ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning Challenges Affecting Students of English in an EFL Context during COVID-19 Pandemic
Author: Hijazi, Dima
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Barriers,Second Language Learning,Second Language Instruction,COVID-19,Pandemics,English (Second Language),Teaching Methods,College Faculty,Language Teachers,Student Attitudes,Teacher Attitudes,Educational Change,Educational Quality,Computer Literacy,Student Motivation,Student Evaluation,Evaluation Methods,Foreign Countries,Undergraduate Students,Computer Software

The sudden and rapid changes in the world due to the COVID-19 pandemic have led to a shift in the educational methods used in educational facilities. Challenges faced by both students and lecturers have led to a quality difference in the education provided. This study was carried out on students who joined EFL English-99 and English-101 courses that enforced online learning during the 2019/2020 summer semester at Yarmouk University. A quantitative approach was used to answer the question of this study: What are the online learning challenges faced by English language students in an EFL context during COVID-19 Pandemic? A questionnaire of 52 items was sent online to 1,200 students to find the causes of the quality change. The items aimed to determine the effect on the student experience of the following challenges: infrastructure, computer skills, coordination, teaching methods, motivation &amp; willingness, assessment methods and social aspects. The results showed the severity of the challenges as following: teaching methods, social aspects, infrastructure, computer skills and coordination all showed a high degree of challenge, and assessment methods, motivation &amp; willingness came with a moderate degree of challenge. The researchers recommend conducting further research to determine solutions for the challenges faced by students in an EFL context in the online learning environment.
The Influence of Behavior on Performance within a Word-Problem Intervention for Students with Mathematics Difficulty
Author: Benz, Sarah A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Intervention,Mathematics Instruction,Learning Problems,Grade 3,Elementary School Students,Student Behavior,Behavior Problems,Mathematics Skills,Tutoring,Program Effectiveness

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 third-grade students with and without mathematics difficulty (MD). Compared with students without MD, students with MD demonstrated higher rates of externalizing and internalizing behaviors. We then randomly assigned 162 third-grade students with MD to receive a 10-week word-problem intervention or to be in a business-as-usual comparison group. Within the word-problem intervention, students with MD who exhibited higher occurrences of externalizing behaviors performed significantly lower on a word-problem measure than students without as many occurrences of externalizing behaviors. Response to the word-problem intervention did not differ based on internalizing behavior patterns.
Newly Qualified Teachers&apos; Integration of Technology during Curriculum Delivery
Author: Tiba, Chantyclaire
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Video Technology,Visual Aids,Cooperative Learning,Self Esteem

Newly qualified teachers (NQTs) not in all cases use the available technology in most constructive and effective ways to achieve better learning outcomes. This study explores how and why NQTs integrate technology during curriculum delivery. A qualitative method was used within an interpretive paradigm: six NQTs were observed and interviewed. The TPACK model formed the framework and data were deductively analyzed. Findings revealed that NQTs embraced technology and used it in varying ways and frequencies. The majority used videos to capture learners' interest during lessons and teach difficult concepts, to use PowerPoint to consolidate lesson, to use technology to facilitate collaborative learning; and to boost learners' self-esteem. Some of the NQTs in schools that lacked resources did not teach constructively with technology, they did not blend technology, pedagogy and content knowledge as required for effective teaching with technology. It is recommended that Western Cape Department of Education (WCED) and Departments of Education in other countries bridge the digital gap by prioritizing, in their planning schedules, the need to have one furnished computer laboratory capable of accommodating an entire class with the necessary technological resources in schools that lack resources.
Meta-Subject Potential of a Foreign Language in Teaching Natural Disciplines at a Pedagogical University
Author: Kabbassova, Ainagul
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Outcomes of Education,English (Second Language),Multilingualism,Language Role,Universities,College Students,Russian,Turkic Languages,Metacognition,Language of Instruction,Program Development,Foreign Countries,Science Teachers,Teacher Education Programs

