ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Belonging: The Impact of Disability Status within and between Academic Institutions
Author: Barnes, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Self Esteem,Student School Relationship,Peer Relationship,Learner Engagement,Foreign Countries,Student Characteristics,Student Attitudes,Inclusion,College Environment,Teacher Student Relationship,Student Participation,Undergraduate Students

Belonging at university is a complex and important issue which relates to student attainment but is more challenging for nontraditional students, including those with disability. This study, part of a larger project, explored differences in academic self-confidence and engagement, belonging, peer belonging and institutional acceptance in those with and without disability in two academic institutions. Quantitative data, collected using a series of statements in online questionnaires, indicated that academic self-confidence was significantly lower in those with disability, as were aspects of peer belonging. By contrast, academic engagement and institutional acceptance did not differ for most statements by disability status. Possible reasons for this, and the implications of the findings, are discussed.
The Impact of Student Timetables and Commuting on Student Satisfaction
Author: Page, Nigel
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Surveys,National Surveys,Ethnic Groups,Minority Group Students,Commuting Students,Gender Differences,Age Differences,College Students,School Schedules,Blacks,Correlation,Proximity,Time Management,White Students,Transportation,COVID-19,Pandemics,Distance Education,Teaching Methods,Blended Learning,Inclusion,Foreign Countries,Racial Differences

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and 'the timetable works efficiently for me' (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.
The United Nations Sustainable Development Goals: A Setting for Professional and Research Skills
Author: Gordon, Neil
Date: 2021-00-00
Type: Journal Articles
Subjects: International Organizations,Sustainable Development,Organizational Objectives,Global Approach,Job Skills,Higher Education,Computer Science Education,College Curriculum,College Instruction,Teaching Methods,Foreign Countries

This paper considers the use of the United Nations global goals to provide a framework for the teaching of professional and related skills. The main example and case study considered in this paper is from computing; however, much of the approach and many of the issues are applicable to a wide range of subjects, especially in science. Alongside the specific skills attached to sustainability, the paper also considers the broader development of some of the investigative and analytical skills that underpin university research and reflect the need for a research informed curriculum, and the so-called teaching-research nexus. The paper also considers other aspects of the context for graduate skills, including accreditation requirements and employers' expectations; such expectations of graduates frequently include the requirement that students are able to understand and demonstrate a range of non-technical specific issues, topics and skills and issues. This paper describes the use of global challenges to motivate the delivery and engagement with a case study.
A Multimodal Storytelling Intervention for Improving the Reading and Vocabulary Skills of Struggling German-as-a-Second-Language Adolescents with Learning and Behavioral Problems
Author: Barwasser, Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Multimedia Instruction,Instructional Effectiveness,Second Language Instruction,Second Language Learning,Vocabulary Development,Sight Vocabulary,Reading Skills,Reading Improvement,Expressive Language,Intervention,Behavior Problems,Learning Disabilities,Students with Disabilities,Secondary School Students,Adolescents,German,Foreign Countries

Students with learning and behavioral problems often face enormous barriers to successful school performance. When the language of instruction is not the students' first language and they are already in secondary school, this is compounded by additional challenges, especially with regard to vocabulary and reading -- subjects that are fundamental to obtaining equal educational opportunities. In addition, difficulties in the language of instruction are often accompanied by declining student motivation. Direct word recognition and vocabulary acquisition are of great importance in language learning contexts. To address these areas, multimodal intervention approaches have proven useful. For this reason, a multimodal storytelling intervention was developed to help this group of students, in particular, to improve significantly in the aforementioned areas. Specifically, a multiple-baseline design across participants (N = 4) was applied to train the sight-word reading and vocabulary of adolescent students with learning and behavioral problems who spoke German as a second language. The training occurred three times a week over a period of five weeks. Results were promising for both variables in a short period of time, suggesting that the storytelling intervention in this form is an appropriate tool for teaching second-language German.
A Rationale for the Use of Case Reports in Special Education: The Significance of Detailed Descriptions of Assessment and Intervention Scenarios for Bridging the Research-to-Practice Gap
Author: Grünke, Matthias
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Case Studies,Educational Research,Periodicals,Text Structure,Journal Articles

Case reports make up a significant part of the medical literature by documenting unique clinical scenarios or exemplary treatment practices from which real-life lessons can be learned. But while such studies play an essential role in medical research, they rarely appear in special education journals. Competently assessing and instructing children, adolescents, and adults with special needs is complicated. Case reports that explicitly illustrate how to carry out such challenging tasks could be just as helpful in special education as they are in various medical fields. In this paper, we argue for the importance of such accounts and provide guidelines for how to structure them as a sound scholarly outlet.
Mathematics Intervention for College Students with Learning Disabilities: A Pilot Study Targeting Rate of Change
Author: Bundock, Kaitlin
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Students,Students with Disabilities,Learning Disabilities,Intervention,Word Problems (Mathematics),Problem Solving,Mathematical Concepts,Concept Formation,Teaching Methods,Program Effectiveness,Direct Instruction

