ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Orientation in the University Communities in Zimbabwe
Author: Chivasa, Shynet
Date: 2021-01-00
Type: Journal Articles
Subjects: Educational Quality,Universities,Quality Assurance,Higher Education,Educational Environment,Management Systems,Foreign Countries

This paper presents a theoretical perspective on the importance of quality assurance in higher education and how those that are charged with the mandate to promote quality in universities can create quality consciousness across the university community. Quality is broadly defined for a general understanding of the concept and contextually defined to illuminate its relevance to higher education. The multi-model approach by Cheng and Tam (1997) and Gibbs (2010) is adopted in defining quality of education. The paper attempts to answer the following questions: Whose responsibility is quality assurance in the university? Why is there a greater need for quality assurance in higher education? What are the benefits of implementing robust quality assurance (QA) systems in the university? How can quality consciousness be created in the university community? Finally, recommendations are proffered on some of the approaches universities can adopt to create a quality culture, which is envisaged to translate into quality academic provision.
Impact of Creative Drama Method on Students&apos; Speaking Skills
Author: Öztürk-Pat, Özlem
Date: 2021-04-00
Type: Journal Articles
Subjects: Dramatics,Teaching Methods,Instructional Effectiveness,Native Language Instruction,Turkish,Speech Skills,Skill Development,Nonverbal Communication,Elementary School Students,Grade 3,Children,Private Schools,Foreign Countries

Aim of the research was to investigate the impact of creative method on improving students' speaking skills in primary school 3rd grade Turkish language course. The study was carried out with primary school 3rd graders studying at a private primary school in Çaycuma, Zonguldak. The research was carried out on forty-six 3rd grade students. Quasi-experimental design with pretest-posttest control group was used in the study. Speaking education was given using creative drama method in the experimental group and using current instructional program (traditional teaching method) in the control group. In the study, &quot;Speaking Skill Assessment Rubric&quot; developed by the researcher was employed as data collection instrument. Intervention lasted for six weeks. Shapiro-Wilk normality test was employed to determine whether the data showed normal distribution or not. The data were analyzed via SPSS package program version 20.0. Arithmetic mean, standard deviation and t test was calculated in data analysis. As a result of the study, a significant difference was observed between speaking skills of the students in the experimental group and the ones in the control group; the difference was in favor of the experimental group.
Progress toward an Early Social Indicator for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2021-06-00
Type: Journal Articles
Subjects: Infants,Toddlers,Social Indicators,Child Development,Social Development,Early Childhood Education,Interpersonal Competence,Peer Relationship,Play,Adults,Interaction,Nonverbal Communication,Verbal Communication,Social Behavior,Child Behavior,Individual Characteristics,Language Usage,Language Skills,Measurement,Feasibility Studies,Sustainability,Coding,Individualized Family Service Plans,Disabilities,Test Validity

Measures of young children's social development are needed in the Multi-Tier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants' and toddlers' social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the ESI's feasibility, sustainability, and sensitivity to growth in social engagement based on a large, multiyear sample of children in one early childhood program that agreed to pilot the measure. Results indicated that ESI use by program staff was sustained over a 5-year period. Program staff were reliable coding a range of children's positive and negative nonverbal and verbal social skills. However, staff were not reliable when coding the target of a child's social response when it was not the Adult play partner (i.e., the Peer, or Nondirected target). Results documented sensitivity to growth over time, dynamic patterns of change within and across key skills consistent with the typical course of social development, and moderation by children's home language and Individual Family Service Plan (IFSP) status. Implications are discussed.
Pre-Service Teachers&apos; Perceptions about the Efficacy of Various Types of Feedback on Micro-Teaching Activities
Author: Yigitoglu-Aptoula, Nur
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Expectation,Instructional Effectiveness,Feedback (Response),Microteaching,Error Correction,Peer Evaluation,Teacher Educators,Self Evaluation (Individuals),Self Management,English (Second Language),Second Language Instruction,Reflective Teaching,Foreign Countries

This research study investigates pre-service teachers' perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded. After their micro-teaching activities, they were asked to reflect on their own perceptions about the feedback they received on their micro-teachings. In addition, after each microteaching, they were asked to participate in an interview and a focus group interview regarding their perceptions about the different types of feedback. Findings suggest that pre-service teachers considered teacher trainer feedback as the most influential one in their development as teachers in the long run. They also stated that they changed their teaching immediately when they themselves realized a mistake. Findings also suggested that while they expected feedback about processing of the task from their peers, they expected feedback about self-regulation from their teacher trainer.
Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
Author: O'Connor, Rollanda E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Middle School Students,English,Language Arts,Students with Disabilities,Learning Disabilities,Special Education,Grade 6,Retention (Psychology),Longitudinal Studies,Teaching Methods,Faculty Development,Comparative Analysis,Academic Language,English Language Learners,Reading Comprehension,Transfer of Training,Language Tests,Expressive Language,Receptive Language

