ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge and Attitudes of Preschool Teachers about Speech and Language Disorders in Turkey
Author: Uysal, Ayse Aydin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Knowledge Base for Teaching,Speech Impairments,Language Impairments,Teacher Workshops,Preschool Teachers,Teacher Role,Speech Therapy,Foreign Countries,Teaching Methods,Instructional Effectiveness,Self Efficacy,Preschool Education

The number of people with speech and language disorders is increasing every day (McLeod and McKinnon, 2007). Preschool teachers play a key role in diagnosing and treatment of these disorders since children acquire speech and language abilities rapidly in the preschool period. Speech and language therapy is a new discipline in Turkey. Therefore, the aim of this study is to determine the knowledge levels of preschool teachers in Turkey about children with speech and language disorders. The sample consisted of 153 preschool teachers from Kocaeli, Turkey and a self-administered Teacher Knowledge of Speech/Language Impairment Questionnaire was completed by the participants. Results revealed that knowledge and awareness levels of preschool teachers about children with speech/language impairment are limited. While 46% of the participants report that they have little or no experience with speech/language impaired children and do not feel themselves adequate in teaching children with severe language problems. Workshops designed for preschool teachers about speech and language disorders may offer opportunities to learn about the resources and classroom strategies that are proven successful in teaching students with speech and language disorders in Turkey.
A Course in Mathematical Modeling for Pre-Service Mathematics Teachers
Author: Chesler, Joshua
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Common Core State Standards,Mathematics Teachers,Preservice Teacher Education,Secondary School Teachers,Mathematical Models,Majors (Students),Teacher Education Programs,Barriers,Teaching Methods,Team Teaching,Course Descriptions,Preservice Teachers,Student Attitudes

The United States' Common Core Standards for Mathematics give a prominent role for mathematical modeling in the K-12 curriculum. This has implications and creates challenges for teacher preparation programs. We describe one program's attempt to meet these challenges with a course in mathematical modeling for pre-service secondary mathematics instructors. The course was co-developed and co-taught by a mathematics educator and an applied mathematician and implemented as a design experiment. The students in the course, all mathematics majors, experienced growth in dispositions yet also faced mathematical challenges that likely extend beyond modeling contexts.
Enhancing Mathematics Learning in Content Courses for K-8 Teachers: Promoting Growth Mindset, Challenging Unproductive Beliefs, and Addressing Mathematics Anxiety
Author: Pair, Jeffrey
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Elementary School Teachers,Middle School Teachers,Mathematics Instruction,Interference (Learning),Teacher Educators,Student Centered Learning,Mathematical Concepts,Concept Formation,Independent Study,Preservice Teacher Education,Teacher Student Relationship,Teaching Methods

In this essay, we describe some challenges that mathematics teacher educators may face when teaching content courses for future elementary and middle school teachers. We summarize research that suggests students in content courses may have fixed mindsets, unproductive beliefs, and mathematics anxiety that can interfere with their ability to learn mathematics content. We suggest possible interventions to address these affective issues, including student-centered instruction, valuing mistakes, process praise, self-directed learning, and activities that inspire student reflection related to his or her own mathematical understandings.
Using after School Programme to Improve Mathematics Achievement and Attitude among Grade Ten Low Achievers
Author: Ariyo, Simeon O.
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Mathematics Achievement,Low Achievement,Grade 10,Student Attitudes,Mathematics Instruction,Program Effectiveness,Foreign Countries,Secondary School Students

Importance of mathematics in technological development of any nation requires that more attention be given to students with consistent failure in the subject. This study established the effectiveness of an after school programme among low learners in mathematics. Pre- and post-test, control group quasi-experimental design was used for the study. Participants (grade 10, ages 14-15 students) who scored 40% and below in the diagnostic assessment were selected across the four schools for the experiment. Two schools each were randomly assigned to control (conventional) and treatment (use of diagnostic assessment followed by the after school programme) groups. A total of 95 participants (49 males and 46 females) formed the sample for the study. Four research instruments were used. A t-test was used for the analysis. No significant difference in students' achievement and attitude was evident before treatment; however, there was significant effect of treatment on students' posttest mathematics achievement t[subscript (93)]=9.22, p&lt;0.05 but not on attitude. Teachers are encouraged to use diagnostic assessment to identify students with learning needs and use after school programme to enhance their performance.
Here We Stand: The Pedagogy of Occupy Wall Street
Author: Webb, Darren
Date: 2019-11-00
Type: Journal Articles
Subjects: Activism,Social Action,Social Justice,Educational Practices,Case Studies,Cooperative Learning,Critical Theory,Instruction