Research on mathematics interventions for college students with learning disabilities (LD) is sparse, yet mathematics is critical for post-secondary success. Prior research indicates that many effective strategies for teaching mathematics to secondary students with LD (e.g., manipulatives and cognitive strategies) can also improve the mathematics performance of college students with LD. In this article, we summarize mathematics intervention research conducted with college students with LD, and report the findings of a pilot single-case design intervention implemented with one college student with LD, Ada. Results indicate that Ada made improvements in solving rate of change word problems following participation in a six-week intervention that incorporated an integrated Concrete-Representational-Abstract framework and a problem-solving heuristic (POD[checkmark]). Effect sizes were largest for the specific outcome of calculating the correct answer. These results provide initial directions for future research and practice to improve the mathematics performance of college students with LD.
Teaching Students with Learning Disabilities to Solve Secondary School Algebra Problems
Author: Hord, Casey
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Secondary School Mathematics,Algebra,Problem Solving,Mathematics Instruction,Intervention,Secondary School Students,Teaching Methods,Students with Disabilities

In this paper, we make a case for the importance of teaching secondary school level algebra to students with learning disabilities (LD). Furthermore, we illustrate how they struggle and present best-practices on how they are best supported. We demonstrate effective ways of how teachers can show students with LD how to solve challenging algebra problems. In particular, we depict how educators can help learners with LD show their work on paper in ways that support their thinking processes as they engage with challenging algebra problems.
Surprises in the Mathematics Classroom: Some In-the-Moment Responses of a Primary Teacher
Author: Coskun, Sumeyra Dogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Elementary School Teachers,Correlation,Knowledge Level,Teacher Attitudes,Foreign Countries,Measurement,Teaching Methods,Student Participation,Teacher Response

The purpose of this paper is to describe some contingent moments during an in-service primary teacher's lesson on area, to analyse the teacher's responses, and to examine the relationship between the teacher's mathematical knowledge in teaching and her responses to these contingent moments. The teacher, in a public primary school located in Ankara, Turkey, taught five lessons on area measurement. During these lessons, the teacher was faced with contingent moments that she had not expected. Data for these moments were collected in field notes, video, and audio recordings of interviews with her. In this paper, five contingent moments are presented and discussed. In each case, after describing a contingent moment, the teacher's responses were analysed with reference to the codes of the Contingency dimension of the Knowledge Quartet model (Rowland et al., 2005). The analysis revealed that the teacher was able to acknowledge and incorporate her students' ideas into her instruction and respond to the unavailability of materials, and to turn them into opportunities. Although the teacher had difficulty in responding to the contingent moment that was initiated by herself, what was important here was that the teacher did not ignore her insight, instead; she tried to respond.
Pre-Service Teachers as Agents of Change in the Mathematics Classroom: A Case Study
Author: White, Jillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Change Agents,Mathematics Education,Foreign Countries,Problem Solving,Learner Engagement,Problem Based Learning,Secondary School Students,Student Attitudes,Mathematics Instruction,Teacher Attitudes,Barriers,Curriculum Implementation

The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely those of the pre-service teacher/teacher-researcher, the secondary school students, and the other mathematics teachers in the school. A problem-based approach to teaching and learning was implemented by the pre-service teacher using Van de Walle's teaching through problem solving framework in an attempt by the pre-service teacher to enact change at the classroom level. Following this intervention, participating students showed an improvement in engagement with mathematical problem solving and expressed positive opinions regarding the problem-based approach to teaching and learning. Meanwhile, other mathematics teachers in the school expressed concerns relating to the reality of implementing problem solving in their classrooms; however, these concerns were not issues faced by the author when implementing problem solving in the same setting. When these concerns were indirectly challenged by the preservice teacher a change in conversation occurred.
Learning and Unlearning through Questioning Practices: Middle Grades Mathematics Teachers&apos; Transformations to Support English Learners
Author: Roberts, Sarah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Junior High School Teachers,Mathematics Teachers,Mathematics Instruction,English Language Learners,Teacher Expectations of Students,Professional Development,Communities of Practice,Multilingualism,Grade 7

Questioning is recognised as a well-established aspect of good mathematics teaching, and this study draws on this instructional practice to provide multilingual learners high-level mathematics, discourse, and cognitively demanding mathematics. Three seventh grade mathematics teachers engaged in professional learning to develop their questioning practice over the course of a semester, with this research seeking to answer the following questions: (1) How did three seventh grade mathematics teachers develop their questioning practices over the course of a semester?; and (2) What opportunities did these mathematics teachers' questioning provide for discourse, particularly for English learners? The research was framed using the concepts teacher learning and unlearning, discourse, and questioning. Qualitative data analysis of seven observations and four interviews from each teacher examined which types of questions teachers asked, how teachers' questioning developed over time, and how students responded to questioning. The findings illustrate that teachers' questioning strategies were fairly limited initially and that teachers rarely planned to support multilingual students. As teachers' questioning practices developed, they asked a wider variety of questions. In addition, there were interesting developments in the teachers' conceptions of their students, particularly related to how teachers identified multilingual students' mathematical capabilities. A focus on questioning allowed teachers to develop their instructional practices while also reconsidering their expectations for multilingual students, both linguistically and mathematically.
The Effects of a Math Racetracks Intervention on the Single-Digit Multiplication Facts Fluency of Four Struggling Elementary School Students
Author: Karnes, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Instruction,Multiplication,Mathematics Skills,Intervention,Females,Grade 3,Program Effectiveness,Student Motivation,Instructional Materials,Visual Aids,Feedback (Response),Positive Reinforcement,Educational Games,Foreign Countries