Teaching a foreign language in the process of preparing future teachers is guided by the needs of the modern school system, in which reforms are being actively implemented. The meta-subject approach at school serves as the basis for planning learning outcomes. For example, in biology, foreign language, and physics classes, students are not only expected to know the laws and principles of a particular field of science but also to be able to embed this knowledge into an integral system of worldviews. The implementation of the idea of tri-lingualism in school education increases the role of a foreign language in the cognitive process of students. When using the meta-subject approach, English serves not only the communication needs but also for contributes in the development of meta-cognitive processes. The study of natural disciplines in Kazakh pedagogical universities is carried out not only in the Kazakh and Russian languages, but also in English. Future teachers of biology, chemistry, mathematics, and physics ought to master the basics of the natural sciences and methods of teaching them, by using the knowledge of a foreign language as a source of relevant scientific facts. This article analyzes the possibilities of a meta-subject approach in the practice of teaching a foreign language to future teachers of natural sciences. By substantiating the concept of the meta-subject potential of a foreign language, the main categories associated with meta-cognition through diagnosing students' readiness to use these ideas, one can build a foreign language education program for future teachers.
Evidence-Based Systematic Review of Literature on Algebra Instruction and Interventions for Students with Learning Disabilities
Author: Bone, Erin
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Algebra,Mathematics Instruction,Intervention,Evidence Based Practice,Teaching Methods,Secondary School Students,Secondary School Mathematics

It is imperative teachers use evidence-based practices to instruct all learners. Yet, there are limited reviews focused on educational practices to support secondary students with learning disabilities in algebra. This evidence-based systematic review focused on research published in peer review journals between 1999 and 2019. Eighteen studies across 17 articles were reviewed and analyzed, of which 14 met the Council of Exceptional Children standards of high quality. Researchers identified eight mathematical instructional approaches to teach algebra related content to secondary students with learning disabilities. The main result was that no instructional approach met the necessary criteria to be considered evidence-based for this particular demographic and mathematical content. However, five mathematical practices (i.e., CRA, manipulatives, enhanced anchor instruction, schema based instruction, and peer assisted learning strategy) were found to be potentially evidence-based.
A Review of Trends in the Scope of International Scholarship in Middle Level Education, 1989-2019
Author: Virtue, David C.
Date: 2020-12-00
Type: Journal Articles
Subjects: Trend Analysis,Middle Schools,Educational History,Educational Research,Literature Reviews,Periodicals,Professional Associations

Middle level education as a field of study has expanded during the last 30 years to include a growing, international knowledge base. The primary purpose of this review essay is to highlight trends in the extent to which refereed scholarship in the field of middle level education has reflected international content and perspectives during the last 30 years. To accomplish this task, the authors conducted a chronological review of the major refereed publications of the Association for Middle Level Education, Adolescent Success, and the American Educational Research Association (AERA) Middle Level Education Research (MLER) SIG as well as &quot;Middle Grades Research Journal&quot; and &quot;Middle Grades Review.&quot; The authors also examined AERA conference programs between 2010 and 2019 for international content and perspectives in MLER SIG sessions. While the authors' primary aim was to understand trends in the geographic scope of scholarship in the field, they also gleaned tentative insights about research approaches, theoretical frameworks, and editorial bias that informed a set of recommendations they offered to advance future international work in middle level education. The recommendations include (a) expanding and strengthening worldwide networks of middle grades scholars; (b) building consensus around a middle grades research agenda that has an international dimension; and (c) promoting and engaging in more international scholarship that is theory-driven, uses rigorous, appropriate comparative methodologies, and draws on perspectives from cultures and countries not well represented in the literature.
Problem Solving with the Pythagorean Theorem: A Think Aloud Analysis of Secondary Students with Learning Disabilities
Author: Deshpande, Divya S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Geometric Concepts,Protocol Analysis,Secondary School Mathematics,Students with Disabilities,Learning Disabilities,Secondary School Students,Cognitive Processes,Mathematics Instruction

