ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Involvement in the Philippines: A Review of Literatures
Author: Bartolome, Melissa T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Early Childhood Education,Parent School Relationship,Volunteers,Parent Child Relationship,Parents as Teachers,Educational Benefits,Parent Education

Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa &amp; Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21st century learning. As children's educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children's specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.
Verb Morphology in Egyptian Arabic Developmental Language Impairment
Author: Fahim, Donia
Date: 2017-01-00
Type: Journal Articles
Subjects: Verbs,Morphology (Languages),Language Impairments,Error Patterns,Preschool Children,Semitic Languages,Language Classification,Morphemes,Contrastive Linguistics,Linguistic Theory,Foreign Countries,Language Acquisition,Grammar,Video Technology,Speech Communication,Error Analysis (Language)

This paper presents an investigation of verb morphology in the spontaneous productions of three preschool Egyptian Arabic- (EA) speaking children with language impairment (LI) and a group of typically developing children. The typological characteristics of Arabic, such as its rich morphology, lack of infinitival form and complex verb system, make it an interesting test case for determining both language specific and universal features of specific language impairment (SLI). The children's use of both tense and agreement was examined. The group with language impairment had particular problems with verb morphology. Use of default verb forms resembling the imperfective-stem and imperative was a frequent substitution error in the children's language productions. In contrast to previous cross-linguistic observations of SLI, although there was difficulty with subject-verb agreement for gender, number and person, marking for tense and aspect was not found to be as problematic for these children. The findings are examined in the context of cross-linguistic research and theories proposed for error patterns in SLI.
Integrative Organizational Case Study Analysis: Building Name Change at Towson University
Author: Parladé, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: School Buildings,Universities,Institutional Mission,Organizational Theories,Diversity (Institutional),Inclusion,School Culture,Organizational Change

This integrative analysis will assess the case study of Towson University and the renaming of campus buildings that do not align with the institution's mission regarding its &quot;commitment to diversity and inclusion&quot; (&quot;Mission &amp; Strategic Plan,&quot; 2017). The case study will be analyzed using the following organizational theories: Structural/Bureaucratic, Collegial/Human Resource, Political, and Cultural/Symbolic perspectives. The authors have provided recommendations on how to resolve the issue of the renaming of buildings at Towson University.
Cultural Influence and Language Acquisition of a Syrian Immigrant Girl in Alabama
Author: Vardanyan, Shushanik
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Influences,Language Acquisition,English Language Learners,Immigrants,Females,Acculturation,Bilingual Education,Cultural Capital,Arabs,Semitic Languages,English (Second Language),Family Environment

Using ethnography and case study approaches from qualitative methodology, this study examined a Syrian immigrant child's language acquisition and culture adaptation in the United States. Data were gathered through semi-structured interviews with the teachers and the mother of the child, participant observations during home visits, and field notes during classroom observations. The child's culture and language learning were conceptualized through the lens of Bronfenbrenner's (1994) ecological model and Funds of Knowledge approach to education (Ferreiro &amp; Teberosky, 1985). The article documented factors that facilitated and negatively impacted on her process of becoming bilingual and her cultural adaptation after moving to an English speaking country. Implications for fostering a better school and home relationship was discussed.
For Us, by Us: Exploring Constructions of Student Activism and University Support
Author: Ruiz, Berenice Andaluz
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Student Attitudes,Student School Relationship,College Faculty,Teacher Student Relationship,Student Experience,Student Participation,Undergraduate Students

Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students' construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student's experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
Tunisian Mothers&apos; Perception of Their Young Children&apos;s Interactive Screen Time at Home
Author: Meziane-Fourati, Amel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mother Attitudes,Young Children,Child Behavior,Handheld Devices,Time on Task,Emergent Literacy,Use Studies,Skill Development,Numeracy,Creativity,Educational Benefits,Ownership

