ethanporcaro/eric-fulltext-meta huggingface dataset:
The Inadequacies of Assigning &quot;My Philosophy of Education&quot; Statements in Teacher Education Courses
Author: Bakker, Colin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Educational Philosophy,Constructivism (Learning),Misconceptions,Critical Thinking,Skill Development,Intellectual Disciplines,Reflective Teaching,Politics of Education,Moral Values,Epistemology,Educational Environment

In teacher education programs, there is a prevalent belief that having teacher candidates compose personalized 'my philosophy of education' (MPE) statements is a valuable exercise that prepares them for the teaching profession. This paper argues that the prevailing intentions for, and common practice of, assigning these MPE statements to teacher candidates are problematic because they distort both the discipline of philosophy and the purpose of philosophy of education courses. The argument's first section situates the practice of assigning MPE statements within the context of teacher education programs' strong commitments to social constructivism and the reflective practitioner, and relates the problems associated with those commitments. It then reviews literature that describes the common properties and practices of assigning MPE statements. The second and third sections then develop the arguments that MPEs rely on and reinforce distortions of philosophy as a discipline and misconceptions about the purposes of philosophy of education courses in teacher education programs. Those two arguments share a theme that MPE statements reduce philosophy and philosophizing about education to declaring and clarifying an unexamined personal commitment, and hence drift toward enabling relativism. Finally, the conclusion relates how, in conjunction with those distortions, the use of MPE statements has acquired the function of certifying a teacher's suitability to fit within the status quo. This situation, it claims, unfortunately distracts candidates and others in the teaching profession from developing their critical philosophical skills in responding to the epistemic, moral, and political realities of education and schooling.
Effectiveness of Direct Instruction Flashcards on Sight Word Identification for a High School Student with a Specific Learning Disability
Author: Fraher, Claren
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Aids,Direct Instruction,Word Recognition,Grade 10,High School Students,Learning Disabilities,Intervention,Program Effectiveness,Sight Vocabulary,Sight Method,Reading Fluency

The aim of this single-case study was to evaluate the effects of a Direct Instruction flashcard system on the sight word identification of a tenth grader with a learning disability. To appraise the benefits of the intervention, a changing criterion single-subject design was applied. Findings indicated that the student profited greatly from the intervention. Over the course of the intervention, accuracy and automaticity of sight word reading increased remarkably. The paper ends with a critical discussion of the results and provides an outlook for subsequent research activities.
The Effects of a Reading Racetrack Intervention on the Sight Word Fluency of Learning Disabled Elementary School Students with German as Second Language
Author: Sperling, Marko
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Word Recognition,Reading Fluency,Learning Disabilities,Students with Disabilities,Elementary School Students,Second Languages,German,Reading Difficulties,Cognitive Processes,Memorization,Reading Comprehension,Reading Improvement,Instructional Effectiveness,Sight Vocabulary,Educational Games,Foreign Countries,Native Language,Refugees,Trauma,Indo European Languages,Romance Languages,Teaching Methods,At Risk Students

The ability to read is the gateway to success in modern knowledge-driven societies. Thus, it is vital to make sure that no child is left behind in his or her endeavor to acquire the cognitive processes needed to understand age-appropriate texts. One significant milestone on the way to reach proficiency in this respect is memorization of certain frequently used whole words. Foreign language students and those with learning disabilities are especially at risk for failing to master the various intermediate steps toward text comprehension, the ultimate goal of reading instruction. Reading racetracks are a promising technique to help even very challenged children improve their sight word fluency. In the present study, we examined the benefits of this approach with three learning disabled students from a German elementary school who spoke German as their second language. A multiple baseline design (AB) was used to assess the effectiveness. During the intervention, all three participants significantly improved their speed of naming sight words. The results indicate that sight word fluency can be increased with very simple means. A discussion and implications for practice and further research are provided.
Pre-Service Teachers&apos; Professional Development through Four-Step Problem-Solving Model: A Seminar Method
Author: Dos Santos, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Problem Solving,Models,Seminars,Learning Strategies,STEM Education,Graduate Study,Interdisciplinary Approach,Teaching Methods,Critical Thinking,Foreign Countries,Secondary School Students,Student Attitudes,Tutoring,College Faculty,Career Change,Transfer of Training,Classroom Techniques,Textbooks,Faculty Development,Instructional Effectiveness,Student Diversity

