ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Reading Comprehension of Primary-School Students at Frustration-Level Reading through the Paraphrasing Strategy Training: A Multiple-Probe Design Study
Author: Ilter, Ilhan
Date: 2017-09-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Comprehension,Reading Improvement,Reading Strategies,Grade 4,Reading Instruction,Instructional Effectiveness,Reading Difficulties,Recall (Psychology),Foreign Countries,Intervention,Interviews

The purpose of this study was to investigate the effectiveness of &quot;RAP&quot; [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the &quot;RAP&quot; to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy.
Design Implementation and Authentic Assessment of a Unit According to Concept-Based Interdisciplinary Approach
Author: Bolat, Yeliz
Date: 2017-09-00
Type: Journal Articles
Subjects: Units of Study,Performance Based Assessment,Interdisciplinary Approach,Student Attitudes,Case Studies,Qualitative Research,Instructional Design,Concept Teaching,Elementary School Students,Grade 4,Foreign Countries,Instructional Effectiveness,Semi Structured Interviews,Diaries,Observation

In this study, students' views on the process of authentic assessment and implementation of a unit which was designed by using conceptbased interdisciplinary approach were examined. To achieve this, the influence of implementation on teaching-learning process and also students' perceptions about authentic assessment were investigated. The study was conducted as a case study which is one of the qualitative research designs. The sampling group was composed of 14 students. Data collected through interviews, observations and journals were analyzed with the help of content analysis method. Results indicate that students thought that the implemented activities were different from the previous ones. These activities made students' interest into lessons to increase and contributed to developing positive attitude and working collaboratively. Students also thought that authentic assessment activities were different from previous ones in terms of being oriented to learning process, being student-centered, requiring metacognitive strategies and usage of information about various disciplines. Interdisciplinary activities and the process of authentic assessment prepared by teachers consciously provided beneficial contributions for students to take responsibility of their learning and for teachers to make more realistic assessment. For this reason, it is useful for teachers to develop their skills in designing interdisciplinary programs and authentic assessment.
Managing Schools as Complex Adaptive Systems: A Strategic Perspective
Author: Fidan, Tuncer
Date: 2017-09-00
Type: Journal Articles
Subjects: School Administration,Systems Approach,Skills,Administrative Organization,Organizational Change,Innovation,Educational Environment,Evaluation Methods

This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.
Focusing Elementary Students with Active Classrooms: Exploring Teachers&apos; Perceptions of Self-Initiated Practices
Author: Foran, Christine A.
Date: 2017-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Physical Activities,Teacher Attitudes,Interviews,Qualitative Research,Grounded Theory,Elementary School Students,Attention,Teacher Characteristics,Classroom Techniques,Foreign Countries,Life Style,Teaching Methods,Work Experience,School Culture

The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students' focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiences using physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students' ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.
Structural Analysis of Factors That Influence Professional Learning Communities in Korean Elementary Schools
Author: Song, Kyoung-Oh
Date: 2017-09-00
Type: Journal Articles
Subjects: Communities of Practice,Elementary School Teachers,Teacher Surveys,Structural Equation Models,Foreign Countries,Influences,School Effectiveness,Elementary Schools,Principals,Leadership,Collegiality,Professional Autonomy,Teacher Collaboration,Time Management,Communication (Thought Transfer),Statistical Analysis,Maximum Likelihood Statistics

Professional Learning Communities (PLCs) are an important strategy for innovation in schools, and they are receiving considerable attention from scholars and educators alike. The present study aimed to examine the effect of PLCs on schools' effectiveness and to investigate the social, organizational, and structural factors that can promote these learning communities. The survey for this study was completed by 375 teachers from 40 elementary schools in the Seoul Metropolitan Area of South Korea, and their responses were analyzed to test the hypothesized model. The results of the structural equation modeling indicated that PLCs were strongly and directly related to elementary schools' effectiveness and that principals' leadership and supportive relationships among teachers were the important factors that influenced PLCs. Based on the results of this study, several implications are discussed.
The Contribution of Postgraduation--Lato Sensu--At Distance for Training Health Field Professionals: A Case Study at A Brazilian Federal University
Author: Grossi, Márcia Gorett Ribeiro
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Allied Health Occupations Education,Distance Education,Opinions,Questionnaires,Online Courses,Nursing Education,Nurses,Behavioral Objectives,Student Educational Objectives,Student Attitudes,College Programs,Qualitative Research

