ethanporcaro/eric-fulltext-meta huggingface dataset:
Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning
Author: Golden, Paullett
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Vignettes,Student Centered Learning,Writing (Composition),Liberal Arts,Essays,Experimental Groups,Control Groups,Grades (Scholastic),Writing Achievement,Critical Thinking,Decision Making,Writing Evaluation,Summative Evaluation,Formative Evaluation,Audience Awareness,College Students,Taxonomy,Statistical Significance,Quasiexperimental Design,Mixed Methods Research

Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audience-centered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades of two experimental groups and one control group showed consistently higher class averages in the two experimental groups exposed to the problem-based scenarios, averages one to two letter grades higher than that of the control group. The findings also revealed increased critical thinking, problem solving, and decision making. The summative assessment was grant funded and used the Collegiate Learning Assessment Plus (CLA+). The final results of the study yielded significance.
Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools
Author: Clark, Renee
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Engineering Education,Homework,Video Technology,Active Learning,Comparative Analysis,College Students,Minority Group Students,Focus Groups,Student Surveys,Program Effectiveness,Tests,Learning Activities,Multiple Choice Tests,Statistical Analysis,Student Attitudes,Educational Environment

With the literature calling for comparisons among technology-enhanced or active-learning pedagogies, a blended versus flipped instructional comparison was made for numerical methods coursework using three engineering schools with diverse student demographics. This study contributes to needed comparisons of enhanced instructional approaches in STEM and presents a rigorous and adaptable methodology for doing so. Our flipped classroom consisted mostly of in-class active learning, with micro-lectures as needed, and technology used both in and out of class, including for expected pre-class review of new content. Our blended classroom consisted mostly of lecture with some in-class active learning, and technology utilized both in and out of class. However, students were not expected to review new content before class. We compared blended vs. flipped instruction based upon multiple-choice and free-response questions on the final exam as well as the perceived classroom environment. This was done for students as a whole as well as for under-represented minorities (URMs), females, community college transfers, and Pell Grant recipients. Students provided feedback via focus groups and surveys. Upon combining data from the schools, the blended instruction was associated with slightly greater achievement on the multiple-choice questions across various demographics, but the differences were not statistically significant, and the effects were small. Our free-response final exam and classroom environment data aligned, with blended instruction showing more promise at two schools. The students identified demanding expectations with flipped instruction but pointed to benefits, such as enhanced learning or learning processes, preparation, and engagement. These results aligned with our focus group and instructor interview data. Thus, in general, it may be possible to use either instructional approach with the expectation of similar outcomes in final exam scores or the perceived classroom environment, keeping in mind the students qualitatively identified benefits with flipped instruction. Nonetheless, there were some large differences for the schools individually, suggesting further research with different demographics.
Educational Psychological Counselling and Collective Competence Improvement Related to Autism/Autism Spectrum Disorders (ASD)
Author: Özerk, Kamil
Date: 2018-01-00
Type: Journal Articles
Subjects: Educational Psychology,School Counselors,Teachers,Special Education Teachers,Social Work,Caseworkers,Competence,Autism,Pervasive Developmental Disorders,Foreign Countries,Knowledge Level,Program Effectiveness,Satisfaction,Theories,Questionnaires,Pretests Posttests,Statistical Analysis

A collective Competence Improvement Project (CIP) was conducted for educational psychological counselors (n = 5) along with teachers (n = 11), special education teachers (n = 7), and child and youth workers (n = 11). All of the participants were involved in the training and teaching of children with autism/ASD in a small municipality in Norway. The CIP focused primarily on competence improvement in the participants' overall knowledge and theoretical conceptions about autism/ASD. Additionally, other goals included competence improvement in Discrete Trial Teaching (DTT), Pivotal Response Training (PRT), and Social Stories™ (SS). The results demonstrate that the CIP contributed to improvements in some of these targeted areas but not in all. Educational psychological counsellors and special education teachers benefited more and satisfactorily from the CIP than teachers and child and youth workers (CYWs). It is now clear that achieving significant improvement in competency does not necessarily equate to satisfactory improvement. Additionally, improving the professionals' theoretical knowledge is important, but it does not necessary lead to improving their operational knowledge--their capacity for implementing their knowledge in practice. This paper presents the background, implementation, and results of the CIP, and it closes with a discussion of the findings and conclusions about their implications for future CIPs and research.
Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community
Author: Thornton, Frank
Date: 2018-01-00
Type: Journal Articles
Subjects: School Counselors,Special Education Teachers,Counselor Teacher Cooperation,Rural Schools,Educational Environment,Partnerships in Education,Positive Behavior Supports,Response to Intervention,Elementary School Students,Middle School Students,Disabilities,Educational Legislation,Equal Education,Federal Legislation

