ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Human Infrastructure through Programming and English Education in Rural Japan
Author: Agnello, Mary Frances
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Rural Areas,Programming,Computer Science Education,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Strategies,Elementary School Students,Middle School Students,Student Surveys,Faculty Development,Sustainability,Workshops,Teacher Persistence,Elementary School Teachers,Middle School Teachers

As Japanese Ministry of Education educational mandates for implementation by 2020 press on public school administrators, teachers, students, and communities, the Sustainable Programming Education proposes strategies for addressing English and programming education curricula in the elementary and middle schools. Sustainability resides in the retraining of teachers, working with university undergraduates who can be technologically savvy as they network in the rural community, and using existing resources wisely. Over a period of two years, the Sustainable Programming Education (SPE) model has emerged based on a community action model with university administration support in the northern rural Japanese prefecture of Akita.
Exploring Mindfulness to Create Conditions to Help Gifted Students Bloom and Flourish
Author: Sisk, Dorothy A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Academically Gifted,Individual Development,Altruism,Self Concept,Sense of Community,Caring,School Culture,Peace,Self Management,Transformative Learning,Well Being,Relaxation Training,Program Implementation,Classroom Techniques

This article explores the art and science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, author of five books in the Mindfulness Essentials series, and an American medical doctor, Jon Kabat Zinn founder of the Mindfulness-Based Stress Reduction clinic (MBSR) at the University of Massachusetts. In addition, we will explore mindfulness and its connection to compassion; the importance of being, belonging and becoming focusing on the present moment; exploring self-affirmations and sense of identity; helping students find purpose, make connections and model caring; self- regulation; developing caring school cultures; strategies for implementing mindfulness in the classroom; peace building and peace education. Mindfulness practices have the capacity for transformation in students, their teachers, and parents.
Collaborative Continuous Improvement Practices
Author: Sande, Beverly
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Change,Case Studies,Organizational Effectiveness,Goal Orientation,Data Use,Cooperation,State Departments of Education,Educational Improvement,Incentives,Public Agencies,Educational Change,Teamwork,Inclusion,Models,Partnerships in Education,Grants,Capacity Building,College School Cooperation

Research about organizational improvement has come from several disciplines--business management, organizational sociology, communications, and education. Across these fields, much of the research involves case studies of effective organizations (e.g., Collins, 2001; Johnson, 1996). Review of these case studies suggests several commonalities among organizations that have been effective at making systemic improvement through the collaborative continuous improvement practices that engage organizations and other stakeholders. Among these common practices are: (1) cultivating a shared vision; (2) focusing on agreed upon set of goals; (3) using evidence-based theory to practice; (4) developing and maintaining alliances; (5) fostering the on-going use of data; and (6) deploying a strategy for scaling-up the work. Because of the supposed benefits of collaborative improvement, state education agencies and other funders encourage and incentivize these types of initiatives (Blanton &amp; Pugach, 2007; Blanton, Pugach, &amp; Boveda, 2014; Fixsen, et at., (2013)).
False, Limited, and Authentic Growth Mindsets in Learning: Preliminary Findings from Fourth-Grade Students in Estonia and Finland
Author: Aus, Kati
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligence,Beliefs,Elementary School Students,Children,Grade 4,Mathematics Achievement,Difficulty Level,Foreign Countries,Achievement Tests,International Assessment,Measures (Individuals),Talent Development

This study examines whether beliefs about the malleability of intelligence manifest in growth mindset behaviour and improved math achievement among Finnish and Estonian 4th graders. The sample consists of 368 students, 184 from both countries. Results show that the two mindset-instruments being compared--one capturing the generalised implicit beliefs about the malleability of intelligence and the other, more specific mindset-related behaviours--do not assess the same latent phenomenon. In both countries, the general idea of malleability of intelligence seems to have spread among the students. However, mindset profiles show that most students in both countries demonstrate a &quot;mixed mindset&quot; in their behavioural preferences, indicating that widespread notions about the malleability of intelligence do not necessarily manifest in growth mindset behaviour, therefore limiting realisation of students' true potential. In line with theory, students reporting an &quot;authentic growth mindset,&quot; manifesting both in their words as well as behavioural preferences, demonstrated better academic achievement in math. The differences are discussed in the context of growth mindset pedagogy.
Indonesian EFL Learners&apos; Reading Motivation
Author: Indrayadi, Toni
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Reading Motivation,Second Language Learning,Student Attitudes,Reading Comprehension,Correlation,Grades (Scholastic),Assignments,Foreign Countries,Junior High School Students