Effective teaching and learning strategy is one of the most important topics in the field of teachers' professional development. Teachers' education and pre-service teachers' training programmes provide necessary coursework, field experience, and student teaching internship experience to pre-service, potential, and second career teachers who are seeking initial license status. Due to the rapid developments in Hong Kong, China, school teachers face challenges, difficulties, and social problems due to excess enrolment of teachers from different backgrounds. The regular curriculum and material also fail to cover all these issues. The current study applied the seminar technique as recommended in Polya's &quot;Four-Step Problem-Solving Model&quot; with targeted discussion topics and engaged 12 STEM pre-service teachers at one of the Postgraduate Diploma in Education (PGDE) programmes. The results indicated that beyond regular coursework, field experience, and internship experiences embedded in the curriculum, additional seminars allowed the participants to establish inter-disciplinary teaching strategies and critical thinking skills. The results of this study serve as a blueprint for teachers' education programme leaders and school administrators to establish similar seminars and conduct such sessions for their pre-service and in-service teachers to refresh and advance their teaching and learning strategies.
Indexing: Narrating Interdisciplinary Connections in the Classroom
Author: Mino, Jack J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Climate,Conservation (Environment),Ecology,Psychology,Science Fiction,Novels,Fiction,Content Area Reading

An integrative tool that we have piloted in two LCs, the interdisciplinary index, is an integrative template that students use to make connections between disciplines. In the learning community, &quot;Cli-Fi: Stories and Science of the Coming Climate Apocalypse,&quot; faculty developed the Climate-Change Stress Index (CCSI) that students used to identify evidence of climate-change impacts in the fictional setting of each novel they read. In another learning community, &quot;All things Connect: Living with Nature in Mind,&quot; students again used an index consisting Ecopsychology principles to describe, explain, and/or evaluate how these principles informed excerpts from environmental literature. We present a variety of student samples using Barber's (2012) model of integrative learning and conclude with a review of the functions of interdisciplinary indexing.
Place-Based Learning Communities on a Rural Campus: Turning Challenges into Assets
Author: Sprowles, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Place Based Education,Communities of Practice,Rural Schools,State Universities,College Freshmen,STEM Education,American Indian Culture,Indigenous Knowledge,Program Effectiveness,First Year Seminars

At Humboldt State University (HSU), location is everything. Students are as drawn to our spectacular natural setting as they are to the unique majors in the natural resource sciences that the university has to offer. However, the isolation that nurtures the pristine natural beauty of the area presents a difficult reality for students who are accustomed to more densely populated environments. With the large majority of our incoming students coming from distant cities, we set out to cultivate a &quot;home away from home&quot; by connecting first-year students majoring in science, technology, engineering and math (STEM) to the communities and local environment of Humboldt County. To achieve this, we designed first-year place-based learning communities (PBLCs) that integrate unique aspects and interdisciplinary themes of our location throughout multiple high impact practices, including a summer experience, blocked-enrolled courses, and a first-year experience course entitled &quot;Science 100: Becoming a STEM Professional in the 21st Century.&quot; Native American culture, traditional ways of knowing, and contemporary issues faced by tribal communities are central features of our place-based curriculum because HSU is located on the ancestral land of the Wiyot people and the university services nine federally recognized American Indian tribes. Our intention is that by providing a cross-cultural, validating environment, students will: feel and be better supported in their academic pursuits; cultivate values of personal, professional and social responsibility; and increase the likelihood that they will complete their HSU degree. As we complete the fourth year of implementation, we aim to harness our experience and reflection to improve our programming and enable promising early results to be sustained.
How to Ensure Academic Success of Indigenous Students Who &apos;Learn Where They Live&apos;
Author: Cochrane, Jan E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Indigenous Populations,Barriers,Access to Education,Educational Technology,Technology Uses in Education,Student Needs,Success,Culturally Relevant Education,Teacher Student Relationship,Peer Relationship,Cognitive Style,Access to Computers,Family Needs,Instructional Materials,Foreign Countries,College Students,College Faculty

