching Methods,Pedagogical Content Knowledge,Teaching Skills

Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010) and Teacher Effectiveness (Rothstein &amp; Mathis, 2013) prioritize the importance of educators developing K-12 students' intellectual capacities through cognitively engaging tasks. To prepare effective teachers, teacher educators must foster pre-service teachers' abilities to cognitively engage students and increase students' academic achievement. In this article, the authors highlight the importance of student engagement by describing promising practices in one teacher education program: (1) clearly identifying the role that student engagement plays in the classroom; (2) creating structures for teacher educators to observe and support student engagement; and (3) exploring what student engagement looks like from a pre-service teacher's perspective.
&quot;Ah, Yes, I Remember It Well&quot;: Reflections on Being in California Teacher Education
Author: Tierney, Dennis S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Associations,Reflection,Organizational Effectiveness,Organizational Objectives,Organizational Theories,Teaching (Occupation),Professional Identity

The author was deeply honored to be asked to write something about his time of active involvement in the world of teacher education in California. In 2002, he left the field of education for a career that paid less and had a more uncertain future than teaching. Therefore he is not current with public policy or teacher education research issues. His reflections, he contends, are of one who once had a small part to play on a very large stage with people far greater than he could ever be. The author's first California Council on the Education of Teachers (CCET) meeting was the fall gathering in 1976. He attended virtually every Cal Council meeting until the mid-1990s, so his time with CCET embraces almost a quarter-century. In this article he reflects on some of the things that he remembers well. He states that if teachers remember nothing else of their history, they must remember this one thing well: There is no greater honor or title on earth than that of &quot;Teacher.&quot;
The California Council on Teacher Education: Developing Faculty Leaders in Teacher Education
Author: Quezada, Reyes L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Associations,Leaders,Teacher Leadership,Leadership Training,Reflection,Organizational Change,Organizational Theories,Organizational Objectives,Organizational Effectiveness,Institutional Cooperation,Educational Change,Financial Support,Institutional Advancement

As the 70th California Council on Teacher Education (CCTE) anniversary approaches it is hard for the author to believe that he has been involved with this organization since 1993, twenty-one years. As he reflected on how he was introduced and what kept him involved in the organization in many capacities, the author realized he knows of no other professional organization where such lasting friendships have been developed and nurtured. The author's involvement in CCTE included: two years as President Elect, two as President, and two as Past President, as well as four years as a CCTE Board member, four as CCTE Vice-President for AACTE, and two years as CCTE Vice President of ATE, for a total of sixteen years of in-depth work with CCTE in a leadership capacity. In this article, the author shares his reflections on his own ideas for CCTE, along with the goals that he set and the accomplishments achieved.
When Lions Write History: Black History Textbooks, African-American Educators, &amp; the Alternative Black Curriculum in Social Studies Education, 1890-1940
Author: King, LaGarrett J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Educational History,Textbooks,African American Teachers,Multicultural Education,African American Students,Curriculum,African American History,Content Analysis,Power Structure,Proverbs,Citizenship Education,Educational Philosophy,Interdisciplinary Approach,Elementary Secondary Education,Aesthetics,Citizen Participation,Teacher Attitudes

The African proverb, &quot;Until the lions have their historians, tales of the hunt shall always glorify the hunter,&quot; is used to metaphorically describe how dominant groups inscribe power through historical narrative. In this article the author discusses how African-American educators between the years of 1890-1940 conceptualized citizenship education through Black history textbooks. Much of the literature about turn-of-the-20th century social studies textbooks typically described the lack of diversity or racist conceptualization of Blackness; little research has examined the textbooks that responded to these shortcomings. By concentrating on the efforts of African-American educators, this research accentuates multicultural education as an important dynamic in the theoretical development of social studies education. Throughout the article the author does this by seeking to accomplish three goals: (1) to highlight late nineteenth and early twentieth century Black history textbooks written for and by African Americans; (2) to illustrate how social studies and multicultural education occurred simultaneously in an effort to provide African-American students an equitable history curriculum; and (3) to situate early African American educators as salient theoreticians to the social studies field whose interdisciplinary philosophies conflicted with traditional social studies thought, especially the ideology of civic education. This research adds to the developing literature base on how African-American educators contributed to the early theoretical and practical multicultural and social studies movements. It focuses specifically on late nineteenth and early twentieth century African-American educators who developed and distributed Black history textbooks for primary and secondary education. The relevant educators and textbooks include Edward Augustus Johnson's &quot;A School History of the Negro Race in American&quot; (1987), Lelia Amos Pendleton's &quot;A Narrative of Negro&quot; (1912), Carter G. Woodson's &quot;The Negro in Our History&quot; (1922), and Meryl Eppse's &quot;The Negro, Too, In American History&quot; (1937).
Cal Council: A Story of Continuity and Change
Author: Brunetti, Gerald J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Personal Narratives,Conferences (Gatherings),Cooperative Planning,Educational Administration,Presidents,Strategic Planning,Higher Education,Teacher Educators,Educational Research,Teacher Researchers,Communication Strategies,Networks,Faculty Development,Role,Educational Policy

Gerald Brunetti served as President of the California Council on the Education of Teachers (Cal Council or CCET) from 1992 to 1994. This article describes the author's involvement with the CCET beginning in 1979, and covers the details of accomplishments throughout his presidency, such as the development of &quot;CCNews,&quot; mail balloting, and a five-year plan. During the author's presidency, he saw a new emphasis on policy, and a growing emphasis on scholarship and research. Brunetti worked deliberately to enhance collaboration with other teacher organizations such as the California Association of Colleges of Teacher Education and the State of California Association of Teacher Educators, which resulted in a merger of the three organizations. Upon examination of the work of the Cal Council over the decades, the author lists six functions the CCET has performed in serving the needs of its constituency, which is California teacher educators: (1) Communication; (2) Networking; (3) Professional Development; (4) Service; (5) Policy; and (6) Social. The financial condition of the CCET is a concern which is discussed, along with suggestions for how to build a reserve to handle fiscal emergencies.
Language Choice &amp; Language Power: Children's Use of Korean &amp; English in a Two-Way Immersion Program
Author: Lee, Soyong
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Usage,English,Korean,Bilingualism,Immersion Programs,Language of Instruction,Comprehension,Interaction,Second Language Learning,Decision Making,Power Structure,Korean Americans,Asian American Students,Student Attitudes,Qualitative Research,Observation,Kindergarten,Cultural Influences,Social Work,Native Speakers,Peer Relationship,Interpersonal Communication,Interpersonal Relationship

In this article, the author explores the phenomenon of children's language choice and language use in a Korean-English two-way immersion (TWI) program. She does so by drawing on situations in which the children spoke of the principles guiding their choice of languages, and instances in which they voluntarily adopted Korean as the means of communication and made efforts to use Korean. Instances in which the children voluntarily chose to use Korean amongst themselves were few and far between, but this latter focus is an effort to understand the contextual features--mainly the linguistic and the social--of language choice, and to see under what conditions Korean was utilized by the children--why it was adopted, and how it was used. This focus is in line with the theoretical argument of this paper that power in language is contextual and its dynamics are defined by the context within which it operates. The research questions for this project are as follows: (1) What are the children's understandings of the two languages that guide their choice and use of the languages?; (2) What are the dynamics underlying the children choice of Korean and their subsequent uses of the language?; (3) What are the dimensions of interaction that matter?; and (4) what can be learned from this study about the nature of language learning that can be applied to other language learning situations? The author addresses the implications of this research for classroom practice and demonstrates the importance of putting children and their social relationships at the forefront of pedagogical decisions.