ethanporcaro/eric-fulltext-meta huggingface dataset:
College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature
Author: Gelbar, Nicholas W.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Physical Disabilities,Literature Reviews,Journal Articles,Research Design,Academic Accommodations (Disabilities),Educational Research,Research Methodology,Questionnaires,Geographic Location,Foreign Countries,Demography

College students with physical disabilities were among the first students to receive disability supports in higher education in the United States, and the earliest journal articles in disability services focused almost exclusively on this cohort. As more students with a range of disability types have accessed higher education over the past 25 years, the body of professional literature has developed correspondingly. However, research related to students with physical disabilities is relatively sparse. The present study is a secondary analysis of a comprehensive systematic review of 1,036 journal articles published between 1951 and 2012, 615 of which were data based. Specifically, 81 of the 615 studies included at least one participant with a physical disability (38.3% included a substantial number of individuals with physical disabilities) and were highlighted for analysis. The majority of studies used descriptive designs and only two studies were experimental. No studies investigated the effectiveness of specific programs or accommodations for students. Results indicated that more systematic, high quality research on the experiences of and services provided to college students with physical disabilities is necessary.
Balancing Classroom Management with Mathematical Learning: Using Practice-Based Task Design in Mathematics Teacher Education
Author: Biza, Irene
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Education,Classroom Techniques,Trainees,Decision Making,Metacognition,Barriers,Classroom Environment,Norms,Teaching Methods,Task Analysis,Foreign Countries,Mathematics Instruction

In this paper we present the results from a study in which 21 mathematics trainee teachers engage with two practice-based tasks in which classroom management interferes with mathematical learning. We investigate the trainees' considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the teaching and learning of mathematics. In our analysis we used the constructs of &quot;Social&quot; and &quot;Sociomathematical norms&quot; (Cobb &amp; Yackel, 1996) and &quot;Teaching Triad&quot; (Jaworski, 1994). Results indicate commendable norms trainees aspire to establish in their classroom, such as peer respect, value of discussion and investigative mathematical learning. However, they often miss the opportunity to engage students with metacognitive discussions and mathematical challenge as they focus on behavioural issues or endorse dichotomous and simplistic views of mathematical learning. We credit these tasks with allowing insight into trainees' considerations and we propose their further implementation in teacher education programmes.
&quot;The Idea of Accessibility and the Reality of Accessibility Are Very Different!&quot; Using a Wheelchair Experience to Teach Preservice Special Educators about Accessibility
Author: Coleman, Mari Beth
Date: 2015-00-00
Type: Journal Articles
Subjects: Assistive Technology,Special Education Teachers,Preservice Teacher Education,Accessibility (for Disabled),Experiential Learning,Elementary Secondary Education,Barriers,Simulation,Mixed Methods Research,Surveys,Reflection,Interviews,Program Effectiveness,Consciousness Raising,Physical Disabilities

P-12 students who have mobility limitations often face environmental and social barriers that have an impact on educational performance; thus, teachers who work with these students need to have an understanding of these barriers. One potential way for teachers to understand environmental and social barriers is to experience them from a first-hand perspective such as through the usage of mobility devices. The provision of such &quot;disability simulation&quot; experiences during university training programs is somewhat controversial. The authors of the current study do not feel it is possible to simulate the experience of having a disability; however, they feel that providing wheelchair experiences can aid preservice special education teachers in identifying the barriers that need to be considered for their students with mobility issues. Thus, the purpose of this mixed methods study was to examine the impact of an accessibility assessment assignment on preservice special education teachers. Data sources included written reflections about the experience, follow-up surveys, and interviews with preservice teachers. An overwhelming majority of preservice teachers reported positive benefits from participating in the experience, with the largest reported benefit being new insights into accessibility barriers.
Students with Pediatric Cancer: A Prescription for School Success
Author: Hay, Genevieve H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cancer,Success,Pediatrics,Chronic Illness,Educational Strategies,Attendance,Inclusion,Accessibility (for Disabled),Teamwork,Interdisciplinary Approach,Related Services (Special Education),Reentry Students,Transitional Programs,Change Strategies