Background. Distance Education (DE) allows Indigenous students to learn where they live. However, barriers to successful completion of programs include limited flexibility of the course duration, lack of interaction with instructors or peers, and balancing one's learning needs with family needs (Ball, 2007). To better understand how DE programs can be enhanced, we examined Indigenous students and instructors to answer the following questions: 1) What are unique learning needs of Indigenous students completing DE pedagogies? 2) How can DE meet the Indigenous students' goals for academic success and &quot;indigenization&quot;? Methods: The study was conducted using a qualitative, interpretive descriptive design (Thorne, 2008) and grounded in ways of Indigenous cultural knowledge (Mussell, 2005). A convenience and survey sampling method (Thorne, 2008) was used to recruit participants in the study area. A literature review, individual interviews, and sharing circles were conducted. Thematic analysis was used to characterize experiences of the learners' academic needs. Findings: The following themes were revealed: 1) personal interaction with the instructor and peers is essential, 2) learning tools should be sensitive to learning needs and visual learners, 3) flexibility must be integral, allowing for learning/family needs balance; 4) preference for cultural relevance and appropriate materials enhance learning, and 5) technological access and ongoing support in its use is imperative. Conclusion: With flexibility in the pedagogical design, ongoing technological support, and culturally relevant learning approaches, Indigenous learners can benefit from DE programs that allow them to learn where they live. However, addressing the barriers to personal interaction and teacher support, technological issues, and cultural appropriateness enhance course completion.
Whose Responsibility Is It? A Statewide Survey of School Librarians on Responsibilities and Resources for Teaching Digital Citizenship
Author: Phillips, Abigail L.
Date: 2019-00-00
Type: Journal Articles
Subjects: State Surveys,School Libraries,Librarian Attitudes,Library Role,Media Literacy,Citizenship,Technological Literacy,State Legislation,Educational Legislation,Library Instruction,Librarian Teacher Cooperation,Instructional Materials,Responsibility

In 2015 the Utah State Legislature passed H.B. 213, &quot;Safe Technology Utilization and Digital Citizenship in Public Schools,&quot; mandating that K-12 schools provide digital citizenship instruction. This study presents an exploratory endeavor to understand how school librarians in a state that adopted digital citizenship legislation engage with digital citizenship instruction and their perceptions of a school librarian's role in providing this instruction. We conducted a statewide survey of Utah school librarians, including questions focusing on digital citizenship resources used, current instruction within the school, and inquiries about improvements to current instruction. School librarians expressed a desire to be more involved in the instruction process, the need for more time, and the desire for consistent collaboration with teachers and administration.
The Effects of a Multicomponent Motivational Intervention on Math Performance of Elementary School Students with Learning Disabilities
Author: Grünke, Matthias
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Mathematics Achievement,Elementary School Students,Learning Disabilities,Grade 3,Foreign Countries,Positive Reinforcement,Feedback (Response),Goal Orientation,Student Motivation,Scores,Mathematics Instruction,Elementary School Mathematics,Problem Solving

The purpose of this single case study was to evaluate the effects of a multicomponent motivational intervention that consisted of explicit timing, immediate feedback through self- scoring, goal setting, and positive reinforcement on the arithmetical skills of three third graders with learning disabilities. An ABA reversal multiple-baseline across-participants design was applied to establish a functional relationship between the intervention and the expected outcome. Immediately after the motivational system was implemented, the participants solved a higher number of tasks. The effect ended abruptly once the treatment was terminated. Results show that even for struggling students with learning disabilities, motivation to solve math tasks can be notably increased with relatively little effort. The paper ends with a discussion of current literature and the experiment's limitations, as well as the practical use of the findings.
Supervision on Early Intervision Practices for Teachers of the Deaf
Author: Turan, Zerrin
Date: 2019-06-10
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Infants,Early Intervention,Teacher Supervision,Teacher Competencies,Teacher Attitudes,Teaching Skills,Educational Objectives,Program Implementation,Feedback (Response),Role,Graduate Students,Interaction,Parent Child Relationship,Interpersonal Relationship

The objective of the present study was to examine the early intervention practices of two teachers working with infants with hearing loss and the supervision provided to these teachers to improve their practices. It was designed as a qualitative case study. Data were collected with intervention session video recordings, evaluation meeting audio recordings, session plans, the reflective journals, teacher evaluation forms and interviews conducted with teachers. The data were analysed with the inductive analysis method. Study findings were presented under four themes; the early intervention process, supervision of this process, teacher views and the views of the supervisor on the supervision process and improvements observed in teacher skills. It was found that teachers shared similar intervention goals, however their implementation and management of the process were different. The supervisor provided corrective and confirmatory feedback to the teachers. It was determined that the positive relationship formed between the teachers and the supervisor was considered important by both parties.
The Predictive Power of University Students&apos; Self-Leadership Strategies on Their Self-Efficacy
Author: Maya, Ilknur
Date: 2019-06-10
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Self Management,Leadership Qualities,Self Efficacy,Gender Differences,Self Concept Measures,Rewards