Motivation in reading is very important for engaging learners in reading activity which can affect better reading comprehension. However, without motivation in reading can affect the worst reading comprehension. Therefore, motivation in reading needs to be constructed first by the teachers. This study examined whether intrinsic and extrinsic reading motivation different among students and reading motivation in general. This study used a descriptive quantitative approach with a survey design. Eighty-five third-year students voluntarily returned the motivation reading questionnaire about their motivation in reading. The data were analyzed through descriptive statistics using SPSS 23 and criteria-referenced and norm-referenced interpretations. From the analysis, it was found that most extrinsic reading motivation dimension percentages were slightly higher than intrinsic motivation and reading motivation dimension percentages in general in high category percentage. This study concludes that the external reason likely influenced students' motivation in reading. The students who were more motivated to read in this study were because of the expectation to get appreciation from others, good grades, better information from the text, and to finish the assignment. It also implies the theory of motivating students to engage with English reading texts.
Mental Intelligence and the Complexity of Sentence Structures in the Interaction between Teachers and Children with Autism
Author: Djatmika
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Sentence Structure,Autism,Pervasive Developmental Disorders,Speech Communication,Teacher Student Relationship,Classroom Communication,Classification,Correlation,Language Processing,Teaching Methods,Foreign Countries

This article discusses the relationship between the mental intelligence of children with autism and their capability in understanding the complexity of sentence structure represented in utterances performed by their teachers. In addition, this study also explains the complexity of the sentence structure produced by the autistic children in interacting with the teachers. The data of this research are in the form of sentence structures used in the class interaction between teachers and students with autism. The collected data were then analyzed by classifying the sentences used by the teachers and the sentences produced by children with autism. The results showed that children with high mental intelligence were able to understand the complex sentence structures used by the teachers and were able to respond and speak utterances in the form of complex sentences. This shows that children with high mental intelligence understand and can produce sentences in a complex structure better than those with a low mental one.
Measures to Enhance Student Learning and Well-Being during the COVID-19 Pandemic: Perspectives of Students from a Historically Disadvantaged University
Author: Makgahlela, Mpsanyana
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Well Being,COVID-19,Pandemics,Student Attitudes,College Students,Foreign Countries,Disadvantaged Schools,Distance Education,Electronic Learning,Access to Computers,Student Personnel Services,Academic Support Services

Since December 2019, the world population has been battling with the SARS-CoV-2 disease (COVID-2019) pandemic. The pandemic has continued to impact negatively on people's livelihoods and also on student's education. This qualitative study established from students in a previously disadvantaged university, their challenges and needs pursuant to the COVID-19 nationwide lockdown in South Africa. A total of 312 (male = 141; female = 171) registered students were conveniently sampled and completed an online survey questionnaire. Thematically analysed data revealed that student education and health have been impacted since the COVID-19 nationwide lockdown. Participants went on to recommend several measures which, if implemented, could improve their well-being and access to education. Study findings imply that students from previously disadvantaged universities, who in their majority are from impoverished rural communities, have been struggling to access remote learning due to amongst others, the lack of information and communication technology (ICT) devices and network connectivity problems. It, therefore, requires rural-based universities to work together with the government and the private sector and join hands in addressing student challenges and needs during the on-going lockdown in the country. This would be one way of ensuring that in spite of students' socioeconomic status, cultural location or background, their right to education is protected.
Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers&apos; Perceptions
Author: Fitriyah, Ima
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Online Courses,Distance Education,COVID-19,Pandemics,Computer Assisted Testing,Teacher Attitudes,Language Teachers,Intensive Language Courses,Islam,Independent Study,Teacher Student Relationship,Educational Benefits,Barriers,Student Attitudes,Testing Problems,Student Evaluation,Evaluation Methods,College Students,Test Preparation,Foreign Countries

The teaching and learning process changed into an online during the COVID19 outbreak, and thus online evaluation became a requirement. This research examines the positive and negative effects of online assessment on students' learning behaviour and how teachers prepare their teaching. This case study research included the result of questionnaire from thirty IC students followed by interview with three EFL teachers in the Intensive English Course (IC) program and six IC program students in one of Islamic University in Kediri. The small survey indicated that students have positive attitude toward the administration of online assessment. Furthermore, the outcomes of open-ended interviews showed that there were four themes for beneficial effects, including enhancing flexibility in assessment, improving evaluation versatility, building teachers and students' awareness of preparing evaluation and cultivating students' autonomous learning abilities. On the other hand, three themes for negative effects emerged from the online assessment, including complication of evaluation administration, reduced interaction between teachers and students, and anxiety in English test. The effects emerge from how teachers and students view the drawbacks of the online assessment itself. Positive effects lead to students' learning better are caused by lesson taken from conducting the test; however, the negatives should be treated as challenges that will improve the teaching and learning. Finally, both teachers and students are ready to face online assessment in the future.
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Author: Webb, Noreen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Group Dynamics,Cooperative Learning,Problem Solving,Mathematics Instruction,Student Participation,Elementary School Students,Grade 3,Peer Relationship,Classroom Communication,Behavior Patterns

Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.
The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula
Author: Sommarström, Kaarina
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutional Autonomy,Professional Autonomy,Curriculum Implementation,National Curriculum,Core Curriculum,Entrepreneurship,School Business Relationship,Expectation,Adolescents,Grade 7,Grade 8,Grade 9,Teacher Attitudes,Foreign Countries

