ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Identified Childhood Shyness and Perceptions of Shy Children: Voices of Elementary School Teachers
Author: Lao, Mary Grace
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Shyness,Childhood Attitudes,Elementary School Teachers,Teacher Attitudes,Telephone Surveys,Content Analysis,Semi Structured Interviews

Childhood shyness plays an important role in terms of learning and socialization and can have profound effects on individuals' thoughts, feelings, and behaviors that can carry over into adulthood. The present study investigated how self-identified childhood shyness might influence elementary school teachers' current perceptions of shyness among their students. Participants were 14 elementary school teachers. Interviews were conducted over the telephone and transcribed for content analysis. Analysis revealed themes of &quot;social factors&quot;, &quot;personal factors&quot;, and &quot;relating to shyness&quot; that contributed to childhood shyness. Moreover, these experiences of childhood shyness appeared to contribute to teachers' current perceptions of shyness (among teachers who self-identified as shy children). Implications for future research and holistic educational practices are discussed.
Improving Middle and High School Students' Comprehension of Science Texts
Author: Johnson, Brandi E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Reading Comprehension,Science Instruction,Textbooks,Adolescents,Literature Reviews,Teaching Methods,Textbook Content,Learning Strategies,Reading Strategies,Technology Uses in Education,Peer Teaching,Inquiry

Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.
Elementary &quot;SuperVision&quot; and the Supervisor: Teacher Attitudes and Inclusive Education
Author: Ryan, Thomas G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Supervision,Inclusion,Self Concept,Psychological Patterns,Teacher Attitudes,Positive Attitudes,Negative Attitudes,Correlation,Faculty Development

Evidence has emerged which suggests that as a supervisor, the importance of knowing oneself, and knowing those that he or she is supervising, is vital to the success of the group. We argue that when conflicting values, attitudes, and beliefs are present amongst the members of the group over an issue (inclusion), or over the behaviours of a member (non-inclusive), the entire group can break down. Therefore, to successfully implement a program, such as inclusion, knowing the attitudes of the staff is vital as a program such as this cannot be successful without positive support.
Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
Author: Rabinoff-Goldman, Lily
Date: 2007-00-00
Type: Journal Articles
Subjects: After School Programs,Teachers,Racquet Sports,Labor Turnover,Program Effectiveness

Following a difficult two year teaching commitment with Teach for America as a sixth-grade teacher in the Bronx, Lily Rabinoff-Goldman joined the staff of an effective, child-centered after-school program. Ex-teachers and after-school programming have a mutually beneficial relationship. Schoolteachers know how to build curriculum, discipline children, and work in teams--the cornerstones of both classroom teaching and good after-school programming. After-school programs, unconstrained by public school bureaucracies, look at children holistically and give them opportunities to expand their minds--factors that remind practitioners that they do, in fact, like children, and want to work with them in ways that enrich their lives and improve their prospects. Here the author describes her experiences with StreetSquash, the program for which she works as director of literacy projects and special programs. She shares details of how she became involved with Street Squash, describes the diversity of the program, and explains why she believes this program has helped her continue in her profession as an educator.
Preparing for Reading Comprehension: Fostering Text Comprehension Skills in Preschool and Early Elementary School Children
Author: van den Broek, Paul
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Preschool Children,Elementary School Students,Early Intervention,Grade 3,Toddlers,Questioning Techniques,Personal Narratives,Short Term Memory,Cognitive Processes,Statistical Analysis

To understand what they read or hear, children and adults must create a coherent mental representation of presented information. Recent research suggests that the ability to do so starts to develop early--well before reading age--and that early individual differences are predictive of later reading-comprehension performance. In this paper, we review this research and discuss potential applications to early intervention. We then present two exploratory studies in which we examine whether it is feasible to design interventions with early readers (3rd grade) and even toddlers (2-3 years old). The interventions employed causal questioning techniques as children listen to orally presented, age-appropriate narratives. Afterwards, comprehension was tested through question answering and recall tasks. Results indicate that such interventions are indeed feasible. Moreover, they suggest that for both toddlers and early readers questions &quot;during&quot; comprehension are more effective than questions after comprehension. Finally, for both groups higher working memory capacity was related to better comprehension.
The Emergence of Comprehension: A Decade of Research 2000-2010
Author: Dooley, Caitlin McMunn
Date: 2011-00-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Research,Early Experience,Young Children,Early Childhood Education,Holistic Approach,Emergent Literacy,Child Development,Interaction,Interpersonal Relationship,Reading Comprehension,Theory of Mind,Story Grammar,Play,Symbolic Language,Multimedia Materials,Picture Books