There is a significant need for easy-to-implement interventions in the early grades, especially in mathematics, as many children have difficulties in their first years of school with automated basic math facts recall and, therefore, fall behind. Automation of single-digit multiplication tasks represents an important developmental step, as it can neither be accomplished by finger counting nor can more complex operations be mastered without it. Previous research has supported math racetracks as an effective intervention for increasing early math skills of elementary school students. The present study sought to replicate previous findings on the positive effect of a racetrack intervention extended by a multicomponent motivational treatment. Further, we tried to closely comply with the single-case reporting guidelines by Tate et al. (2012) for the purpose of establishing racetracks as evidence-based treatment and continue the work of Lund et al. (2012), Walker et al. (2012), Skarr et al. (2014), and Rivera et al. (2014). Four female elementary-school third graders who faced problems with basic math facts received 9-10 individual training sessions over 7 weeks. Visual analysis of results indicates a level increase in multiplication facts solved correctly from baseline to intervention for all four participants, with an average MBD of 410.45 (range 136.45 to 833.33). Limitations and future directions are discussed.
Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers
Author: Jakopovic, Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: Value Added Models,Communities of Practice,Mathematics Instruction,Teaching Methods,Teacher Education Programs,Secondary School Teachers,Mathematics Teachers,STEM Education,Educational Quality,Undergraduate Students,Scholarships,Preservice Teachers,Student Recruitment,Program Descriptions,Mentors,Reflective Teaching,Student Attitudes,Teacher Student Relationship,College Faculty

The current pool of highly qualified secondary mathematics teachers is woefully inadequate to address the needs of schools across the United States and other countries internationally. In STEM (Science, Technology, Engineering, Mathematics) areas, providing quality instruction in a changing world requires continuous change and innovation as programs prepare and train teachers. University teacher preparation programs wrestle with ways to provide wider professional experiences (WPE) within social learning environments called communities of practice (CoP). This qualitative study examines a university-led undergraduate scholarship program, aimed at recruiting, training, and retaining highly qualified secondary preservice mathematics teacher candidates. With increased exposure to mathematics content, mathematical teaching pedagogy, and community outreach beyond traditional preparation requirements, the goal of the study is to determine the immediate and potential value participants, undergraduate students, found engaging in a unique, CoP-based program. Findings reveal that participants concurrently reported both immediate and potential value in teaching experiences and ideas even when engaging in more mathematics or indirect teaching environments. Further, while mentoring is a key feature of the program, participants rarely identified mentoring or faculty support as an immediate or potential value although mentors were often the conduit for participants' engagement in WPE.
The Impact of Weekly Formative Video Feedback on Pre-Service Teachers&apos; Experiences in Online Mathematics Education
Author: Cutting, Chelsea
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Feedback (Response),Formative Evaluation,Preservice Teachers,Early Childhood Teachers,Elementary School Teachers,Mathematics Instruction,Online Courses,Program Effectiveness,Student Attitudes,Teacher Student Relationship,Foreign Countries

This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university mathematics education courses online, this research is important. It is particularly timely given the current world health crisis, where universities are hurriedly rolling out online courses. We argue, based on the findings of this initial pilot, that the use of regular, formative video feedback has a positive effect on PST learning, and on the way PSTs perceive and engage with the feedback provided in video form, and on the affective connection this platform provides between the PST and the lecturer. We suggest that these themes have the potential to positively impact on PSTs' knowledge of content and pedagogy in the context of university mathematics education.
Creative Leadership and Its Relationship to Thinking Styles among Saudi University Leaders
Author: Alshammri, Fozyah S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Styles,Foreign Countries,Creativity,Correlation,Institutional Characteristics,Gender Differences,State Universities,Private Colleges,College Administration,Administrator Characteristics,Scores,Measures (Individuals)

The present research paper aims to identify the level of creative leadership among university leaders in Riyadh, Saudi Arabia and its relationship to their thinking styles. It also reveals the differences between the level of creative leadership and thinking styles according to university type (public or private) and gender. Moreover, it adopted the analytical descriptive method. The sample comprised (60) university leaders. The field data was collected using the creative leadership scale and thinking styles scale. The results indicated a high level of creative leadership among educational university leaders in Riyadh. In terms of the thinking styles, the realist, pragmatist, idealistic, analyst, and synthesis were ranked first, second, third, fourth, and fifth, respectively. Moreover, there were statistically significant differences between the mean ranks of the participants on the flexibility domain according to university type (public or private) favoring educational leaders in public universities. There were no statistically significant differences among the other domains and total score of the creative leadership scale, as well as among the total score and domains of thinking styles scale according to university type (public or private) and gender.