School counselors and special educators in rural areas working together can be a powerful team to help schools create a positive school community. In one rural school community, they partnered with faculty and staff to implement a School Wide Positive Behavior support program to improve student outcomes. The counselor and special educator, through intentional communication and collaboration, helped develop a positive school community, using the skills and training of their individual disciplines. This article focusses on the roles played in the process.
College and Career Readiness in Elementary Schools
Author: Pulliam, Nicole
Date: 2018-01-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Elementary School Students,Intervention,Guidelines,School Counselors,Counseling Techniques,Educational Practices,Standards

This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting early college and career readiness interventions, research outlining evidencebased practices at the elementary level is scarce. Existing practices used by school counselors are outlined.
Finding Moments of Meaning in Undergraduate Education: How the Scholarship of Teaching and Learning Can Help
Author: Bernstein, Jeffrey L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Undergraduate Study,Higher Education,Historic Sites,Tourism,Undergraduate Students,Travel

I argue for the value of high-impact educational practices as tools to minimize the commoditization of higher education. As a vehicle for doing so, I discuss a travel course to Washington, D.C., that which I have led. This course is a significant and meaningful learning experience for the students who participate. In reflecting upon the value of this course, I suggest that scholars of teaching and learning have a particular responsibility to resist the increasing commoditization of higher education. Instead, we must think about embedding significant and transformative elements into the curriculum. Scholars of teaching and learning must help to demonstrate, in our research and in our advocacy work, the value of this work for the learning and transformation of our students. We must work, almost as lobbyists and campaigners, to enhance the perceived value of these experiences in the higher education marketplace.
Student Learning with Permissive and Restrictive Cell Phone Policies: A Classroom Experiment
Author: Lancaster, Alexander L.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Handheld Devices,Telecommunications,Educational Policy,Program Implementation,Outcomes of Education,Learning Processes,Public Speaking,Comparative Analysis,Affective Objectives,Cognitive Measurement,Hypothesis Testing,Statistical Analysis,Technology Integration

Based on Finn and Ledbetter's (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy and the effect of these policies on students' cognitive and affective learning in two sections of a public speaking course. College students (N = 31) were assigned to the permissive or restrictive cellular phone policy condition based on the class section of public speaking for which they registered for the Fall, 2016 semester. Results indicated while there were no differences in cognitive learning, students in the restrictive policy condition reported greater affective learning for the instructor than did students in the permissive policy condition. Theoretical and practical implications, based on this telling finding, also were discussed.
Use of Communication and Technology among Educational Professionals and Families
Author: Natale, Kirstin
Date: 2018-01-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Interpersonal Communication,Parent Participation,Information Technology,Parent Surveys,Elementary School Students,Primary Education,Expectation,Communication Strategies,Parent Attitudes,Preferences,Electronic Mail

This study explored the perspectives of elementary school families and their preferences in communicating with their child's teacher. The researchers utilized an online survey method which was distributed to the families of one elementary school. Survey questions included areas of communication patterns, perceptions, and advice for improvement regarding communication between teachers and families. Results conclude that there are some discrepancies between family and teacher communication expectations. The intended purposes of these findings are to apply communication methods between stakeholders and families to potentially improve communication methods in schools.
Utilizing Technology for Professional Learning in the Dissemination of Evidence-Based Practices to Paraprofessionals Working in Public Education
Author: Wright, Patricia I.
Date: 2018-01-00
Type: Journal Articles
Subjects: Technology Uses in Education,Evidence Based Practice,Public Education,Action Research,Workshops,Pervasive Developmental Disorders,Autism,Educational Technology,Special Education,Faculty Development,Video Technology,Modeling (Psychology),Teaching Methods,Paraprofessional School Personnel,Participatory Research,Pretests Posttests

Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher's social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practices in the classroom environment.
Governmental Partnerships for Language Learning: A Commercial Language Platform for Young Workers in Colombia
Author: García Botero, Gustavo
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Language Acquisition,English (Second Language),Second Language Instruction,Educational Opportunities,Educational Policy,Policy Analysis,Labor Market,Outcomes of Education,Student Certification

In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called &quot;40.000 Primeros Empleos&quot;. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.
Interviewing to Understand Strengths
Author: Hass, Michael R.
Date: 2018-01-00
Type: Journal Articles
Subjects: Interviews,Questioning Techniques,Counseling Services,Counseling Techniques,Children,Communication Skills,Vocabulary Skills,Counselor Client Relationship

Interviewing clients about their strengths is an important part of developing a complete understanding of their lives and has several advantages over simply focusing on problems and pathology. Prerequisites for skillfully interviewing for strengths include the communication skills that emerge from a stance of not knowing, developing a vocabulary of strengths that allows practitioners to identify and name them, and having a &quot;ear for strengths.&quot; Building on this, Saleebey (2008) offers a framework of eight types of questions that allow us to explore strengths in depth with clients.
A Look at Advanced Learners&apos; Use of Mobile Devices for English Language Study: Insights from Interview Data
Author: Kruk, Mariusz
Date: 2017-09-00
Type: Journal Articles
Subjects: Advanced Students,Telecommunications,Handheld Devices,English (Second Language),Cognitive Style,Semi Structured Interviews,Student Attitudes,Qualitative Research,Statistical Analysis,Learning Experience,Learning Processes,Student Needs,Second Language Learning,Second Language Instruction,Personal Autonomy,Independent Study,College Students,Foreign Countries

The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.
EFL Teachers&apos; Perceptions about an Online CALL Training. A Case from Turkey
Author: Cengiz, Behice Ceyda
Date: 2017-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Inservice Teacher Education,Foreign Countries,Language Teachers,Teacher Attitudes,Questionnaires,Interviews,Online Courses,Teaching Methods,Technological Literacy,Technology Integration,Futures (of Society),Teacher Characteristics,Secondary School Teachers

This paper examined a group of Turkish EFL in-service teachers' perceptions about a four-week online CALL training they received on a voluntary basis. The data were collected via a background questionnaire, interviews and reflection reports written by the participating teachers. Findings demonstrated that online CALL training was beneficial for the teachers since they gained familiarity with cutting-edge CALL technologies and developed ideas about how to use them in their classes. CALL learning in cyberspace, however, was found to be too challenging for some teachers devoid of the computer skills needed to manage the online experience. Most of the teachers also expected the CALL training to be situated in their classroom contexts providing them with ample opportunities to learn and apply CALL in their local teaching contexts. Taking the various needs of the teachers into consideration, the researcher came up with suggestions for future initiatives for in-service CALL teacher education.
Exploring the Impact of Telecollaboration in Initial Teacher Education: The EVALUATE Project
Author: O'Dowd, Robert
Date: 2017-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Telecommunications,Computer Mediated Communication,Competency Based Teacher Education,Pedagogical Content Knowledge,Technological Literacy,Intercultural Communication,Interpersonal Competence,Institutional Characteristics,Social Influences,Student Exchange Programs,International Educational Exchange,Foreign Countries

This article provides an introduction to the EVALUATE project (Evaluating and Upscaling Telecollaborative Teacher Education). This project aims to gauge the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in various European countries and regions. The project is funded by the Erasmus+ KA3 programme (EACEA/34/2015) and is a European Policy Experiment (EPE).
Counseling Gifted Students: School-Based Considerations and Strategies
Author: Kennedy, Kelly
Date: 2018-01-00
Type: Journal Articles
Subjects: Talent,Gifted,School Counselors,Counseling Techniques,Foreign Countries,Counseling Services,Counseling Effectiveness,At Risk Students,Behavior Modification,Cognitive Restructuring