Nowadays, handheld digital tools such as tablets and smartphones are an integral part of a substantial number of households and their compelling nature lure youngsters. Indeed, their user-friendly design together with the wide range of accessible games, educational applications, and videos make them very popular among children as young as two (Lunch and Redpath, 2014). Therefore, it is an undeniable fact that digital use in the home environment can shape pre-school learning experiences and develop emergent numeracy and literacy skills including numbers knowledge, alphabet knowledge, print and phonological awareness (Kucirkova et al., 2013). However, several researchers, health experts, early childhood practitioners and parents have voiced their doubts and concerns about the suitability of using these tools as instructional aids during the early learning phase. Their scepticism is legitimate if one considers possible risks such as increased distractibility, social isolation and exposure to inappropriate content (House, 2012; Miller, 2005; Radesky et al., 2015). In contrast, others have highly approved of these new devices and claim that they can offer multiple opportunities for independent learning, collaboration, creativity and experimentation (Bandura, 2001). Whether digital handheld tools are beneficial or detrimental to children's learning and development remains an on-going debate. Based on the responses of 52 Tunisian working mothers to a self-designed questionnaire and a semi-structured interview, this study aims at investigating various aspects related to Tunisian young children's (aged 18 months to 5 years-old) use of smartphones and tablets at home including: frequency of exposure, reasons for use, mothers' attitudes towards their children's interactive screen time at home, the opportunities they feel these tools offer and the risks they associate with such powerful digital media.
Reliability and Validity of Four Arabic Language Tests: A Comparison of Performance of Qatari School-Aged Children with and without Language Impairment
Author: Shaalan, Saleh
Date: 2017-01-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Language Tests,Expressive Language,Semitic Languages,Vocabulary Skills,Language Impairments,Clinical Diagnosis,Foreign Countries,Language Acquisition,Child Language,Intelligence Tests,Verbal Ability,Nonverbal Ability,Cognitive Development,Young Children,Sentences

This study describes the reliability and validity of four language tests: The Sentence Comprehension Test (SCT), the Expressive Language Test (ELT), the Sentence Repetition Test (SRT), and the Arabic Picture Vocabulary Test (APVT). These tests were administered to two groups of Qatari Arabic-speaking children: A typically developing group (n=81 to 88) aged 4.6-9.4 years old and a chronologically age-matched group with specific language impairment (SLI) (n=26). The results of the four language tests showed high levels of reliability and validity and support the usefulness of these tools to diagnose children with SLI, whose performance on the tests was mostly consistent with findings in other languages.
Preschool Teachers&apos; Training and Attitudes towards Multicultural Education in Malaysia
Author: Abdullah, Melissa Ng Lee Yen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Multicultural Education,Teacher Education,Private Schools,Public Schools,Differences

Multicultural education is crucial in promoting cross-cultural understanding, recognition, and celebration of diversity in Malaysia-one of the most culturally diverse countries in the world. Preschool teachers play central roles in laying the foundation for cultural acceptance and positive racial interaction during early childhood. This study aims to explore Malaysian preschool teachers' training and attitudes towards multicultural education. A quantitative questionnaire survey approach was used to gather the required data. The participants consisted of 1,067 preschool teachers from 267 private and government preschools providers in the country. Two validated instruments were employed to measure the variables in this study. The trainings received by the preschool teachers were measured by the Teachers' Training Multicultural Education Scale (TTMES) while their attitudes towards multicultural education were gauged by the Multicultural Teaching Scale (MTS). Findings showed that preschool teachers were positive about the trainings that they received in relation to multicultural education. However, the extent to which they actually understood the concept of multiculturalism was doubtful in view that two thirds of the teachers demonstrated misconception about the fundamental principles of multicultural education when their attitudes towards multicultural education were examined. Significant differences were found in teachers' training and attitudes according to the categories of preschools; teachers from mono-cultural preschools displayed the least positive attitudes towards multicultural education. Implications of the study were discussed in the paper.
Determining Important Factors of Arithmetic Skills among Newborn Babies at Malaysian TASKA Using Artificial Neural Network
Author: Kharuddin, Azrul Fazwan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neonates,Arithmetic,Mathematics Skills,Artificial Intelligence,Early Childhood Education

