ethanporcaro/eric-fulltext-meta huggingface dataset:
Balancing Outdoor Learning and Play: Adult Perspectives of Teacher Roles and Practice in an Outdoor Classroom
Author: Hunter, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Play,Teacher Role,Preschool Teachers,Preschool Children,Constructivism (Learning),Teacher Attitudes,Teaching Methods,Educational Change,Faculty Development,Environmental Education,Student Centered Learning

Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and learning and the changing needs for greater adult-led learning in the altered outdoor environment. Disparate attitudes towards greater adult intervention in children's play existed between parents, teachers, and administrators, as children and staff transitioned and acclimated to the new outdoor classroom. Using ethnographically grounded data collection, researchers interpret these findings to suggest that while teachers maintain a strong preference for child-led learning, the changing outdoor space requires increased adult-led activities and intentional environmental education goals and training.
The Meaningful Memories of Visual Arts Education for Preservice Generalist Teachers: What Is Remembered, Why, and from Where?
Author: Moilanen, Jaakko Henrik
Date: 2020-04-17
Type: Journal Articles
Subjects: Visual Arts,Art Education,Memory,Self Efficacy,Foreign Countries,Preservice Teachers,Educational Experience,Early Experience

Research that examines generalist preservice teachers' memories from the viewpoint of a specific subject is scarce. As generalist teachers' self-efficacy varies between subjects, subject-oriented research is needed. This qualitative study explores the meaningful memories of visual arts education for twenty-one preservice generalist teachers in Finland. The data, analyzed via an abductive approach and a constant comparison method, consists of participants' written memories. According to the findings, the nature of preservice generalist teachers' memories of visual arts education is a result of negotiation between personal (i.e., their personal relationship with visual arts) and structural (i.e., changes in curricula) aspects. Teachers were presented as playing important mediatory roles between these two domains, as both the positive and negative memories of the participants often included personified descriptions of their teachers. The implications for both visual arts and teacher education are also provided.
The Dispute over the Reform Pedagogue Peter Petersen (1884-1952) in Jena 2010: Review of a &quot;Total Disaster&quot; after Ten Years
Author: Retter, Hein
Date: 2020-00-00
Type: Journal Articles
Subjects: Laboratory Schools,Community Schools,Educational History,Foreign Policy,Professional Recognition,Educational Change,Teaching Methods,Educational Philosophy,Jews,Political Attitudes,Disabilities,Foreign Countries,Child Safety,Racial Bias,Authoritarianism,Books,Social Systems,Social Change,Death,European History

With the reunification of Germany, a Jenaplan School was founded in 1991 in the city of Jena, Thuringia. Since then one place of the city carried Petersen's name. The University School at Jena, refounded by Petersen as Life Community School in 1924 (the traditional purpose as a mere teacher training school goes back to the year 1844) and received international attention during the Weimar Republic. Petersen's attempt to gain recognition in the Hitler state (1933-1945) with his reform pedagogy failed, but the University School was allowed to continue to exist. In 1950 it was closed by the socialist GDR state (East Germany). Ten years ago, a bitter dispute raged in Jena over Petersen because previously unknown racist texts written by him had been discovered. The dispute ended when Petersenplatz was renamed &quot;Jenaplan&quot;. A book by Hein Retter, which appeared ten years ago, was highly controversial: it described children of Jewish and socialist origin as well as disabled children - from families who were threatened by Nazi ideology but who saw their children safe with Petersen. Looking back ten years, the author of the controversial book describes the Jena Petersen dispute and what can be learned from it.
Turkish Teachers&apos; Assessment Situations: A Study on Exam Papers
Author: Akçay, Ahmet
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Teachers,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Test Format,Test Construction

This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom's taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Agri Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed &quot;the Exam Paper Examination Form&quot; for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom's taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.
The Comparative Analysis of the Perceptions of Parental Styles and Attitudes and Parental Attachment of University Students
Author: Ögretir-Özçelik, Ayse Dilek
Date: 2017-04-00
Type: Journal Articles
Subjects: Parenting Styles,Attachment Behavior,Parent Attitudes,Student Attitudes,College Students,Mothers,Fathers,Foreign Countries,Trust (Psychology),Interpersonal Communication,Gender Differences