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p &lt; 0.001) and on a standardized measure of vocabulary (p = 0.04). [For the grantee submission, see ED604314.]
An Integrative Literature Review of the Implementation of Micro-Credentials in Higher Education: Implications for Practice in Australasia
Author: Selvaratnam, Ratna Malar
Date: 2021-00-00
Type: Journal Articles
Subjects: Credentials,Employment Qualifications,Awards,Models,Higher Education,Foreign Countries,Professional Development,Certification,Guidelines,Educational Policy,Graduate Study,Undergraduate Study,Employment Potential,Systems Approach

Micro-credentials research, which includes digital badges, is a relatively new field of study that seeks to inform the implementation, portability and sustainability of the ecology of meaningful delivery. This paper reviews literature relevant to understanding connections between universities' intent to offer micro-credentials and the environment that is needed to do so. From this integrated study, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of a technical model of micro-credentialing implementation that can be used by the various stakeholders involved in the design and evaluation of new micro-awards. A closely related goal is to help those participating in micro-credentialing research to locate and understand each other's contributions, as fragmentation in research related to micro-credentials makes progress in the field slow. Hence, this review draws together research in the field to identify research foci and gaps, and then also capture some work by micro-credentialing researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for practice, especially for the Australasian higher education context.
Employability Readiness for Aboriginal and Torres Strait Islander Students: Yarning Circles as a Methodological Approach to Illuminate Student Voice
Author: Eady, Michelle J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Potential,Career Readiness,Indigenous Populations,Teaching Methods,Student Attitudes,College Students,Foreign Countries,Work Experience Programs,Culturally Relevant Education,Career Counseling,Student Personnel Services

This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: first, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students' views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates.
Who Is Centered? A Systematic Review of Early Childhood Researchers&apos; Descriptions of Children and Caregivers from Linguistically Minoritized Communities
Author: Soto-Boykin, Xigrid T.
Date: 2021-05-00
Type: Journal Articles
Subjects: Young Children,Disabilities,Bilingualism,Language Minorities,Special Education,Students with Disabilities,Minority Group Students,Early Childhood Education,Bilingual Students,Educational Policy,Social Attitudes,Social Bias,Racial Bias,Bilingual Education,Educational Research,Researchers,Risk,Socioeconomic Status,Ethnicity,Race,Children,Caregivers,Language Usage,Ideology,Minority Groups,English Language Learners,Labeling (of Persons)

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in &quot;Infants and Young Children,&quot; &quot;Journal of Early Intervention,&quot; or &quot;Topics in Early Childhood Special Education&quot; between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers' descriptions of participants' linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.
The Differential Importance of Component Skills on Reading Comprehension Test Performance among Struggling Adolescent Readers
Author: Clemens, Nathan H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Standardized Tests,Reading Difficulties,Performance Factors,Middle School Students,Early Adolescents,Reading Fluency,Vocabulary,Listening Comprehension,Short Term Memory,Oral Reading,Reading Rate,Individual Differences

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: &quot;The Gates-MacGinitie Reading Test,&quot; 4th edition (GMRT), &quot;Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test,&quot; 5th edition (GORT-5), and the &quot;Test of Silent Reading Efficiency and Comprehension&quot; (TOSREC). Students' word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.
Navigating Challenges of Virtual Science Instruction during and beyond COVID-19
Author: Touchet, Blake
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Summer Programs,Camps,Online Courses,Educational Technology,Technology Uses in Education,Program Development,Program Implementation,Mathematics Instruction,Science Instruction,Cooperative Planning,STEM Education,Mentors,Middle School Students,Internship Programs,Majors (Students),Undergraduate Students

This paper provides mentor teacher experiences involved with the planning, preparation, implementation, and reflection of a virtual mathematics and science summer camp in the summer of 2020. In the wake of the COVID-19 pandemic, the annual the summer camp was forced to pivot to a completely online format. Primary concerns discussed by mentor teachers included accessibility, Zoom meeting etiquette, selecting activities that used only household items, and student safety during the activities. Through weeks of collaborative planning, activity and lesson preparation, technology troubleshooting, and practice run-throughs, the team was able to implement a successfully engaging camp for sixty students. Informal feedback from participants revealed the efficiency of particular strategies, technologies, and activities that were implemented during the week. Setting clear norms and expectations for students during the sessions in general and clear objectives for each activity specifically were found to be essential. Strategic use of the breakout room function in Zoom to facilitate small group discussion and the private chat function to maintain communication with students who were not able to use audio/video technology was effective. Finally, the team found that it was necessary to emphasize flexibility in all aspects of the camp. This information can be used to refine practices for similar virtual science camps and may be able to inform practices in science classrooms in which K-12 learning remotely becomes necessary.
Bravery against the Silence: Challenging Social Deprivation in the School Systems
Author: Parenti, Tameka
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Disadvantaged,Academic Achievement,Minority Group Students,COVID-19,Pandemics,Electronic Learning,Distance Education,Equal Education,Middle School Students,High School Students,Critical Theory,Race,Racial Discrimination,White Teachers