Due to medical advances, many students with acute chronic illnesses, like pediatric cancer, are able to attend school. The professional literature reflects the need for reform of educational strategies for children facing cancer treatment and who will be absent for extended periods of time. In order to promote successful educational services and the reintegration of students into school, it is vital for multidisciplinary teams and families to collaborate effectively. This article provides a plan to promote successful integration of students with cancer within regular classrooms.
&quot;Doing What Comes Naturally&quot; in Mathematics Education? The Role of Social Class in Pre-Service Teachers' Responses to Innovative Mathematics Pedagogies
Author: Jackson, Colin
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,Mathematics Teachers,Secondary School Teachers,Interviews,Social Capital,Teacher Educators,Pedagogical Content Knowledge,Role,Social Class,Instructional Innovation,Personal Narratives,Case Studies,Student Attitudes,Foreign Countries

This paper reports on a small scale study in mathematics subject knowledge teaching in a secondary mathematics pre-service teacher education course. &quot;Responsible&quot; or &quot;ambitious&quot; pedagogies are adopted on the course. Accounts taken from a larger study are offered from four participants reflecting on their experiences of the course. Permeating the narrative accounts is a sense of the interviewees' &quot;dispositions&quot; towards learning (and teaching) mathematics and the potentially classed nature of these. Drawing on Bourdieu's concepts of &quot;habitus&quot;, &quot;field&quot; and &quot;capital&quot;, we argue that these dispositions are related to issues of power with which we need, as researchers and as teacher educators, to engage.
Supporting Prospective Teachers to Notice Students' Mathematical Thinking through Rehearsal Activities
Author: Anthony, Glenda
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Thinking Skills,Teaching Methods,Teacher Education Programs,Teacher Student Relationship,Mathematics Teachers,Teacher Educators,Coaching (Performance),Skill Development,Elementary School Teachers,Mathematical Concepts,Metacognition,Foreign Countries

In recent years there have been calls for ambitious mathematics teaching which places student thinking and reasoning at the centre of instruction. Drawing on a larger study concerning implementation of practice-based pedagogies within our initial teacher education mathematics programme, this paper examines the range of opportunities for prospective teachers to practise and explore the role of professional noticing within rehearsal activities. We illustrate how the rehearsal process served to highlight components of professional noticing, namely, making students' thinking visible, eliciting and responding to student thinking, and connecting to mathematical ideas. In looking at exemplars of each of these components, we illustrate how the mathematics teacher educators' coaching moves--prompted by their professional noticing of prospective teachers' learning--supported learning. We conjecture that the learning community's collective exchanges within the rehearsals affirmed more than the &quot;desired&quot; teaching orientation towards professional noticing; these efforts also made explicit the &quot;how&quot;, &quot;why&quot; and to &quot;what effect&quot; such an orientation has on diverse mathematics learners.
Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices
Author: Bailey, Judy
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Problem Solving,Novices,Mathematics Teachers,Preservice Teacher Education,Thinking Skills,Mathematics Skills,Elementary School Teachers,Foreign Countries,Teacher Attitudes,Futures (of Society),Focus Groups

Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers' preparation for the classroom. More recently there have been calls for a focus on core high-leverage teaching practices and for novice teachers to engage in representations, decompositions, and approximations of practice. This study focuses on novice teachers' learning about core high-leverage teaching practices through engaging in a problem-solving approach to explore the learning and teaching of mathematics. Findings indicate experiencing this approach is an important first step towards novice teachers' learning about practices congruent with an ambitious teaching agenda such as justifying mathematical reasoning, emphasising conceptual understanding, and catering for all learners. Novice teachers also began to envisage how such ambitious mathematics pedagogies could be enacted in their future practice.
Designing Approximations of Practice and Conceptualising Responsive and Practice-Focused Secondary Mathematics Teacher Education
Author: Campbell, Matthew P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Methods Courses,Student Teaching,Placement,Mathematics Teachers,Teacher Education,Educational Research,Educational Practices,Teaching Methods,Educational Objectives,Sociocultural Patterns,Mathematics Instruction,Algebra,Geometry,Equal Education,Futures (of Society),Culturally Relevant Education