Adolescence is an important stage for parental attitudes and parental attachment style may affect each other. In this study, university students were comparatively analyzed in terms of their perceptions about their parents' attitudes and their parental attachment styles. The sample of the study consists of 214 female and 187 male students from a university in Turkey. In order to measure children's perceptions of their parents' attitudes as well as children's demographic information, the researchers were prepared the 'Personal Information Form' and was implemented into the classroom settings. In addition, in order to measure attachment styles, the 'Inventory of Parent and Peer Attachment Short Version (IPPA-S) was used. Participants were asked to complete The Parental Attitude Scale (PSC) in order to determine the adolescents' perceptions of their mothers and fathers attitudes. Data were analyzed using SPSS 20. Descriptive statistics, t-test and one-way ANOVA were used. Findings indicated that there was a statistically significant difference between the adolescent perceptions of maternal and paternal style and parental attachment styles. Authoritative parenting style had more secure attachment than other three parenting styles (authoritarian, permissive/indulgent and negligent). Also, it had better results than the other three parenting styles for both maternal and paternal attachment sub-scales.
The Effect of Peer-Mediated Picture Exchange Communication System Intervention in Improving Vocabulary Knowledge in Children with Autism Spectrum Disorders
Author: Mortada, Abla Mohammed Al Jaber
Date: 2017-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Augmentative and Alternative Communication,Pictorial Stimuli,Vocabulary Development,Young Children,Special Schools,Program Effectiveness,Peer Influence,Foreign Countries

Autism is a disability characterized by impaired social interactions, limited verbal and nonverbal communication, and restricted and repetitive patterns of behavior. Children with autism may not make friends, spend more time alone than with others, and may not develop empathy or other forms of social reciprocity. This study explores the effect of peer- mediated picture exchange communication system intervention in improving vocabulary knowledge in children with autism spectrum disorders. Participants were ten children aged seven, attended a center for children with autism. A pre-post design was used to examine the effect of peer-mediated picture exchange communication system intervention in improving vocabulary knowledge in children with autism spectrum disorders. Findings from this study advocated for the effect of peer-mediated picture exchange communication system intervention in improving vocabulary knowledge in children with autism spectrum disorders.
On-Line Quality Management a Precursor for Improving E-Learning Adoption in Midwifery Schools in Uganda
Author: Bigirwa, June Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Obstetrics,Electronic Learning,Foreign Countries,Teaching Methods,Educational Quality,Educational Improvement,Quality Control,Guidelines,Correlation,Computer Peripherals,Cooperation,Management Systems,Student Attitudes,Medical Education,Online Courses

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if online quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.
Thai Students&apos; Perceived Teacher Support on Their Reading Ability: Mediating Effects of Self-Efficacy and Sense of School Belonging
Author: Chang, Yuan-Cheng
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Student Relationship,Reading Ability,Self Efficacy,Student School Relationship,Sense of Community,High School Students,Teacher Influence,Foreign Countries,Achievement Tests,International Assessment,Reading Interests,Adolescents

This study aimed to investigate whether Thai high school students' perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA 2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students' had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students' reading ability.
Trust Perception from the Eyes of Children
Author: Mertol, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trust (Psychology),Childrens Attitudes,Elementary School Students,Student Attitudes,Values,Attitude Change,Gender Differences,Grade 1,Grade 2,Grade 3,Family Relationship,Role Models,Parent Child Relationship,Teacher Student Relationship,Social Environment

One adds meaning into his/her own life thanks to several values (reliance, respect, tolerance, benevolence, responsibility, justice, etc.). While the foundation of these values is laid at early ages, they might undergo several changes thanks to life experiences. Thus, the perceptions of the interviewee regarding that value are to be taken into consideration while teaching values. This study is assumed to raise awareness and to lead similar other studies. This study is in the form of a research article. The purpose of this qualitative research is to find out the views and opinions of students on trust values, taught in social sciences courses. In the research, the case study method was applied. The research was conducted in Zubeyde Hanim Primary School in Isparta, in the 2017- 2018 academic year towards the end of the second semester on the 1st, 2nd, 3rd graders. Students differ in parents' education level, gender and age. In the study, data were collected by a semi-structured interview form. Four experts' opinions were consulted to ensure the reliability of the study. Data were analyzed using both descriptive and content analysis methods. According to the findings obtained, it is observed that students differ in trust values, desired to be acquired in social sciences courses, depending on grade level and gender. We may state the fact that the interaction of the child with his/her environment has been affecting the value of reliance since very early ages and that the meaning added into reliance might differ as the child gets older.
Foreign-Born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project
Author: Larrotta, Clarena
Date: 2020-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Immigrants,Adult Students,Literacy Education,Teaching Methods,Letters (Correspondence),Civics,Teacher Student Relationship,Teacher Attitudes,Cultural Awareness,Communicative Competence (Languages),Adult Literacy,Citizenship,Tests,Case Studies,Teacher Characteristics,Mexican Americans,Masters Programs,Adult Education,Foreign Nationals,Graduate Students

This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include (1) how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and (2) what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors. Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners' linguistic competence. Study findings add to the body of literature focusing on the powerful contributions of foreign-born TESOL instructors to the education and language-culture acquisition of adult immigrant English learners.
Obstacles to Using E-Books in Higher Education
Author: Alsadoon, Hamadah
Date: 2020-04-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,Higher Education,Virtual Universities,Foreign Countries,College Students,Electronic Learning,Barriers,Costs,Usability,Attention Control,Notetaking,Handheld Devices,Multimedia Materials,Hypermedia,Educational Benefits