This review of literature presents research about young children's (ages 2-8) early experiences with comprehension. Using a theoretical framework for emergent comprehension, the review demonstrates how each research study contributes to a holistic theory of emergent comprehension. Influences on emergent comprehension such as children's development, relationships and social interactions, and experiences with multiple texts and multimodal symbol systems are discussed. This review includes contemporary peer-reviewed research articles (spanning the decade from 2000-2010) involving multiple methodologies and representing multiple English-speaking countries.
The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners
Author: Demir, Semra
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Study Skills,Curriculum Development,Academic Achievement,Grade 7,Elementary School Students,Pretests Posttests,Control Groups,Experimental Groups,Models,Comparative Analysis,Statistical Analysis,Study Habits,Measures (Individuals)

Purpose of this study is to examine the effect of &quot;Development of Efficient Studying Skills Curriculum&quot; on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is our wish to make a comparison between the group on which curriculum was implemented (experiment group), and the group on which curriculum was not implemented (control group) in terms of academic achievement, and acquiring efficient studying skills. Study population of this research covers 7th grade students from Refika Küçükçalik Primary School in Kocasinan district of Kayseri which is located in the middle of Turkey during 2011-2012 academic year (8 units, 320 students). Sample of the study was determined according to purposive sampling which is one of non-probability sampling types. Obtained data were analysed employing Covariance Analysis (ANCOVA). As a result, this research indicated that students can acquire efficient studying skills by means of Curriculum for Developing Efficient Studying Skills and they increase their academic achievements thanks to these studying habits. In this sense, if quality of education is desired to be increased, students with high level of academic achievements are intended and growing youth is expected to compete with the young population of other states with the effect of globalization, it is necessary to make students acquire efficient studying skills.
Translating Advances in Reading Comprehension Research to Educational Practice
Author: McNamara, Danielle S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Practices,Reading Comprehension,Correlation,Reading Instruction,Inferences,Reader Text Relationship,Reading Tests,Coding,Experiential Learning,Elementary Education,Elementary School Students

The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between reading processes and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students' reading performance (i.e., product). Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students' particular strengths and weaknesses.
Examining Media Literacy Levels of Prospective Teachers
Author: Inan, Taskin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Media Literacy,Student Surveys,Elementary Education,Social Studies,Turkish,Statistical Analysis,Television,Newspapers

As in many other countries, following the 2007-2008 education year when media literacy courses began to be included in the curricula, media literacy has become one of the discussion topics among educators and decision makers in Turkey. Discussion topics related to media literacy have included who is going to give the media literacy courses, what qualifications will be sought out in media literacy education teachers, what will be included in the media literacy curriculum in terms of its content, and at what level the media literacy course will be given. The current study which aims to examine media literacy levels of prospective teachers utilized the survey method. The sample of the study included prospective teachers (480) attending Elementary School Education, Social Studies Education and Turkish Language Education departments in the Education Faculty at the Dumlupinar University in the 2008-2009 education year. The results of the study showed that prospective teachers have a low level of reaction to media messages, do not educate people around enough about the effects of media, but make use of different sources of media to gain information, and are cognizant of media literacy.
The Role of Verbal Working Memory in Second Language Reading Fluency and Comprehension: A Comparison of English and Korean
Author: Pae, Hye K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Short Term Memory,Verbal Ability,Bilingual Students,Reading Fluency,Reading Comprehension,Phonology,Coding,Elementary School Students,Grade 1,Grade 2,Measures (Individuals),Outcome Measures,Correlation,Predictor Variables,Regression (Statistics),Questionnaires

This study examined the respective contribution of verbal working memory, which was operationalized as immediate digit and sentence recall, to bilingual children's reading fluency and comprehension in the first language (L1) and second language (L2). Fifty children from two international sites took part in this study: One group was English-Korean bilinguals in the U.S., while the other was Korean-English bilinguals in Korea. The manifestation of the prediction model varied across the learning contexts or learner groups. L1 forward and backward digit spans accounted for the significant variances in L2 reading fluency and comprehension for the English-speaking children in the U.S., whereas L1 forward digit span was more predictive of L2 reading fluency and comprehension than backward digit span and sentence recall for the Korean-speaking counterparts in Korea. The results were interpreted with respect to the orthographic depth, linguistic differences, and cognitive demands. Implications and future directions are discussed.
Using Cover, Copy, and Compare Spelling with and without Timing for Elementary Students with Behavior Disorders
Author: Darrow, Danette
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Spelling Instruction,Elementary School Students,Behavior Disorders,Self Contained Classrooms,Intervention,Instructional Effectiveness,Student Attitudes,Accuracy,Time Factors (Learning),Special Education,Reading Fluency,Pretests Posttests,Worksheets

The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC) procedures on spelling performance with two students. The participants were two elementary students enrolled in a self-contained behavior intervention classroom. A multiple baseline design across participants was employed to evaluate the effects of CCC on time to completion and words spelled correctly. Improvements in all measures were found when CCC was in effect. The participants enjoyed the procedures and each improved their spelling over baseline performance. The applicability of CCC across academic contexts and for students with behavior disorders was discussed.
On-Line and Off-Line Assessment of Metacognition
Author: Saraç, Seda
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Measures (Individuals),Elementary School Students,Grade 5,Reading Comprehension,Teacher Attitudes,Questionnaires,Protocol Analysis,Correlation,Statistical Analysis,Factor Analysis,Measurement Techniques,Accuracy,Predictor Variables,Evaluation

