ethanporcaro/eric-fulltext-meta huggingface dataset:
Indonesian Teachers Beliefs on the Gap between Educational Research and Practice
Author: Purnomo, Yoppy Wahyu
Date: 2020-12-00
Type: Journal Articles
Subjects: Beliefs,Negative Attitudes,Attitude Measures,Test Validity,Test Reliability,Evidence Based Practice,Theory Practice Relationship,Educational Research,Research Problems,Elementary School Teachers,High School Teachers,Junior High School Teachers,Vocational Education Teachers,Teacher Characteristics,Teaching Experience,Correlation,Foreign Countries

Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers' beliefs. The scale consisted of two factors, namely, causes pertaining to research and causes pertaining to the use of research. The study also showed that most of participants tend to hold negative beliefs, especially pertaining to the use of research. There was significant difference in beliefs related to teaching experience.
Phonemic Awareness: It&apos;s All in the Sounds of Language
Author: Carruth, Leah
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Reading Instruction,Listening Comprehension,Learning Activities,Educational Games

Phonemic Awareness is the understanding that words are made up of individual sounds. These individual sounds are referred to as phonemes. Within the English language, there are about 44 sounds, and several of these are rather difficult for children to grasp. Mastery of phonemic awareness is a foundational skill for reading, yet is often skimmed over or not reinforced within today's classrooms. Perhaps this lies in a misunderstanding of the importance of phonemic awareness. This paper highlights several phonemic awareness activities that are immensely useful in building and reinforcing phonemic awareness -- activities that not only focus on phonemic awareness, but incorporate music and movement which enhance student engagement and retention. Such activities provide concrete language support for ELLs.
Understanding Fractions Begins with Literacy
Author: Bingham, Teri
Date: 2019-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Learning Strategies,Teaching Methods,Number Concepts,Concept Formation,Misconceptions,Difficulty Level,Manipulative Materials,Vocabulary Development,Elementary School Students,Children,Literacy,Content Area Writing

Transitioning from teaching whole number operations to teaching fraction operations can prove difficult, even for the seasoned mathematics teacher. However, with effective literacy practices, teachers can seamlessly shift their students to learning the rules for fractions. The implications can be a mastery of mathematical language used to describe fraction operations and a deeper understanding of the concepts involved with solving fraction equations. The purposes of this paper were to emphasize the importance of learning math vocabulary and offer ideas for literacy activities that integrate fraction concepts with reading and writing.
Inclusion in Trinidad and Tobago: A Dream in Progress
Author: Charran, Chelseaia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Disabilities,Equal Education,Equal Opportunities (Jobs),Developing Nations

The issue of inclusion of persons with disabilities in the educational and employment sectors has been the subject of significant debate. As a result, this paper seeks to offer an overview of this issue in terms of current literature, relevance, and policy in the country of Trinidad and Tobago. The contributing authors for this critical issue focus on the state of inclusion in Trinidad and Tobago with regard to both the education and employment of persons with disabilities, exploring the international mandates, national legislation, and national policies surrounding the issue.
The Unknown and Unemployed Masses with Disabilities in Trinidad and Tobago
Author: Seetahal, Kavish
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Employment Level,Unemployment,Equal Opportunities (Jobs),Developing Nations,Civil Rights,International Cooperation,Attitudes toward Disabilities,Federal Legislation,Public Policy,Research Needs

This article explores employment of persons with disabilities in the country of Trinidad and Tobago. Although the statistics regarding the employment of persons with disabilities in Trinidad and Tobago has not been gathered, the trends in similar countries can be used to make a fair assessment of the situation in Trinidad and Tobago. These trends depict a high level of unemployment among persons with disabilities in countries with similar economies. The article illuminates the need for research within the country and within the wider region. We also address the standards which Trinidad and Tobago should meet regarding various international treaties to which the country is a party and examine the national legislation, which is supposed to implement these standards.
Coaches on Call: Teachers&apos; Perceptions of &quot;On-Call&quot; Coaching
Author: Wilson, Tara
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,College Faculty,Partnerships in Education,College School Cooperation,Public Schools,Charter Schools,Literacy,Reading Instruction,Coaching (Performance),Collegiality,Advocacy,Professional Development