Social movement learning is now an established field of educational research. This paper contributes to the field by offering a critical case study of Occupy Wall Street (OWS). The paper surveys the claims made by the movement's supporters that transformed utopian subjectivities emerged in and through the process of participation, the prefigurative politics of the movement becoming an educative process of dialogic interaction and a moment of self-education through struggle. Drawing on the extensive range of first-hand accounts, and analysing the anarchist and autonomist ideas animating the movement's core activists, the paper highlights the pedagogical lacunae in OWS and reflects on what we as educators, working in and with social movements, might learn from these. What the experience of OWS points to, the paper argues, is the need to avoid romanticising the creation of alternative spaces of learning and overstating the pedagogical possibilities opened up when people gather together and occupy a space.
Learning in Social Movements: Emotion, Identity and Egyptian Diaspora Becoming &apos;Logically and Emotionally Invested&apos; in the Continuing Struggle
Author: Underhill, Helen
Date: 2019-11-00
Type: Journal Articles
Subjects: Social Change,Emotional Response,Immigrants,Activism,Self Concept,Beliefs,Values,Teaching Methods,Learning Processes,Schemata (Cognition),Foreign Countries,Global Approach,Politics,Muslims,Political Attitudes,History

This article explores the implications of learning in social movements on diaspora activists' engagement with struggle. Focussing on emotions within social movement learning and the connection to activists' multiple identities, the paper examines the complex terrain of learning as embodied and rooted in emotionally situated beliefs and values. The theoretical framework that informs this enquiry brings diaspora and identity into conversation with emotions in social movement learning and Boler's 'Pedagogy of discomfort'. Developing these connections contributes a new approach to understanding the emotional dynamics of activism and the implications of learning in this context on social movement participation. Based on qualitative research with diasporic accounts of participating in activism related to the continuing Egyptian revolution, the analysis contributes a deeper understanding of how learning in struggle shapes multiple forms of connectedness and the implications learning in this context can have for activists' engagement with struggle. The findings add to existing knowledge of learning in social movements through a framework where cognition and emotion are 'inextricably linked' (Boler, 1999, p. xix) and to diaspora studies by highlighting that engagement is underpinned by situated and embodied identities that shape possibilities for learning.
Student Voice and Agency for Indigenous Maori Students in Higher Education Transitions
Author: Amundsen, Diana
Date: 2019-11-00
Type: Journal Articles
Subjects: Indigenous Populations,Pacific Islanders,Ethnic Groups,Neoliberalism,Higher Education,Student Adjustment,Longitudinal Studies,Student Attitudes,Self Concept,Social Structure,Educational Experience,Culturally Relevant Education,Universities,Institutional Characteristics,Undergraduate Students,Teaching Methods,Foreign Countries,Personal Autonomy,Social Capital,Cultural Capital,Social Change,Popular Education,Racial Bias

This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Maori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Maori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Maori students enrolled in a wananga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wananga, participants felt their Maori cultural identity was highly valued; within polytechnics, there was a sense that Maori culture is included but more could be done; within universities, a need for more inclusive practices to support Maori learner requirements was identified. This empirical research outlines learning for Maori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.
Finding Alternatives and/or Following Global Trends for School Leaders?: Reflection of Educational Management in Japan
Author: Suematsu, Hiroki
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,School Administration,Social Change,Administrative Organization,Administrator Attitudes,Educational Policy,Interpersonal Communication,Educational Researchers,Trend Analysis,Global Approach,Educational Change,Educational Trends,Governance,Elementary Schools,Middle Schools,Administrator Role

As difficult situations around educational management increase, related research needs to be reflected upon. In this research, the actual nature of the school management process is examined by questioning &quot;How is a headteacher able to impact and effect the school?&quot; and &quot;What kind of relationships are there among various people who are involved?&quot; using the fieldwork at the R school alliance (consisting of four primary schools and one lower secondary school) since 2013 in Japan. As a result, it is shown that the following phases are needed to be considered--various intentions and people within/outside the school; rotation system as the personnel affairs; careful mutual-understanding with educational administration to overcome the &quot;top-down&quot; approach; and sharp insights into social changes. It implies that even under a uniform system the reality of school management is very diverse, and the possible ways for the corresponding school management are particularly context-dependent. So even the simple technical theories can become harmful. Therefore, dialogue between school leaders and researchers is essential to find alternatives and/or follow global trends while understanding the complexity of school management in relation with the meso/macro contexts such as community conditions and educational policies.
Reconceptualising Activism for a Pedagogy of Struggle: Occupying Education, the Power of the Empty Signifier for the Future of Education
Author: Earl, Cassie
Date: 2019-11-00
Type: Journal Articles
Subjects: Activism,Dissent,Collectivism,Popular Education,Higher Education,Curriculum Development,Adult Education,Resistance (Psychology),Foreign Countries,Community Action,Global Approach,Democracy,Social Systems,Imagination,Critical Theory,Consciousness Raising