Electronic books provide learners, lecturers and universities with an extra tool of instructions that can encourage or improve the learning process. The purpose of the current paper is to investigate obstacles students face in using e-books at the Saudi Electronic University. A mixed-method research design was used. Thirty students participated in two focus group sessions and 215 students participated in a self-developed survey designed to confirm the existence of obstacles revealed from qualitiave data. Results suggest that cost, eye-strain, and distractions were regarded as obstacles. Practices such as highlighting and taking notes were found to be limited. With the trend toward implementation of e-books in learning, e-book developers should consider factors that help students enjoy using the devices in education. Integrating multimedia, hyperlinks and other features of using technology in reading should be considered. Recommendations have been included in this study.
The Impact of Visual Literacy Awareness Education on Verbal and Writing Skills of Middle School Students
Author: Kaya, Mustafa
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Literacy,Reading Instruction,Verbal Ability,Communication Skills,Writing Skills,Middle School Students

The most important source for the acquisition of the skills targeted in Turkish language course is the texts included in the textbooks. However, recent advances in computers have allowed the visual elements to be included in the education system in addition to textual elements. Visual elements are used in several media, especially in television and the Internet as well as books, magazines, newspapers, etc. For the acquisition of visual reading and visual reading skills, visual reading education is of great importance. In the present study that investigated the effect of visual reading education and visual elements on writing and verbal skills of middle school students, pretest-posttest random sampling design with control group, an experimental design was used. The study researcher randomly assigned 17 students in the study group and 18 students in the control group who were attending the 5th grade in Ahmet Yesevi ISE Middle School during the 2018-2019 academic year. The Written Expression Evaluation Scale (WEES) and Effective Speech Skills in Turkish Language Scale (VRSTLS) were used as data collection instruments. The study data were analyzed with parametric independent and paired samples t-tests. SPSS-PASW Statistics (Version 22) was used in analyses. The study findings demonstrated that visual reading awareness education had a significant impact on the development of writing and verbal skills of the students.
&quot;Facebook Me&quot;: The Potential of Student Teachers&apos; Online Communities of Practice in Learning to Teach
Author: Zimmerman, Belinda S.
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Teachers,Early Childhood Teachers,Computer Mediated Communication,Communities of Practice,Social Media,Methods Courses,Group Discussion,Situated Learning

This study examined the ways in which early childhood pre-service student teachers (PSTs) used an online community for discussions related to teaching. Using the lenses of communities of practice, our goal was to understand what happens when the PSTs begin to share new learnings about teaching through ongoing practice in online communities. We investigated characteristics of the conversations of PSTs and their professors when using Facebook. This study was based on the postings of seven early childhood PSTs and five university faculty members. PSTs were interviewed at the conclusion of the semester to share their experiences from posting on Facebook. Two categories from the data include PSTs' views of the viability of Facebook and the kinds of talk that surfaced within the Facebook group conversations. Findings suggested that Facebook has the potential to sustain informal dialogues. However, PSTs require strong faculty support to solve issues related to complexities of practice.
The Impact of Repeated Reading Intervention on Improving Reading Fluency and Comprehension of Emirati Students with Learning Disabilities
Author: Elhoweris, Hala
Date: 2017-09-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Improvement,Reading Fluency,Intervention,Students with Disabilities,Learning Disabilities,Foreign Countries,Repetition,Reading Strategies,Program Effectiveness,Elementary School Students,Children,Public Schools,Grade 3,Grade 4,Grade 5

Reading is a major problem for most students with learning disabilities in the United Arab Emirates. The purpose of this study was to examine the impact of repeated reading intervention strategy on improving oral reading fluency and reading comprehension of 47 United Arab Emirates students with learning disabilities. All participants were assigned to a reading strategy condition. Participants completed pretest and posttest on reading skills. Data was analyzed using t-test measures. A statistical significant difference was found in the pretest scores and posttest scores. In other words, the results of this study indicated that repeated reading strategy is an excellent instructional intervention to teach reading to children with learning disabilities.
The Role of Context in Educational RCT Findings: A Call to Redefine &quot;Evidence-Based Practice&quot;
Author: Kaplan, Avi
Date: 2020-05-00
Type: Journal Articles
Subjects: Context Effect,Educational Research,Randomized Controlled Trials,Causal Models,Evidence Based Practice,Generalization,Research Design

In this commentary, we complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms undergirding educational phenomena. We argue that evidence for the central role of context in causal mechanisms challenges the assumption that RCT findings can be uncritically generalized across settings. Anchoring our argument with an example from our own multistudy RCT project, we argue that the scientific pursuit of causal explanation should involve the rich description of contextualized causal effects. We further call for incorporating the &quot;evidence&quot; of the integral role of context in causal mechanisms into the meaning of &quot;evidence-based practice,&quot; with the implication that effective implementation of practice in a new setting must involve context-oriented, evidence-focused, design-based research that attends to the emergent, complex, and dynamic nature of educational contexts. [For the Grantee Submission, see ED605239.]