In Malaysia, most parents prefer to choose registered early childhood learning centers (&quot;TASKA&quot;), due to their perceptions that the centers are with quality services and well-observed by the government authority. In this quantitative research, the main objective is to identify the best model to represent the contributing factors which influence arithmetic performance among children at registered Malaysian &quot;TASKA.&quot; Childrens' arithmetic performance in general affect their mental capability and overall personal skills development. This research is significant to determining the important contributing factors which influence newborn babies' mathematical skills. Data was collected using a survey questionnaire. Based on the right sampling method, 376 registered TASKAs in Malaysia were chosen. Among the 458 chosen centers, only 63 centres provide care and education services for children age of 0 to 6 months. Neural network technique was the analysis adapted in order to achive the research objective. In the near future, the research will be extended to the unregistered &quot;TASKA&quot; in Malaysia, and the fair comparisons will be made with the registered centers.
Early Mathematics Learning in Reading and Writing Numerals: Learning through &quot;What Are the Numbers?&quot;--A Picture Book Made up of Flora and Fauna in Borneo
Author: Ompok, Connie Cassy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Numbers,Picture Books,Plants (Botany),Animals,Preschool Children,Preschool Education,Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Pretests Posttests,Preschool Teachers,Teacher Attitudes,Parent Attitudes,Parents

Learning through picture books is a method which is widely used in preschools to teach mathematics. However, the research findings on the benefits of using picture books in learning mathematics remain inconclusive. This study aimed to i) investigate the effects of a picture book entitled &quot;What Are the Numbers?&quot; (a picture book made up flora and fauna in Borneo) on early mathematics achievement (reading and writing numerals up to 20) and ii) to get feedback on how appropriate the use of &quot;what are the numbers&quot; from teachers and parents. The book consists elements of critical thinking, communication, collaboration and creative thinking. The effects were measured by comparing the change in early mathematical ability of children in reading and writing numerals up to 20 by using the Rasch measurement model. The mean of the pre-test achievement was -1.99 logits and the mean of the post-test achievement was 1.75 logits which shows a difference of 3.74 logits. The effect size of the difference between the post-test and pre-test achievement was 1.4, which is considered large. Teachers and parents gave positive feedback on the use of the picture book. They commented that the picture book is able to attract children's attention, enhance their thinking skills and nurture creativity among children. In conclusion, the picture book based on the 4C approach enhanced early mathematics achievement of children.
Introductions in Locally Published Research Articles in Linguistics: Towards &quot;A Syntagmatics of Moves&quot;
Author: Abdesslem, Habib
Date: 2018-03-00
Type: Journal Articles
Subjects: Linguistics,Research Reports,Grammar,Rhetoric,Language Usage,Periodicals,Foreign Countries,Language Patterns

This paper draws an analogy between the histories of traditional grammars and Swales' rhetorical model for Research Papers Introductions. It argues that though core grammar rules for the sentence and core rhetorical patterns for the Introduction have originated from description and have risen to the status of prescription, the study of language use in different contexts can consolidate the core grammar rules and the core rhetorical patterns without undermining variation and change. The present study applies Swales' Create a Research Space Model to describe the rhetorical patterns of Research Articles Introductions in linguistics published by two University Journals in the Kingdom of Saudi Arabia. It offers representations of the sequencing of Moves in core and extended Move patterns in what we propose to call &quot;A Syntagmatics of Moves&quot;. The study reveals that rhetorical patterns, different from Swales' core pattern, are recurrent in the analysed data. This finding brings to the fore issues related to acceptability of local researchers' work in specialised international journals, visibility of university journals published in the periphery, and abiding by international norms and standards.
Exploratory Analysis of Pilot Data: Trends of Gadget Use and Psychosocial Adjustment in Pre-Schoolers
Author: Khiu, Alexander L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Social Adjustment,Handheld Devices,Foreign Countries,Parents,Behavior Problems,Child Behavior,Screening Tests,Questionnaires,Mass Media Use,Computer Use,Influence of Technology