While school performance suggests students with learning disabilities require intervention to demonstrate mathematics proficiency, little is known about how they approach problem solving in secondary geometry. Think aloud protocols highlight the higher order thinking skills underlying complex academic tasks. We conducted an exploratory descriptive analysis exploring the cognitive and metacognitive processes underlying problem solving with the Pythagorean Theorem in secondary students with and without learning disabilities (n = 8). Using an established cognitive-metacognitive theoretical framework, we coded and analyzed student verbalizations during a think aloud protocol. Results indicated that, compared to general education students, students with learning disabilities made shorter and fewer verbalizations advancing toward accurate problem solutions and longer and more frequent verbalizations hindering successful problem solving. Findings and implications for research and practice are discussed.
Developing Reading Fluency of Students with Reading Difficulties through a Repeated Reading Intervention Program in a Transparent Orthography
Author: Padeliadu, Susana
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Difficulties,Intervention,Reading Instruction,Orthographic Symbols,Students with Disabilities,Teaching Methods,Program Effectiveness,Foreign Countries,Greek,Elementary School Students

In transparent orthographic systems, such as the Greek one, reading problems of students with reading disabilities are related mostly to reading fluency rather than to decoding. Consequently, systematic and explicit instruction in reading fluency is considered necessary. Therefore, our major research goal in this study was the development of reading fluency of three second-grade students, who faced severe reading difficulties through a multi-component intervention program. In particular, it was explored whether the use of specially designed texts in conjunction with specific instructional strategies can enhance the reading fluency of students with severe reading difficulties. The intervention followed a within-subject design including pretest /post-test measures without control groups. The intervention program lasted for two months and included 16 individual sessions. Four illustrated books with controlled texts were designed and used within the program. Regarding instructional strategies- model reading, assisted repeated reading, self-monitoring and reinforcement were implemented. Based on the results it was revealed that the intervention program had a high impact on reading fluency in the four instructional texts. Analysis of pretest and post-test scores showed that the intervention program had a different effect for each individual on the measured skills. No effect was recorded for students' reading fluency. However, the program significantly improved participants' reading comprehension. Implications and limitations of the study are included in the discussion.
Do We Need Global Education in the Middle?
Author: Malu, Kathleen F.
Date: 2020-12-00
Type: Journal Articles
Subjects: Global Education,Middle School Students,Educational Benefits,Definitions,Educational Practices,Best Practices,Social Justice,Social Problems,Social Emotional Learning,Travel,Study Abroad,Skill Development

Do we need global education in the middle? This essay explores the answer to this question using various lenses. A brief overview of the history of global education within the middle school movement is presented as are the relevant goals from &quot;This We Believe&quot; (National Middle School Association [NMSA], 2010) and definitions of related terms. Using four dimensions of development--physical, intellectual, moral, and social-emotional--readers are asked to reflect as members of the middle level community and as individuals on their own understandings about the need for global education. The essay ends with recommendations for advancing global education, the author's response to the question, and several personal anecdotes.
Putting Research into &quot;Action&quot;: The Impact of Brain Energizers on Off-Task Behaviors and Academic Achievement
Author: Buchanan, Rebecca
Date: 2021-04-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Rural Schools,Brain,Time on Task,Student Behavior,Academic Achievement,Physical Activities,Intervention,At Risk Students,Trauma,Kinesthetic Perception,Elementary School Teachers,Low Income Students,Program Effectiveness,Attention,Literacy,Phonological Awareness,Classroom Techniques

There are many factors influencing the learning environment in public school settings. As such, the recognition of developing a multidimensional approach incorporating a variety of &quot;tools&quot; for a teacher's toolbox can prove to be very effective. Research indicates that movement is one such tool that can increase the capacity for students to learn (Ratey, 2008). The purpose of this study was to explore the effects of brain energizers in a 1st grade classroom in rural Appalachia. Results of the study indicated that brain energizers had a positive effect on off-task behaviors as well as academic achievement. The incorporation of movement is also recommended as one strategy to mitigate the impact of childhood trauma.
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
Author: Keazer, Lindsay M.
Date: 2021-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Educators,Preservice Teacher Education,Preservice Teachers,Mathematics Teachers,Culturally Relevant Education,Student Attitudes,Peer Influence,Teacher Influence,Word Problems (Mathematics)

Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs' mathematical contexts, and posing selected examples for PTs' own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions were influencing the mathematical stories told by PTs.
Fight Navigator: Exploring the Feasibility of a Retaliatory Violence Prevention Program to Help Youth Manage the Code of the Street
Author: Barrett, James
Date: 2021-01-00
Type: Journal Articles
Subjects: Feasibility Studies,Violence,Crime Prevention,Program Development,Program Evaluation,Youth,Intervention,Prosocial Behavior,Behavior Modification

Violence remains the leading cause of injury and death for people between the ages of 15 and 24 and presents a challenge for communities of color. Better understanding of the context surrounding violence is critical in order to develop effective prevention interventions. We conducted a two-phase, qualitative, feasibility study to develop and initially evaluate a retaliatory violence program, Fight Navigator. Focus groups (n=20) and semi-structured case vignette interviews (n=20) were conducted with the target population that were analyzed using a consensual qualitative research approach. Findings suggest that participants were more likely to believe that conflicts could be resolved without violence and were better able to identify specific face-saving techniques to respond to threats after participating in the intervention. Our results demonstrate the value of incorporating youth perspectives into violence prevention efforts and pave the pathway for future research and practice.
Improving Housing Services for Youth Survivors of Sexual Exploitation: An Exploratory Study
Author: Groton, Danielle B.
Date: 2021-01-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Housing,At Risk Persons,Crime,Victims of Crime,Barriers,Youth Programs,Social Services,Emergency Shelters,Foster Care,Residential Programs,Program Effectiveness,Safety

Children who have been commercially sexually exploited are a vulnerable population, often in need of housing services. However, little is known about housing services for this population. To address this gap, the current study aims to further the understanding and knowledge about housing services for children who have experienced commercial sexual exploitation (CSE) in the U.S. Through a structured online search and review of the research literature, we identified 56 programs thought to be serving children who have experienced CSE in the United States. Agencies were asked to complete a brief semi-structured survey on their services for youth who have been commercially sexually exploited. Of the 56 programs, 43 programs were still active and targeted for recruitment. 16 programs completed the surveys (37% response rate). Findings from the survey included variations across programs in lengths of stays and type of housing services offered, few formal protocols for data collection and evaluation, and generally strong support for the use of survivor mentors. Based on our literature review and survey analysis, we provide recommendations for implementing potentially effective new housing services and suggest some useful strategies for developing rigorous program evaluations.
&quot;High Schoolers&apos; and Middle Schoolers&apos; Connections in Their Schools: Relation to Tardiness, Absences, Disciplinary Referrals, and Failed Courses&quot;
Author: Churchill, Erin D.
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Middle School Students,Attendance,Discipline,Academic Failure,Sense of Community,Peer Relationship,Teacher Student Relationship,Predictor Variables,At Risk Students,Socioeconomic Status,Potential Dropouts

The Connections Project (Pristawa,2014) is designed to assist school personnel in identifying students at-risk for social-emotional concerns by examining students' perceptions of connectedness with adults and peers in school. Currently used in several states, schools complete the screening measure as part of their use of the Multi-Tiered System of Support (MTSS) framework. While many measures of connectedness are lengthy and designed for elementary grade children, the Connections measure is an efficient, straightforward assessment employed with middle school and high school aged youth and school personnel. The purpose of the current study was to examine student connectedness with adults (including advisory teachers) and peers in relationship to several student outcome variables (i.e., tardy arrivals, attendance, disciplinary referrals, failed courses, and school dropout) when controlling for SES and student qualification for IEP or 504 plan. Results indicated that students with higher levels of perceived connectedness to adults and peers in their school building had more positive school outcomes. Students with higher levels of connectedness had fewer instances of disciplinary referrals and fewer failed courses when compared to peers with lower levels of perceived connectedness. Further, students who named their advisory teacher as an adult connection had fewer instances of tardy arrivals, absences, and failed courses. However, student-perceived connectedness was not a significant predictor of dropout risk. Study limitations and future research directions are discussed.