The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers' perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.
Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries
Author: Abdelfattah, Faisal
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Stress Variables,Parent Attitudes,Children,Disabilities,Access to Health Care,Educational Attainment,Parent Background,Access to Education,Special Education,Special Schools,Stress Management,Fear,Foreign Countries

The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess the level of general satisfaction with the services they have obtained remotely. Methodology: A sample of 623 parents of children with disabilities filled out an electronic self-report questionnaire during the period June 4th to June 20th, 2020. Results: The parents reported a high level of worry regarding the possibility of their child getting infected. Parents continue to worry about losing their child's care and treatment. Parents who hold a bachelor's degree feel the sources of stress at a higher level compared to parents with lower than high school education. A proportion of 59% of parents reported not receiving services from special education centers during the pandemic, and 41% of parents were satisfied with the services provided by the center of special education. Parents with a bachelor's degree or higher were less satisfied with the center's services. Parents with a higher qualification than secondary school use several sources to overcome the pressure associated with educating a child with a disability. Conclusion: Mental health fears were associated with pandemic restrictions. The study recommends special education centers implement strategies that support parents with special education children.
Instructional Planning Modifications to Meet Social Distancing Requirements: Secondary and Post-Secondary Options
Author: Kilty, Trina Johnson
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Education,Postsecondary Education,COVID-19,Pandemics,School Closing,Secondary School Science,College Science,Online Courses,Educational Technology,Technology Uses in Education,STEM Education,Undergraduate Students,Middle School Students,Science Experiments,Science Laboratories,Demonstrations (Educational)

Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-solving, and learning concepts at a deeper, tactile level. Due to rapidly changing conditions, educators faced course redesign to accommodate social distancing and virtual learning requirements. In this study, a team of undergraduate college students including one secondary science preservice teacher planned a set of lessons for STEM outreach to a K-12 audience. The team faced challenges in planning meaningful learning experiences in the face of COVID-19 uncertainty. Options for secondary and post-secondary educators to consider are provided in this article.
Attrition of Oral Communicative Ability among English Language Graduates in Turkey
Author: Valizadeh, Mohammadreza
Date: 2021-02-00
Type: Journal Articles
Subjects: Oral Language,Language Skills,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Language Maintenance,Foreign Countries,Language Tests,Language Skill Attrition,Majors (Students),Singing,Films,Student Attitudes,Teacher Education Programs,Educational Quality,Check Lists,Participant Characteristics,College Graduates

This study explored the relationship between the period of Turkish EFL (English as a Foreign Language) graduates' not using English as well as their ages with the attrition of their oral communicative ability. The study also indicated the language maintenance strategies the Turkish EFL graduates pursue to prevent the attrition of their oral communicative ability. To investigate the issues, the present study used a quantitative design and the convenience sampling. The participants included 153 Turkish graduates majoring in English fields. A test of oral communicative ability as well as a checklist including 20 'Language Maintenance Strategies' were used to collect the required data. The results showed that the longer the period of language non-use, the more likely the attrition of oral communicative abilities of Turkish EFL graduates will occur. As for the language maintenance strategies, the item 'watching movies with its corresponding subtitle in English' was the most frequent, followed by 'listening to English songs', whereas 'speaking in English with Turkish friends' was the least frequent one, and this was followed by 'speaking in English with foreigners'. The study highly recommends enhancing the conditions and quality of the EFL teacher education programs in Turkey.
Evaluating the Suitability of Studies Published in the Field of Teaching of Turkish as a Foreign Language According to Qualitative Research Standards
Author: Bi?çer, Nursat
Date: 2021-02-00
Type: Journal Articles
Subjects: Research Reports,Second Language Learning,Second Language Instruction,Turkish,Qualitative Research,Reliability,Authors,Research Design,Correlation,Instructional Materials,Journal Articles

The aim of this study is to investigate to what extent qualitative studies published in scientific journals between 2010 and 2017 on the teaching of Turkish as a foreign language, meet qualitative research criteria. For this purpose, exploratory design from mixed method was used in the study. For the study, 131 articles on the teaching of Turkish as a foreign language, published in Turkish were analyzed. During the course of the analysis of the articles, the Qualitative Research Evaluation Form (QREF), as prepared by the researcher, was used. With the internal consistency reliability analysis, it was found that the form had had a high level of reliability. In the analyses, the topic distributions of the articles and the arithmetic means for the suitability according to qualitative research criteria were designated. Using the variables of the number of authors, the publication year and research design, and the correlation between the article's qualitative research scores were calculated. Finally, a correlation analysis was conducted between the chapters of the articles. It was determined that most of the research was done on course materials and the problems encountered in the examined articles. As a result of the study, it is seen that the mean score of the findings section is high and the method section has a low mean. Articles are mostly 1 or 2 authors. There is a significant difference between article scores according to the publication year and research design. According to the correlation analysis between the sections of the articles, positive significant relationships were found. It is thought that although the articles published also have certain drawbacks about their suitability to the qualitative research criteria, the studies did in fact exhibit an improvement and that the future studies would therefore be of higher quality.