This study aims to analyse correlations between the self-leadership strategies employed by university students and their self-efficacy and to determine whether or not their self-leadership and self-efficacy differ significantly on the basis of gender. The study is in the model of correlational survey and it uses random sampling method. The study was performed with the voluntary participation of undergraduate students (N=341), and the research data were collected through Self-Leadership Scale and General Self-Efficacy Scale. Multiple regression analysis was employed in determining the predictive power of self-leadership strategies. The analysis results demonstrated that self-leadership strategies were correlated with self-efficacy and that self-leadership strategies were predictors of self-efficacy. Accordingly, the strongest predictor of self-efficacy was natural reward strategies. In the context of the conclusions reached in this research, training and activities to promote self-leadership skills can be included in higher education programmes.
Orthography and Punctuation Problem in Turkey within the Context of the Curricula and Textbooks
Author: Beyreli, Latif
Date: 2019-06-10
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Punctuation,Curriculum,Secondary Education,Standards,Textbook Content,Elementary Education,Spelling,Writing (Composition)

In this study, the orthography and punctuation problem was evaluated within the context of the curricula and textbooks. The data obtained from both sources were assessed by way of document reviews, and consequently, it was seen that the orthography and punctuation topics existed as learning outcomes only in the curricula for the 1st, 2nd, 3rd, 4th and 5th grades. No learning outcomes related to orthographic or punctuation rules were found in the curricula from the 6th grade to the 12th grade. The picture of the topic of orthographic and punctuation rules in the textbooks is even more blurred. These two topics were included in the textbooks for the first five grades in line with the learning outcomes of the curriculum. No activities related to orthographic and punctuation rules were seen in the textbooks for the 6, 7 and 8th grades. As a matter of fact, this situation ironically matches the curricula. As for the textbooks for the high school, even though the curriculum does not include, there are activities related to orthographic and punctuation rules. This complex situation is naturally reflected upon the teaching applications as well. Thus, the orthography and punctuation problems starting from the primary school continues through the secondary school and high school. The results of this study were compared with those of the studies in the literature, conducted on the orthography and punctuation mistakes of students.
Participating in a High School Debate Program and College Matriculation and Completion: Evidence from the Chicago Debate League
Author: Shackelford, T. Daniel
Date: 2019-06-10
Type: Journal Articles
Subjects: Debate,Student Participation,High School Students,College Admission,Graduation,College Graduates,Extracurricular Activities,College Readiness,Student Characteristics,Racial Differences,Ethnicity,Age Differences,Gender Differences,Socioeconomic Status,Academic Achievement

Prior work has demonstrated that debate is associated with academic achievement in high school. Whether debate in high school is predictive of better college outcomes beyond its established relationship with promoting college readiness as indicated by the ACT is unknown. This research examines and evaluates the impact of participating in a high school debate program on college matriculation and completion. Data come from a cohort of 6,411 high school graduates from the Chicago Public School system, 26% of whom participated in the Chicago Debate League, from 1997 to 2007. Logistic regression was used to estimate the relationship between debate participation and college matriculation, type of college attended, and college graduation, with college-readiness, as indicated by performance on the ACT, examined as a mediating variable. Debaters were more likely to matriculate to college, particularly to 4-year versus 2-year institutions, than comparison students and these relationships were largely explained by debaters' better performance on the ACT. However, debate was not associated with higher likelihood of graduating from college.
Post-Secondary Educators Can Increase Educational Reach with Universal Design for Learning
Author: Coy, Kimberly
Date: 2016-12-00
Type: Journal Articles
Subjects: Access to Education,Instructional Design,College Instruction,Barriers,Student Participation,Alternative Assessment,Metacognition,College Curriculum,Relevance (Education)

Meeting the needs of a variety of learners in college and university settings is of vital importance. By designing courses infused with Universal Design for Learning (UDL) principles, guidelines and checkpoints; professors and instructors create environments targeted toward meeting the educational needs of a wider variety of students. UDL works most effectively at the design stage. This paper aims to support learning environment design by presenting ten specific strategies for infusing UDL within post-secondary courses at the university level. These strategies will include: identifying barriers to learning, alternatives for participating during class time, effective alternative assessments based on construct relevance and UDL meta cognitive goals and transparency.