The global Occupy! actions gave some pause for thought. At first, some thought that this was a global movement that could change the way politics was conducted and maybe see the end of capitalism as we knew it. The hopes for Occupy! were high, but the highest hopes for the movement were short lived. This paper examines Occupy!'s legacy; what potential remains and where educators might go with it. An argument is presented that Occupy! became an empty signifier: a 'bucket' of discontent into which thousands of disjointed, dissenting voices and discontents were poured, ranging from the original Wall Street encampment to the Umbrella revolution in Occupy Central. The paper looks at the power of the 'empty signifier' as a galvanising mechanism and explores what this could mean for education. The notion of occupying the curriculum in HE will be explored as a unifying mechanism for multidisciplinary teaching and learning.
Imaginary Dialogues: In-Service Teachers&apos; Steps towards Mathematical Argumentation in Classroom Discourse
Author: Brodahl, Cornelia
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Persuasive Discourse,Mathematical Logic,Imagination,Dialogs (Language),Content Area Writing,Inservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Teaching Methods,Continuing Education,Cooperative Learning,Barriers

The purpose of this qualitative study was to explore in-service teachers' first experiences with imaginary dialogues -- a form of mathematical writing where students are introduced to a written and unfinished dialogue between two imaginary persons discussing a mathematical problem. Students are supposed to continue working with the problem and to complete the initial dialogue between these persons. In-service teachers were enrolled in a continuing university education mathematics course. They were given the task to try out imaginary dialogues in their classes from grades 4 to 10. Based on in-service teachers' responses in open-ended self-evaluation forms, the study examined how the in-service teachers perceived imaginary dialogues as a tool to approach students' mathematical argumentation. The study also sought to investigate how they identified levels of argumentation in their students' written dialogues based on the background of Balacheff's levels of proofs in school mathematics practices.
Metacognitive Prompts within an Online Course
Author: Rasmussen, Clay L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Cues,Online Courses,Required Courses,Prerequisites,Teacher Education Programs,Student Attitudes,Introductory Courses,Course Content,Teaching Methods,Intervention,Undergraduate Students

This study attempted to answer whether strategically designed and placed metacognitive prompts within an online prerequisite teacher education course can make a difference in the amount and quality of student self-reported use of metacognitive strategies. The study found significant metacognitive results for students in an online introductory education course. Three themes about metacognitive use emerged from student online postings: the importance of transforming online material into more useable formats, the need to structure the learning environment to increase student attention, and the importance for students to make personal connections to the content.
Close, yet so Far Apart: Bridging Social Movement Theory with Popular Education
Author: Heidemann, Kai A.
Date: 2019-11-00
Type: Journal Articles
Subjects: Social Action,Activism,Social Theories,Popular Education,Adult Education,Theory Practice Relationship,Educational Practices,Community Education

This special issue of the Australian Journal of Adult Learning is a great opportunity to bridge two areas of scholarship that are in close proximity to one another, but have generally failed to establish systematic dialogues and exchanges. These domains, of course, are comprised of educational scholarship devoted to the study of 'adult' and 'popular' education on the one hand, and sociological scholarship on 'social movements' on the other. While the study of popular education has thematic proximity to the social movement literature, it is not a terrain of systematic research and theorising by social movement scholars. A recent search of the terms 'popular education', 'community education' and 'adult education' in both the titles and keywords of two leading social movement journals over the past two decades, for example, yielded zero hits. On the other side of the equation, while scholars of popular education may frequently invoke terms such as 'social movement' and 'activism', the tools of social movement theory are rarely put to use within this literature (cf. Kilgore, 1999). That these two literatures are so close, but so far apart is rather astonishing given their overlapping concerns for issues of resistance, solidarity, democratisation and social transformation. In this essay, I briefly address the gap between social movement studies and popular education studies, and then proceed to engage in some initial bridge-building work by discussing the concept of 'free space' (Groch, 2001; Polletta, 1999; Polletta, &amp; Kretschmer, 2013). In particular, I suggest that by theorising community-based sites of popular education as 'free spaces', scholars can better investigate the ways in which the participants within these sites engage in educational practices that actively promote the reproduction of movement-based strategies, tactics, meanings and identities. From such a conceptualisation, researchers can explore the question of how local-level sites of popular education bolster the broader-level influence of social movements in society, thus shedding important light on the socio-political outcomes of popular education programs.
Administration Issues in Teaching and Learning for the Future of Secondary Education in Rivers State, Nigeria
Author: Agi, Ugochukwu Kysburn
Date: 2018-00-00
Type: Journal Articles
Subjects: Futures (of Society),Foreign Countries,School Administration,Secondary School Teachers,Principals,Public Schools,Private Schools,Teacher Attitudes,Administrator Attitudes,Supervision,Teaching Conditions,Learning,Curriculum Implementation,Educational Quality,Instructional Leadership