Gifted students are a heterogeneous group, inclusive of those of all cultures, backgrounds, interests, and achievements. Gifted students may not display any more or worse psychological, social, or developmental challenges than their peers, but they also are not immune from these challenges. Moreover, the nature of their giftedness may impact both how they experience a challenge and how a counselor might best support them. This article provides information regarding some developmental, emotional, and social challenges faced by gifted youth, as well as some suggestions for appropriate school-based counseling strategies.
Exploring Students&apos; Reflective Writing on Facebook
Author: Annamalai, Nagaletchimee
Date: 2017-09-00
Type: Journal Articles
Subjects: Reflection,Writing Skills,Computer Mediated Communication,Social Media,Web 2.0 Technologies,Qualitative Research,Transcripts (Written Records),Student Journals,Chinese,Feedback (Response),Writing Processes,Secondary School Students,Teaching Methods,Electronic Publishing,Foreign Countries,Case Studies

According to our experience, facilitating online reflective writing via Facebook motivates students to improve their writing skills and reflective thinking. Six students and a teacher from an urban school in the northern region of Malaysia were involved in this study. The qualitative data in the form of online archives were categorized as &quot;reflection-in-action&quot; (feedback and self-correction) based on Garrison et al.'s (2000) cognitive presence. Additionally, &quot;reflection-on-action&quot; which comprised the students' reflective journal demonstrated their thoughts and feelings while engaged in the Facebook environment. Data suggested that feedback only related to grammar and sentence structures (micro aspects). There was no feedback relating to organization and content (macro aspects). The reflective journal revealed that Facebook can be considered as a successful platform to enhance students' narrative writing. The findings of this study have implications for teaching and learning activities in web-based environments.
Evaluating Instructional Apps Using the App Checklist for Educators (ACE)
Author: Lubniewski, Kathryn L.
Date: 2018-01-00
Type: Journal Articles
Subjects: Computer Software,Computer Software Evaluation,Check Lists,Teaching Methods,Computer Assisted Instruction,Online Surveys,Teacher Surveys,Teacher Attitudes,Student Interests,Curriculum,Special Education,Handheld Devices,Special Education Teachers,Elementary School Teachers,Secondary School Teachers

The use of iPads and apps has become common in K-12 inclusive classrooms. Special education teachers frequently use this tool to support instruction. Data from electronic surveys were used to determine criteria that teachers identified as important for choosing apps for classroom use. Using this information, the authors developed an App Checklist for Evaluators (ACE) to assist teachers in reviewing apps. Areas included on the ACE are: Student Interest, Design Features, Connection to the Curriculum, and Instructional Features. Suggestions for choosing an effective app include determining user needs, assessing student interest, evaluating design features of the app, documenting the connection to the curriculum, and identifying instructional features.
Evidence-Based Practices in the Public School: The Role of Preservice Teacher Training
Author: Lauderdale-Littin, Stacy
Date: 2018-01-00
Type: Journal Articles
Subjects: Evidence Based Practice,Public Schools,Preservice Teacher Education,Preservice Teachers,Role of Education,Autism,Pervasive Developmental Disorders,Public School Teachers,Intervention,Decision Making,Knowledge Base for Teaching,Literature Reviews

In the last twenty years, the educational system has seen a drastic increase in the number of individuals served under the category of autism spectrum disorder (ASD); which has led to an emphasis on ways in which to meet the needs of this multifaceted group of students. Although evidence-based practices (EBPs) have been identified for this population, research suggests teachers report having only moderate levels of confidence in their ability to implement these EBPs. The purpose of this review of the literature is to identify ways in which public school teachers determine the interventions used to meet the IEP goals of students with ASD, the efficacy of the chosen interventions, and the ways in which teacher preparation can be improved to ensure teachers are better able to identify and implement appropriate EBPs. Findings suggest an emphasis on coursework, and fieldwork specifically related to meeting the needs of students with ASD, should be addressed in preservice teacher training programs.