Current mobile media presence in the lives of young children are at an all-time high prompting the need for studies to examine this phenomenon. The current study aims to describe the trends of gadget use and to explore the relationship between gadget use duration and psychosocial adjustment variables among Malaysian pre-schoolers. The respondents of the current study were 27 parents of pre-schoolers and a majority of the sample were Malays (96.3%). Mean age of parents in this study for mothers (M=35.58, SD=4.45) and fathers (M=36.42, SD=4.58). This study employed the gadget use survey and the Malay version of the Strength and Difficulties Questionnaire (SDQ). It was found that the most commonly available and used device was smartphones and that children mainly used mobile devices for leisure purposes such as watching videos and playing games. An alarming number of children, more than 40%, did not adhere to AAP recommendation of less than 2 hours of media usage daily. A key finding was that the functional relationship between psychosocial adjustment variables and duration of use is curvilinear in nature. However, with a small sample size, caution must be applied, as the findings might not be transferrable to the population.
The Evolution of Weapons Policies on College Campuses in the 21st Century
Author: Barr, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Weapons,School Policy,Policy Formation,Private Colleges,College Administration,Gun Control,Court Litigation

A conservatively-minded campus, Liberty University's administrators have, like many college campuses, struggled with creating an appropriate weapons policy. The policies in existence prior to 2011 were more traditionally anti-weapon, while those created after 2011 have been more forgiving. This article examines the background, both national and local, for these shifts in policy.
An Examination of Two Studies on Chinese Principalship: Implications for Educational Planning
Author: Liu, Dehua
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Educational Planning,Instructional Leadership,Longitudinal Studies,School Administration,Foreign Countries,Faculty Workload,Administrator Attitudes,Leadership Training,Leadership Styles,Teacher Attitudes,Elementary Secondary Education

The purpose of this paper is to critically review two studies conducted ten years apart to examine the roles and responsibilities of school principals in China. Data of one study were collected from seven provinces of south China while those of the other study were mainly from Changsha area, Hunan Province. Though the same survey instrument was used in both studies for data collection, because of time and location differences, direct comparison of findings tend to be inappropriate. Longitudinal approach of school leadership studies in the future is recommended. Results of this review showed that principals in these two studies had unbalanced workload in distributing their effort in dealing with daily school businesses. The research approaches and findings of these two studies have significant implications for planning of educational leadership programs, planning of daily school practices and planning for future research in school leadership.
Flipping Theory: Ways in Which Children&apos;s Experiences in the 21st Century Classroom Can Provide Insight into the Theories of Piaget and Vygotsky
Author: Sharkins, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Experience,Piagetian Theory,Learning Theories,Constructivism (Learning),Early Childhood Education,Kindergarten,Developmentally Appropriate Practices,Teacher Student Relationship,Child Development

Although established in the last century, the theories of two well-known psychologists, Jean Piaget and Lev Vygotsky continue to be used throughout the world to prepare teachers and caregivers of young children (ACEI/Wortham, 2013). From an historical perspective, their theories provide insight regarding children's growth, development, and learning. Beyond a general understanding however, in what ways do the theories of Piaget and Vygotsky impact 21st century pedagogy, and what might the implementation of those theories look like in today's classrooms? Observations of children's experiences in two constructivist oriented classrooms help to provide connections between practice and theory. One classroom draws upon the work of Charlotte Mason, a pioneer of early childhood education in the late 1800's and early 1900's and considers the relevance of constructivist education as children examine themselves and develop high moral standards. The second example provides examples of constructivism from a more traditional kindergarten classroom, but one where a teacher uses principals of constructivism to guide developmentally appropriate practices for young children. The purpose of this article is to show how using examples of practice in early childhood classrooms can provide the means for learning about theories of learning and development. Rather than professors using practice to help students understand abstract theory, we flip this pedagogical practice to show how theory can be used with intentional reflection to help teachers understand the practice they see in their classroom. Recommendations for preservice and in service teacher education are provided.