Opportunities for teacher candidates to investigate and enact the work of teaching in settings of reduced complexity--what are called &quot;approximations of practice&quot;--offer a promising path toward preparing more ambitious and equitable mathematics teachers. However, these approaches face the risk of not preparing individuals to continue ambitious and equitable practice within the socially- and culturally-defined work they are called to do in schools. In this paper, we discuss findings from ongoing design-based research in secondary mathematics teacher education around considerations for approximations of practice that are more &quot;responsive&quot; to school settings. We discuss analyses of methods courses and concurrent student teaching placements. Two main design considerations have emerged around the way in which approximations of practice are tied to the content and goals of school classrooms and how they specify and explicate the structure and complexity of teaching practice. From these findings, we propose future design and research opportunities.
Micro-Cycle Teaching Experiments as a Vehicle for Professional Development
Author: Billings, Esther M. H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Microteaching,Educational Experiments,Professional Development,Teacher Improvement,Instructional Improvement,Case Studies,Reflective Teaching,Pedagogical Content Knowledge,Mathematics,Decision Making,Workshops,Vignettes,Prediction,Mathematics Instruction,Educational Practices

This study used design experiments, specifically micro-cycle teaching experiments (MTE) as a catalyst for practice-based professional development. The MTE incorporated research-based characteristics of effective professional development: it was embedded in the teachers' daily work of planning and enacting lessons, co-constructed with the researcher to build upon students' knowledge, and sustained over time. Pedagogical and mathematical content knowledge were integrated into the planning, implementation, and analysis of these MTEs. In this study, we investigated: To what extent can teachers engage in a MTE as an intentional method for improving teaching? Case studies were used to analyze ways teachers engaged in MTEs and how their teaching was impacted as the result of this experience.
Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria
Author: Daramola, Florence Olutunu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technological Literacy,Computer Literacy,Student Teachers,College Students,Knowledge Level,Gender Differences,Intellectual Disciplines,Art,Sciences,Social Sciences,Technology Integration,Hypothesis Testing,Research Methodology,Questionnaires,Statistical Analysis

The use of information and communication technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the information and communication technology literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers out of which 360 were males 248 were females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of 0.74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636)=1.672&gt;0.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635)=0.935&gt;0.05}. It was recommended that effort should be made by the universities to make the student-teachers imbibe the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level and that more ICT equipment should be made available to the students by the various universities.
Multimodality in Malaysian Schools: The Case for the Graphic Novel
Author: Rajendra, Thusha Rani
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Novels,Supplementary Reading Materials,Multiple Literacies,Learning Modalities,Scaffolding (Teaching Technique),Instructional Materials,Reading Improvement,Reading Interests,Educational Practices,Educational Strategies,Educational Benefits

This paper aims at exploring the benefits of including graphic novels as a wholesome supplement in Malaysian schools. Research has indicated that the mono-modality of traditional linear texts may impede comprehension. The emphasis on multi-literacies clearly scaffold the need to employ multimodality in the classrooms; hence the suggestion of introducing graphic novels. Once placed at the bottom of the literary heap and viewed as a light reading material, this medium has been enjoying much popularity especially in the West. Graphic novels are able to stimulate reluctant readers' interests besides being a challenge to students familiar with traditional literature. As part of an on-going research which investigates how verbal and textual elements are represented in graphic novels, this paper discusses the advantages of including graphic novels especially in Malaysian schools. With the advent of multimodality through various platforms, graphic novels are interesting as an alternative mainstream multimodal medium. As an innovative and creative pedagogic supplement, graphic novels offer a multitude of learning and teaching experiences.
Students' Perceptions on Self- and Peer-Assessment in Enhancing Learning Experience
Author: Siow, Lee-Fong
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Experience,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Assignments,Teaching Methods,Intermode Differences,Preferences,Cooperative Learning,Questionnaires,Task Analysis,Foods Instruction,Foreign Countries,College Students

This study reports the effectiveness of self- and peer-assessment in improving students' learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a peer-based assessment. Students were asked to respond to the comments given in the peer-assessment and were given the chance to revise their assignment before the final submission. The results show that both self-and peer-assessments were perceived as enabling students to become more critical, work in a more structured way and think more deeply. Peer-assessment was especially highly regarded, as students felt they learned more from the given feedback and became analytical after the peer-assessment. Although most of the students felt that both the self- and peer-assessments were time consuming, they would love to have peer-assessment in their future assignment.
Using Random Parameter Logit in Open and Distance Learning (ODL) Institutions in Malaysia
Author: Chiam, Chooi Chea
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Computer Uses in Education,College Choice,Socioeconomic Status,Paying for College,Interviews,Private Colleges,Open Education,Attitudes,Statistical Analysis