The purpose for this qualitative study was to describe elementary school teachers' perspectives on working with a literacy instructional coach. The particular literacy instructional coach in this study was also a university professor, not employed by the school district. The university professor provided professional learning to meet instructional needs of teachers by modeling research-based instructional strategies, conducted after school professional developments, helped teachers use formative assessments to plan for instruction, and gathered needed resources. Individual interviews, observations, and reflective journaling were used to answer two research questions: What are teachers' perceptions on how a literacy coach provides professional learning for teachers? What are teachers' perceptions on having a university professor serving as a literacy coach? Data analysis was achieved by coding. The themes that emerged from the data were: growth, relationship and advocacy. A selective review of recent literature on professional learning, public school and university partnerships, and types of coaching is included.
Modified Literature Circle: Incorporating English and Spanish Picturebooks to Support English Language Learners During a Fifth-Grade Science Lesson
Author: Casey, J. Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Picture Books,Teaching Methods,English Language Learners,Language Proficiency,English (Second Language),Barriers,Childrens Literature,Instructional Effectiveness,Science Instruction,Elementary School Students,Earth Science,Direct Instruction,Pretests Posttests,Metacognition,Student Evaluation,Outcomes of Education,Cooperative Learning,Spanish,Native Language,Bilingual Instructional Materials,Grade 5

It is important that preservice and in-service teachers use effective supports for English language learners (ELLs) in science classes to enhance learning. ELLs with limited English proficiency may need more supports to address language barriers that affect student learning. Literature circles can be used to enhance understanding of content when embedded into instructional strategies. This grant-funded study collected data on effective instructional approaches to support ELL students in upper elementary science classes from October, 2017 through May, 2018. During a lesson on phases of the moon, researchers incorporated literature circles into instruction embedded with metacognitive strategies to assess student learning outcomes. Student-participants: (1) took a researcher-designed, pre-assessment; (2) received direct instruction in phases of the moon; (3) were engaged in literature circles; (4) created &quot;Phases of the Moon&quot; booklets; and (5) took a post-assessment. For the collaborative activity, students were grouped with peers who had similar English proficiency levels; and each group was given a book in English, a book in Spanish, or a book that had text in both Spanish and English. Students were asked to read, identify cognates/clarify unknown words, develop a summary/gist, and create questions to ask peers after a group presentation (Klingner &amp; Vaughn, 1999; Palincsar &amp; Brown, 1984).
The Perception of Class X Students of Phuentsholing Higher Secondary School towards Chemistry
Author: Nidup, Yeshi
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Student Attitudes,Grade 10,High School Students,Classroom Environment,Teaching Methods,Educational Resources,Student Interests,Science Curriculum,Educational Technology,Technology Uses in Education,Course Content

This research explored the perception towards chemistry of class ten students of Phuentsholing Higher Secondary School in Bhutan. It was also to find out the factors that influenced the perception of students towards chemistry. For this research, 90 students were chosen as sample from a population of 95 students through convenience sampling technique to maintain 95% confidence level and 0.025 margin of error. Cronbach's alpha was calculated to be 0.89 during reliability test. A survey questionnaire comprised of 41 items categorized as classroom environment, teaching pedagogy, resources, students' level of interest, and curriculum was used to collect data. A descriptive analysis was done using excel/SPSS. The study concluded that chemistry is the least favourite subject of the students known through survey questionnaire. The classroom environment in the school is found to be conducive and interactive. It was found that chemistry teachers used different teaching strategies but less practical work. The study found that students learned more through practical work. It was known that students don't find chemistry practical fun and enjoyable. The findings also indicated that not much multimedia was used in teaching. Besides, the study revealed that students see chemistry subjects containing more abstract ideas and chemical formulas which make learning difficult. Surprisingly, only 30% (27) students were willing to take up jobs that require knowledge of chemistry.
Low-Income Black Parents Supporting Their Children&apos;s Success through Mentoring Circles
Author: Butler, Alana
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Parents,Success,Mentors,African American Students,Parent Participation,Low Income Groups,Networks,Interpersonal Relationship,Foreign Countries,Academic Achievement,Gender Differences,Racial Differences,Social Support Groups,Individualized Education Programs,Parent Attitudes,Racial Bias,Advocacy,Parent Role

This article presents the results of a parent engagement project called &quot;Mentoring Circles.&quot; The project focused on the needs of low-income Black parents who have children enrolled in the Toronto District School Board. Two focus groups, with seven to eight Black parents in each group, were conducted during the summer of 2018. The study drew on theories of community wealth and funds of knowledge (González et al., 2005; Yosso, 2005), Black feminist theory (Collins, 2000; Crenshaw, 1991), and critical race theory (Delgado &amp; Stefancic, 2012). The Black parent narratives served as counter-stories to stereotypes about Black parent disengagement in low-income communities. The low-income Black parents in the study were very engaged in their children's education and were invested in their academic success. The Black parents strategized to support their children's education by forming supportive peer mentoring networks and advocating for their children though relationship-building. The findings suggest that mentoring circles could serve as a model for engaging Black parents in the support of their children's academic success.
Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom
Author: MacQuarrie, Madison
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Introductory Courses,Health Promotion,Student Attitudes,Psychological Patterns,Classroom Environment,College Students,Student Adjustment,Foreign Countries,Mental Health