This article aimed to verify the opinions of health professionals who are looking for distance learning courses offered by distance learning. In order to do so, a case study was carried out in 2017 at the Federal University of Minas Gerais (UFMG), specifically in a course offered in the distance modality by the Nursing School: &quot;Specialization Course Pedagogical Training in Professional Education in the Health Area: Nursing &quot;(CEFPEPE). The data collection instrument was a questionnaire made available online for the former students who had taken the offered course. The results show the nurses' concern about their permanent and continuous training to better serve the population. It was also realized that distance education contributes to health in Brazil, allowing professionals who are far from the metropolis and/or who do not have time to attend in-class course to undertake training. In addition, having access to new knowledge might improve the professional performance.
The Effects of a Buddy Bench on Elementary Students&apos; Solitary Behavior during Recess
Author: Griffin, Andrew A., Jr.
Date: 2017-09-00
Type: Journal Articles
Subjects: Peer Relationship,Friendship,Interpersonal Competence,Positive Behavior Supports,Behavior Problems,Emotional Disturbances,Intervention,Withdrawal (Psychology),Social Isolation,Suicide,Psychological Patterns,Peer Influence,Elementary School Students,Recess Breaks,Student Attitudes,Observation,Statistical Analysis

Social skill instruction and school-wide positive behavior support have been found to be effective in treating students with emotional and behavioral disorders. However, students with internalizing behavior are often overlooked for interventions that could improve academic outcomes and prevent problems that might have serious implications, including social withdrawal, social isolation, and suicidal ideation. In this study, a multiple baseline across participants design was used across two elementary school recess playgrounds to evaluate a &quot;buddy bench&quot; intervention, which utilized peers to help socially withdrawn students to decrease social isolation behavior. Students in Grades 1 to 6 were observed during recess. Results revealed that from baseline to intervention phases the number of students engaged in solitary recess behavior decreased between 19% and 24%. Most students reported positive attitudes towards the intervention, while teachers were more neutral.
What Works? The Culture of Evidence in University Teaching
Author: Romero-Pérez, Clara
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Evidence,Best Practices,Professional Training,Faculty Development,College Faculty,Organizational Culture,Barriers,Praxis,Theory Practice Relationship,Instructional Innovation,Foreign Countries

This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher education. The new culture of organisation and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid evidence. Its implementation means that both administrators and teachers are asking themselves: &quot;what works?&quot; This study shows that the implementation of a culture of evidence requires the adoption of a pluralist vision of evidence, as well as clear criteria for determining the validity of evidence. In addition, teachers should be trained to mobilise systematic pedagogic knowledge and transform their practice, using available institutional support, the systematic analysis of their own experience, and the promotion of best practice.
The Evaluation of the Opinions of Prospective Teachers about the Objectives of Human Rights Education
Author: Özbek, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Opinions,Civil Rights,Educational Objectives,Citizenship Education,Social Problems,Teaching Methods,Learning Activities,Democratic Values,Phenomenology,Coding,Data Analysis,Qualitative Research,Content Analysis

The aim of this study is to evaluate opinions of prospective teachers attending Social Sciences Teaching Department Primary Education Section on the objectives of Human Rights Education in the scope of Citizenship and Democracy Education Curriculum. This study is vital for learning of democratic life. 25 prospective teachers studying in the 8th semester were selected by purposive sampling method. Prospective teachers' opinions generally converge at the point where sufficient success is not being achieved in the realization of educational objectives. Other issues include human rights violations, causes of human rights violations, teaching the ways of protecting human rights, not only giving theoretical knowledge but also using different samples and methods in teaching activities with the help of technology, using environment, educating patriotic individuals who are sensitive to environment and human rights and willing to solve problems, educating individuals who can build and develop positive relationships with people in different races, thoughts and geographical regions, democratic individuals oriented to create a democratic society.
Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept
Author: Girli, Alev
Date: 2017-09-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Learning Disabilities,Academic Ability,Self Efficacy,Likert Scales,Children,Self Concept Measures,Elementary School Students,Middle School Students,Foreign Countries,Self Concept,Intelligence,Correlation,Statistical Analysis

The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children's Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth, sixth, seventh and eighth grades in Izmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.
Relational Thinking: The Bridge between Arithmetic and Algebra
Author: Kiziltoprak, Ayhan
Date: 2017-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Algebra,Arithmetic,Grade 5,Qualitative Research,Interviews,Pretests Posttests,Mathematical Logic,Thinking Skills,Mathematical Concepts,Foreign Countries

The purpose of this study is to investigate the development of relational thinking skill, which is an important component of the transition from arithmetic to algebra, of 5th grade students. In the study, the qualitative research method of teaching experiment was used. The research data were collected from six secondary school 5th grade students by means of clinical interviews and teaching episodes. For observing the development of relational thinking, pre and post clinical interviews were also conducted before and after the eight-session teaching experiment. Qualitative analysis of the research data revealed that the relational thinking skills of all the students developed. It was also found that there was an interaction between the development of fundamental arithmetic concepts and relational thinking; that the students developed concepts related to arithmetical operations such as addend and sum; minuend, subtrahend and difference; multiplicator and product; and dividend, divisor and quotient. Moreover, students were able to use these concepts effectively although they failed to provide formal explanations about the relations between them. In addition, the students perceived the equal sign not only finding a result but also as a symbol used to establish a relation between operations and expressions.
Curriculum-Based Measurement of Reading Progress Monitoring: The Importance of Growth Magnitude and Goal Setting in Decision Making
Author: Van Norman, Ethan R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Progress Monitoring,Curriculum Based Assessment,Goal Orientation,Decision Making,Oral Reading,Error of Measurement,Least Squares Statistics,Scores,Reading Rate,Reading Improvement