The study investigates the interrelationships between different on-line and off-line measures for assessing metacognition. The participants were 47 fifth grade elementary students. Metacognition was assessed through two off-line and two on-line measures. The off-line measures consisted of a teacher rating scale and a self-report questionnaire. The on-line measures were thinking aloud protocols and accuracy ratings of text comprehension. The results showed positive significant correlation between data from two off-line measures and negative significant correlation between data from two on-line measures. The off-line metacognitive measures had non-significant correlations with all on-line measures. Principal Component Analysis, performed on four metacognitive measures, yielded a two-factor solution and this two-factor solution accounted for 71.5% of the sample variance. The data from two off-line measures loaded on the first component with a variance proportion of 38.6% and the data from two on-line measures loaded on the second component with a variance proportion of 32.9%. The findings of the study showed that metacognitive processes form a complex structure that needs to be assessed using various methods. However, in the multi-method studies, using on-line and off-line measures together will be appropriate rather than using only on-line measures or only off-line measures.
Attitudes and Perceptions of Elementary Classroom Teachers Use of Physical Education Time for Planning
Author: Barney, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Physical Education,Planning,Time Management,School Schedules,Teacher Surveys,Likert Scales,Statistical Analysis,Physical Education Teachers,Knowledge Base for Teaching

An elementary classroom teacher (ECT) has a busy day. The teachers teach their class, prepare class materials, and may supervise the lunchroom or the playground at recess time (Daily Physical Activity in School, 2005), attend meetings with parents and perform a number of other responsibilities. For this reason planning time is a very important component for the ECT. Planning time for the ECT is usually taken when students are in elementary physical education. This study investigated how elementary physical education can assist the ECT in their planning time. In this study 219 ECT from three states and 18 different schools participated in this study. The ECT was given a short survey to fill out regarding how, or if, planning time helps or benefits the ECT. The results found that the ECT appreciated the planning time that it was needed in order for them to be successful in the classroom and because of planning time the students would benefit. The results also showed a great respect from the ECT for elementary physical education, which can be beneficial for principals and other school administrators.
Individual Differences in Children's Knowledge of Expository Text Structures: A Review of Literature
Author: Ray, Melissa N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Differences,Knowledge Level,Expository Writing,Literature Reviews,Text Structure,Elementary School Students,Reader Text Relationship,Story Grammar,Reading Comprehension,Reading Skills,Age Differences,Prior Learning,Reading Instruction,Meta Analysis,Educational Research,Educational Practices

In this review of literature we examine empirical research of individual differences in younger readers' knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research which has examined the influence of two textual characteristics: the hierarchical organization of macro-and micro-level propositions and the type of text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences may vary in relation to the aforementioned text characteristics. Our review of research suggests that readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled comprehenders. Text structure instruction should focus on highly structured texts like comparison, causation, and problem-and-solution.
The Effects of Reading Method on the Comprehension Performance of Saudi EFL Students
Author: Alshumaimeri, Yousif
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Secondary School Students,Grade 10,Males,Reading Comprehension,Oral Reading,Silent Reading,Inner Speech (Subvocal),Feedback (Response),Social Influences,Cultural Influences,Statistical Analysis,Student Attitudes,Quasiexperimental Design

In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language teachers and students use all available reading methods in order to identify which method best serves their study objectives.
Focusing In: The Promise and Challenges of Focus Groups in Afterschool Evaluation
Author: Schaefer-McDaniel, Nicole
Date: 2007-00-00
Type: Journal Articles
Subjects: After School Programs,Program Evaluation,Focus Groups,Context Effect,Sampling,Confidentiality,Child Development,Research Methodology,Incentives,Program Development,Change Strategies,Evaluators

In these days where &quot;accountability&quot; is the byword, organizations more and more frequently seek to evaluate their programs. They often hire outside evaluators to help them assess the effectiveness of their programs, to find out what works and what doesn't, and to determine what programmatic changes would be beneficial. ActKnowledge, a New York City action research organization, is one such evaluator. In this article, the authors examine an evaluation they conducted of an afterschool program operating in New York City public schools to reflect on the use of focus groups as a means of evaluating afterschool programs. Since the administrative office that hired the authors the evaluation and the directors of the program they evaluated wanted to learn more about the young people enrolled in the program and the staff that runs it, the use of focus groups as a research method seemed a logical choice. The literature on focus groups as a methodology provides a rationale for using this technique although it also suggests some of the challenges. To this research, the authors bring their own experience in evaluating the afterschool program, discuss the challenges they encountered in using focus groups, and conclude with suggestions for future work involving focus groups in afterschool evaluation.