Effective administration is a must in the dynamic centres of education: teaching and learning are required to effectively interpret and deploy the nation's education policy and execute curriculum realities that respond to the fatigues of the present and the challenges of the future. The paper, therefore, critically examined the administrative issues relevant in enhancing teaching and learning in terms of preliminary issues of school administration, teachers, and supervisory issues. To achieve this, the study used a descriptive survey research design. The sample of the study consisted of 250 participants (45 principals and 205 teachers) of private and public secondary schools randomly selected from nine local government areas of Rivers state. Three research questions and three research hypotheses guided the study that used a 19-item instrument to gather data from respondents. Descriptive statistics and independent sample t-test were the statistical tools used to analyze the data. The impact of preliminary administrative issues on teaching and learning in secondary school education was quite negative, teacher issues were not considered relevant, and the respondents had negative view of the relevance of supervisory issues of the curriculum to teaching and learning in secondary school education. However, the principals and teachers differed significantly on their mean rating of the impact of preliminary administrative issues, relevance of teacher issues, and the relevance of supervisory issues of the curriculum to teaching and learning in secondary school education respectively. It was recommended among others that secondary school owners--government and private individuals--ensure that administrative issues be given utmost attention for effective teaching and learning.
Exploring the Power of the Media in Promoting Lifelong Learning and Popular Mobilisation Drive against &apos;Galamsey&apos; in Ghana
Author: Biney, Isaac Kofi
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Social Problems,Conservation (Environment),Natural Resources,Mass Media Effects,Water,Crime,Mining

This paper explores the power of media in promoting lifelong learning in mobilising the citizenry against 'galamsey' activities in Ghana. 'Galamsey' connotes 'an illegal process of gathering mineral resources, especially gold, and selling them'. It is an activity engaged in by young adults resulting in destroying water bodies and posing water-related challenges to the citizenry. This qualitative study sought to ascertain what informed practitioners in the media space to mount a sustained lifelong learning drive against 'galamsey' in Ghana. The study used in-depth interview and focus group discussions to collect data from 15 participants purposively selected. Six male and female participants also shared their experiences on the 'galamsey' menace and the fight against it. Their thought, views and insightful ideas lie at the heart of this study. It emerged that the 'galamsey' activities were complex and engaged in by both Ghanaians and foreigners using heavy earth moving machines destroying forest vegetation cover and water bodies. The players involved bribe their way for protection. This paper recommends that the Government of Ghana and media houses involved in the fight against 'galamsey' sustain the lifelong learning drive to save water bodies, arable lands, and forest vegetation cover in Ghana.
Leadership and Gender: An Exploration of Two Female Administrators&apos; Leadership Experiences in India
Author: Yadav, Renu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Administrators,High Schools,Administrator Attitudes,Barriers,Gender Discrimination,Leadership Effectiveness,Principals,Disproportionate Representation,Expectation,Leadership Styles,Males,Sex Stereotypes,Occupational Aspiration,Career Development,Promotion (Occupational)

Administrative leadership, both within and outside educational contexts, remains a male-centric field. Female leaders often are evaluated based on male leadership characteristics, a practice particularly evident in India's education sector. In India, only 35% of academics are women and even fewer are represented in leadership positions. This paper explores the experiences of two women working in administrative leadership positions in two Indian high schools. Interviews and questionnaires provided insight into how they perceived their opportunities, experienced barriers, and understood the impact of gender discrimination on their lives. The findings of this study are anticipated to encourage and provide insights to women who may aspire to assume academic leadership positions in education.