Research regarding the technical adequacy of growth estimates from curriculum-based measurement of reading progress monitoring data suggests that current decision-making frameworks are likely to yield inaccurate recommendations unless data are collected for extensive periods of time. Instances where data may not need to be collected for long periods to make defensible decisions are presented. Recommendations to collect data for upwards of 3 months may be appropriate for students whose rate of improvement (ROI) approximates the criterion to which their performance is being compared. A framework is presented to help evaluate whether a student's ROI is substantially discrepant from an expected rate of growth (i.e., goal line). A spreadsheet program was created that used user-specified parameters for goal line magnitude, dataset variability, and data collection duration, in order to identify critical ROIs to determine whether students were making adequate progress with different levels of certainty. Analyses suggest that decisions may be feasible sooner than previously thought, particularly when growth is highly discrepant from the goal line and variability in the data is limited. Implications, limitations, and directions for future research are discussed.
Turkish Adaptation of Questionnaire on Attitudes towards Engineers and Scientists
Author: Ergün, Aysegül
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Questionnaires,Scientific Attitudes,Science Instruction,Engineering,Technical Occupations,Scientists,Middle School Students,Student Attitudes,Likert Scales,Grade 5,Grade 6,Grade 7,Grade 8,Factor Analysis,Correlation,Secondary School Students,Statistical Analysis

The aim of this research was to present the Turkish adaptation of the survey for Middle-School Students' Attitudes toward Engineers and Scientists prepared by Lyons, Fralick and Kearn (2009) 32 items in a 5-point Likert type scale. The questionnaire was administered to 707 students receiving education in the fifth, sixth, seventh and eighth grades in state schools in the Ministry of National Education. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to examine the structural validity of the questionnaire. SPSS 21 and LISREL 8.7 software were used for EFA and CFA, respectively. A structure consisting of 22 items and two factors, and accounting for 41.88% of total variance was obtained after the EFA. To evaluate the questionnaire's reliability, Cronbach's Alpha internal consistency coefficient, corrected-item total correlation and the significance of differences between item averages of meta-groups and subgroups (27%) were evaluated using t-test. Cronbach's alpha internal consistency coefficient was found to be 0.83 for the overall questionnaire. As a result of the study, the Turkish adaptation of the questionnaire, prepared for determination of secondary school students' attitudes towards scientists and engineers, was conducted and a valid and reliable measurement tool was obtained.
The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems
Author: Vula, Eda
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Grade 5,Metacognition,Learning Strategies,Self Control,Problem Solving,Word Problems (Mathematics),Mathematics Achievement,Arithmetic,Urban Schools,Control Groups,Experimental Groups,Mathematics Tests,Pretests Posttests,Statistical Significance,Outcomes of Education,Student Improvement,Teaching Methods,Statistical Analysis

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems. Two hundred sixty-three learners, of three classes of third graders (N=130) and four classes of fifth graders (N=133) of the elementary cycle from two urban schools of Kosovo, participated in the study. Almost half of the total number of the third and fifth-graders were exposed to metacognitive instruction. The rest of the learners were included in control classes in which they performed tasks without having been given any specific guidance, based exclusively on traditional methods and respective textbooks. All the learners were tested in math word problems twice, before the intervention and after it. Research findings have shown that metacognitive strategies and self-regulating processes that learners use to control their actions, to reason, and to reflect, are one of the main resources that influence their success in solving a math word problem. Although the difference between the pre-test and the post-test results was statistically significant solely with the fifth-grade experimental classes, yet an improved performance was observed in third-grade experimental learners' classes compared to control classes. Theoretical and practical implications of the research are discussed in the end of the study.
Changes in Approaches to Learning over Three Years of University Undergraduate Study
Author: McDonald, Fiona J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Learning Strategies,Educational Change,Longitudinal Studies,Cohort Analysis,Undergraduate Students,Anatomy,Physiology,Study Skills,Pretests Posttests,Measures (Individuals),Performance Based Assessment,Likert Scales,Comparative Analysis,Correlation,Foreign Countries,Questionnaires,Statistical Analysis,Regression (Statistics)

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first to third years of study in anatomy and physiology. &quot;The Approaches and Study Skills Inventory for Students&quot; (ASSIST) was completed at the beginning and end of their first year of university study, and in their final semester. At first year, a surface learning approach predominated; however, at third year, students showed a significant increase in their use of deep and strategic learning approaches compared to first year, although surface learning approaches were retained. The extent to which third-year students took both strategic and deep approaches to learning was positively correlated with their performance on assessment. As students progress through a three-year science degree, they develop deeper and more strategic learning approaches, and assessment and teaching styles probably promote these approaches to learning.