Attention has been drawn to Open Distance Learning (ODL) as a mode for teaching and learning with the advancement in communication via the Internet. Education today has expanded the role of ICT in learning and knowledge generation, leveraging on Internet technology to transmit education across the country. Due to the advancement of technology and the introduction of ODL in education, a much heated competition among these private higher education providers in Malaysia has been created. ODL mode offers a flexibility form of learning. Learners of ODL tend to be more challenging to fulfill their needs as they have other commitments in life, therefore, these learners will have certain criteria when choosing their choice of learning education institution. The aim of this study is to investigate the vital attributes that contributes in choosing an ODL higher education institution in Malaysia and to explore the consumers' socioeconomic with consumers' willingness-to-pay fees. Although there are studies on the attributes that influence student choice of a university, but has failed to use the choice experiment method to examine the attributes that influence choice of ODL education provider. The sample population was 320 using face-to-face interview. The results would be able to provide highlight to ODL education provider in Malaysia to make the right marketing strategy.
Investigating Predictive Role of Critical Thinking on Metacognition with Structural Equation Modeling
Author: Arslan, Serhat
Date: 2015-00-00
Type: Journal Articles
Subjects: Investigations,Critical Thinking,Metacognition,Structural Equation Models,Predictive Validity,Correlation,Hypothesis Testing,Goodness of Fit,College Students,Likert Scales,Foreign Countries,Questionnaires,Statistical Analysis

The purpose of this study is to examine the relationships between critical thinking and metacognition. The sample of study consists of 390 university students who were enrolled in different programs at Sakarya University, in Turkey. In this study, the Critical Thinking Disposition Scale and Metacognitive Thinking Scale were used. The relationships between critical thinking and metacognition were examined using correlation analysis and the hypothesized model was tested through structural equation modeling. In correlation analysis, critical thinking and metacognition were found positively correlated. The model demonstrated fit (?[superscript 2] = 1014.86, df = 551, p = 0.00, RMSEA = 0.038, GFI = 0.99, AGFI = 0.99, CFI = 0.99, NFI = 0.99, IFI = 0.99, RFI = 0.99, SRMR = 0.008). According to results metacognition was predicted positively by critical thinking. Results were discussed in the light of literature.
Suitability of the Literacy and Numeracy Screening (LINUS) 2.0 Programme in Assessing Children's Early Literacy
Author: Luyee, Eunice Ong
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergent Literacy,Student Evaluation,Screening Tests,Reliability,English (Second Language),Second Language Instruction,Second Language Learning

Early literacy skills are crucial in a child's learning process and awareness should be raised in order to ensure the quality of early literacy assessments. In this paper, the writers discuss the quality of early literacy assessment in Malaysia, LINUS 2.0 by looking at its validity and reliability. An established early literacy program is compared with LINUS 2.0 in order to opt for the strengths to be implied into LINUS 2.0. By using all these information, a suggestion of improving LINUS 2.0 is given, which is by integrating the program assessment with the Common European Framework of Reference (CEFR) for assessing English language literacy. It was concluded that more studies and research should be done on early literacy assessment in Malaysia so that more suggestions and ideas could be gathered in order to refine the quality of early literacy skills assessment.
The Awareness of Morphemic Knowledge for Young Adults' Vocabulary Learning
Author: Varatharajoo, Chandrakala
Date: 2015-00-00
Type: Journal Articles
Subjects: Morphemes,Vocabulary Development,Phonemic Awareness,English (Second Language),Task Analysis,Comprehension,Morphology (Languages),Word Study Skills,Language Tests,Secondary School Students,Knowledge Level,Foreign Countries,Quasiexperimental Design

The study explored the awareness of morphemic knowledge among young adult learners in the ESL context. Morphological Relatedness Test and Morphological Structure Test (adapted from Curinga, 2014) were two important tools used to assess the students' morphemic knowledge in this study. The tests measured the students' ability to reflect and manipulate morphologically complex derived words in English. Paired sample t-test was utilized to report the results of this quantitative study. The results demonstrated that young adult learners have modest ability in both tasks i.e. to reflect and manipulate morphologically complex derived words. In fact, students' performance was poorer in manipulation task compared to the reflective task. The study suggests that explicit instruction on morphology units can be introduced as a strategy to develop morphemic knowledge among Malaysian young adult learners. The study further proposes that young adult learners can expand their vocabulary by analyzing the meaningful parts within words through morphological knowledge.