The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described.
The Differentiated Parent Support Model: Enhancing the Involvement of Parents Who Do Not Speak the School Language
Author: MacPhee, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,French,Language Usage,Language Proficiency,Barriers,Foreign Countries,Language Minorities,Language of Instruction,Individual Characteristics,Parent Attitudes,Experience,Family Environment,Parent Role,Socioeconomic Status,Educational Attainment,Parent Background,Parent Teacher Cooperation,Interpersonal Communication,Parent Education,School Policy,Empowerment

Despite 40 years of research indicating that parent involvement is important for student achievement, schools have done little to engage parents across Canada. This study and model recommend strategies to enhance the probability of educational involvement for parents who do not speak the school language. The mixed methods research with surveys (N = 86) and interviews (N = 38) identified the successes and challenges of non-francophone parents with children in French minority-language schools. Parents wanted to help but struggled with French schoolwork and school-community involvement. Parents' low French proficiency and low school effort to facilitate parent communication and comprehension were some of the barriers that led to a decreased sense of parent autonomy and competency. Policy and practices by educators and parent-groups can encourage involvement and support parents in a French minority-language population as they overcome language and insecurity barriers at home or school. The findings can be generalized to support parent involvement in other multilingual contexts.
A Study of Students&apos; Preferences in the Information Resources of the Digital Learning Environment
Author: Noskova, Tatiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Information Sources,Educational Environment,Information Seeking,Technology Uses in Education,Foreign Countries,College Students,Student Attitudes,Electronic Learning

The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students' information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students' information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students' preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the &quot;traditional&quot; learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students' information culture and shortcomings in the methodological support of students' autonomous work. Based on the results, recommendations on creating conditions for developing students' prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students' information preferences, and a particular attention to the management issues in the digital learning environment.
To What Factors Do University Students Attribute Their Academic Success?
Author: García y García, Blanca Elba
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Attribution Theory,Academic Achievement,Academic Failure,Gender Differences,Grades (Scholastic),Predictor Variables,Persistence,Personality Traits,Teacher Effectiveness,Intelligence,Private Colleges,Foreign Countries,Attention

This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students' grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
Students&apos; Understanding of Axial and Central Symmetry
Author: Moravcová, Vlasta
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Plane Geometry,Foreign Countries,Cognitive Processes,Gender Differences,Institutional Characteristics,Misconceptions,Secondary School Students,College Students,Preservice Teachers

The paper focuses on students' understanding of the concepts of axial and central symmetries in a plane. Attention is paid to whether students of various ages identify a non-model of an axially symmetrical figure, know that a line segment has two axes of symmetry and a circle has an infinite number of symmetry axes, and are able to construct an image of a given figure in central symmetry. The results presented here were obtained by a quantitative analysis of tests given to nearly 1,500 Czech students, including pre-service mathematics teachers. The paper presents the statistics of the students' answers, discusses the students' thought processes and presents some of the students' original solutions. The data obtained are also analysed with regard to gender differences and to the type of school that students attend. The results show that students have two principal misconceptions: that a rhomboid is an axially symmetrical figure and that a line segment has just one axis of symmetry. Moreover, many of the tested students confused axial and central symmetry. Finally, the possible causes of these errors are considered and recommendations for preventing these errors are given.
Aboriginal Community-Led Preservice Teacher Education: Learning from Country in the City
Author: Thorpe, Katrina
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Preservice Teacher Education,School Community Relationship,Place Based Education,Experiential Learning,Consciousness Raising,Student Attitudes,Knowledge Level,Indigenous Knowledge

In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher's knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based 'Learning from Country' (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential 'learning by doing' approach, secondly, the profound shifts in participant understandings of the diversity of Aboriginal cultures, histories and communities and thirdly, how these experiences highlighted the strength and presence of the local urban Aboriginal community. These findings suggest that LFC holds promise as a pedagogical strategy to improve teacher capacity in Aboriginal education.
EFL Literacy Teaching in Relation to Teachers&apos; Self-Efficacy, Experience and Native Language
Author: Fuchs, Stephanie
Date: 2021-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Literacy Education,Language Teachers,Literacy,Teaching Methods,Self Efficacy,Foreign Countries,Correlation,Native Language,Teaching Experience,Student Attitudes,Elementary School Teachers,Teacher Attitudes

English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers' self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers' self-efficacy and their instructional approach. Teaching experience and teachers' native language did not influence their selection of EFL literacy instructional components or their sense of self-efficacy regarding their ability to teach reading and writing. Providing theoretical knowledge in teacher education to all types of EFL teachers may lead to more effective literacy instruction.