This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized areas and school. The quality of education was not equitable, less so than when learning takes place in traditional school buildings. Through a composite counter story, a tool used by critical race theory scholars to share counter-narrative of majoritarian stories (Solorzano &amp; Yosso, 2002), the author acknowledges the presence and importance of discrimination experiences in the education system in middle and high school. The author challenges dominant narratives of equity (Pasquerella, 2016) in the school system and discusses the need for students having voices heard to have those injustices dealt with in ways that encourage collaboration, student growth, and student achievement. It is only through finding a voice that counters the majoritarian narrative all students are given the opportunities that allow them to achieve their full potential. The author argues someone must speak up, acknowledge a problem exists, and continue to exhibit a sense of urgency within our schools. The argument becomes who will be brave enough to encourage the issue to be acknowledged, addressed, and overcome so that minority students no longer feel segregated due to their racial identity.
COVID-19 Online Learning: Thriving and Surviving
Author: Tilotta, Tracy R.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Web Based Instruction,Middle School Teachers,Educational Environment,Computer Mediated Communication,Social Emotional Learning,Special Needs Students,Educational Change

The purpose of this reflection of teaching online through the COVID-19 outbreak is to shed light on the importance of setting middle school students up for success despite being thrust into an unfamiliar virtual, learning environment. The personal narrative speaks to the ways in which I set up a new online learning environment with structure, consistency, and care. Students and parents learned fairly quickly what needed to be done to ensure success. I learned fairly quickly that some students needed more support academically and emotionally just like in the classroom. Those students that merely survived in the classroom also survived in their new online learning setting, and those students that thrived in the classroom also thrived in their new online learning setting.
Predicting Preservice Mathematics Teachers&apos; College Academic Achievement
Author: Christmann, Edwin P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade Prediction,Preservice Teachers,Mathematics Teachers,Academic Achievement,Multiple Regression Analysis,College Entrance Examinations,Grade Point Average

This study employed a multiple regression analysis to examine the relationship between academic aptitude and high school achievement factors to predict preservice mathematics teachers' college academic achievement. Specifically, an analysis of correlations and descriptive statistics was performed on predetermined academic factors of 67 undergraduate students enrolled as preservice mathematics teachers. In essence, a comparison of their SAT Verbal and SAT Mathematics scores, high school grade point averages, and college grade point averages disclosed significant relationships among all variables. Of special interest is that the mean high school grade point average of the preservice mathematics majors was a 3.63 (SD =.39), and the mean college GPA was 3.22 (SD =0.56), which resulted in a correlation of r = 0.53, n = 0.67, p &lt; 0.01.
&quot;Do You Have Your Baseball Bat?&quot; Dialogic Teaching in a Remote Environment
Author: Pearcy, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Distance Education,Web Based Instruction,COVID-19,Pandemics,Videoconferencing,Online Courses,Synchronous Communication,Preservice Teachers,Computer Mediated Communication

Teachers have often relied on a dialogic style in their classrooms--utilizing dialogue and questioning techniques to develop student comprehension, probe for misunderstandings or misapprehensions, and provide &quot;real-time&quot; opportunities for the construction of knowledge and problem-solving. Effective teachers can use these techniques to scaffold dialogue in order to promote deeper understandings of complex problems. But the traditional functions of a dialogic classroom aren't readily available or apparent in remote environments. For professors and students during the global COVID-19 pandemic in 2020, the vibrant nature of &quot;in person&quot; teaching gave way to remote environments and online-only interactions. How, then, can teachers still make use of the flexibility and energy of dialogic teaching, within the confines of a Zoom portal? The purpose of this paper is to reflect on the curricular and instructional adaptations implemented by faculty at a small teaching college in the spring of 2020, which were aimed at maintaining the advantages of a dialogic style in the midst of enforced remote learning. These changes included both synchronous and asynchronous features in a variety of classes. As teacher educators across the country are preparing for the possibility of extended or renewed quarantines in the future, the adaptations described here not only provide a roadmap for departments with similar needs, but also outline the often-unexpected advantages to a remote environment. This is particularly relevant for those educators who have traditionally relied on a discursive, dialogic style, which places a premium on face-to-face interaction and an improvisatory element found in &quot;live&quot; teaching.