ethanporcaro/eric-fulltext-meta huggingface dataset:
Early College High School/Dual Enrollment 2.0: Evidence-Based Approaches to Engage Youth and Families for Educational, Career, and Community Development
Author: Cherney, Isabelle
Date: 2020-07-00
Type: Journal Articles
Subjects: Dual Enrollment,Evidence Based Practice,High School Students,Adolescents,Career Development,Community Development,Urban Universities,Access to Education,College Credits,Paying for College,Graduation Rate,College School Cooperation,Community Colleges,Partnerships in Education,Acceleration (Education),Family Income,Low Income Students

Urban universities have long faced a critical challenge to help K-12 schools, students, and families effectively access a college education. While colleges and universities have embraced strategies such as charter and partner schools, these interventions do not always result in a robust pipeline of students entering the higher education system. For higher education leaders, addressing the needs of students and their families to attain an affordable college degree is an important part of education and community development in the communities near campus. Early college programs, particularly those with a focus on equity and student support, can provide high school students with an exemplary preparation for college, as well as college credits that can be used to reduce time to degree and college costs. In three case studies of early college programs, students' college credits earned, grades earned while enrolled in the program, and eventual college enrollment and graduation rates are the key metrics. Lessons learned include the importance of leadership and policy support for these programs, as well as designing the program to address equity issues from the beginning.
Educational Mini-Videos as Teaching and Learning Tools for Improving Oral Competence in EFL/ESL University Students
Author: Bobkina, Jelena
Date: 2020-07-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Lesson Plans,Video Technology,Engineering Education,Undergraduate Students,Foreign Countries,Auditory Perception,Active Learning,Language Teachers,Instructional Innovation

The use of digital video has gained a prominent position in enhancing not only aural reception but also active production skills in the language classroom. The present paper seeks to share a set of three lessons plans based on the use of educational mini-videos that enhance the development of students' oral skills through an active learning methodology. Though implemented as a part of the ESP undergraduate course for engineering students at the Universidad Politécnica de Madrid (UPM), these lesson plans can be easily adapted to other ESP/EFL/ESL situations. We aim at encouraging language teachers to use innovative ways to integrate educational videos into their teaching practice around the globe.
Person-Context Influences on Educational Involvement in Rural Cambodian Schools
Author: Inman, Arpana G.
Date: 2019-12-00
Type: Journal Articles
Subjects: Rural Schools,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Parent Teacher Cooperation,Literacy,Truancy,Foreign Countries,Nongovernmental Organizations,Educational Attainment,Family Characteristics,Academic Achievement,Educational Resources,Sociocultural Patterns,Socioeconomic Influences,Faculty Development,Counselor Teacher Cooperation,Females,Mentors,Gender Differences,Principals,Dropouts

Based on Bronfenbrenner's Process-Person-Context-Time model, this study explored the attitudes and potential factors affecting children's educational participation in two nongovernmental organization-sponsored rural schools in Siem Reap, Cambodia. Focus groups and individual interviews were conducted with students (female and male), teachers, principals, and parents. A discovery-oriented qualitative analytical approach revealed that at the individual level, truancy and student respect for school regulations impacted school participation. At the family level, parental support and family difficulties influenced school participation. At the school level, teacher ability, teacher-parent interactions, and adequate resources either facilitated or hindered student success. At the socio-cultural level, socioeconomic conditions, communal supports, and traditional gendered expectations created gender disparities in school involvement. Policy implications include a nation-wide comprehensive professional development program targeting teacher training (structural level), a strong teacher-counselor partnership to facilitate the development of literacy campaigns (community level), and increasing female mentors and counselors to increase gender parity (cultural level).
&apos;We&apos;re Like Family and Stuff Like That&apos;: Relationships in After-School Programs
Author: English, Alan
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Adolescent Attitudes,Religion,Private Financial Support,Peer Relationship,Interpersonal Relationship,Adolescent Development,Adolescents,Interpersonal Competence,Social Development

After-school programs have been demonstrated or theorized to be associated with a wide variety of positive youth outcomes and have become a more widely-accepted aspect of the greater educational system. One of the most commonly-cited vehicles for these positive outcomes is relationships developed within the after-school program. This paper investigated youth perception of after-school program relationships through a phenomenological case study. Analysis of interview, observation, and artifact data indicated the potential for the individual positionalities with which youth approach involvement in after-school program relationships to dramatically impact youth outcomes. Consequentially, these individual positionalities need to be considered when developing conceptualizations and real-world policy concerning relationships in after-school programs.
A Personalist Orientation to School-Based Counseling Policy Research
Author: Sink, Christopher A.
Date: 2019-06-00
Type: Journal Articles
Subjects: School Counseling,School Policy,Counseling Services,Philosophy,Individual Characteristics,Social Influences,Humanism,Counseling Techniques,Psychology

School-based counseling policy researchers often address their epistemological orientation (e.g., empiricism, scientific method, phenomenology) supporting their investigations. Curiously, however, the literature rarely speaks to the metaphysical issues grounding this research. In the authors view, advocating for and conducting rigorous policy research and evaluation without taking time a priori to reflect on the &quot;deeper&quot; issues involved indicates a shallow approach to this endeavor. More plainly, how often do scholars intentionally deliberate individually and collaboratively on their philosophical orientation guiding their work? In this editorial, the authors demonstrate that personalism is a viable alternative to establish student counseling services and concomitant policy and evaluation research. This approach undergirds in many respects various strengths-based perspectives of human functioning (e.g., person-centered humanistic and positive psychology; see, e.g., Lopez, Pedrotti, &amp; Snyder, 2019). It is their hope that future school-based policy and evaluation research will be guided by the tenets of personalism and its correlates.
Teacher Implementation of a Technology-Based Intervention for Writing
Author: Evmenova, Anya S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Writing Instruction,Intervention,Learning Disabilities,Special Education Teachers,Visual Aids,Grade 6,Grade 7,Grade 8,Writing Assignments,Writing Skills,Instructional Effectiveness,Program Implementation,Program Effectiveness

Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded self-regulated strategies and technology supports to improve the persuasive paragraph writing of 43 6th-8th grade students with LD. Teachers followed scripted lesson plans when delivering instruction. Quality of their instruction or process fidelity while implementing a technology-based intervention was determined. Students wrote a paragraph in response to a persuasive prompt using a Microsoft Word document at pretest, using TBGO at posttest with TBGO, and using a Microsoft Word document at posttest without TBGO. There were significant differences in the number of words, transition words, and essay parts measures between pretest and posttest with TBGO as well as between pretest and posttest without TBGO. Gain scores on the essay parts measure showed no correlation with the students' typing rate. However, there was a significant correlation found between those gain scores and teachers' process fidelity scores. Differences between teachers' implementation along with practical implications for the integration of technology tools in writing instruction are discussed.
Video Modeling Interventions for Students with Learning Disabilities: A Systematic Review
Author: Boon, Richard T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Modeling (Psychology),Learning Disabilities,Students with Disabilities,Intervention,Educational Research,Mathematics,Reading,Social Studies,Social Behavior,Effect Size,Instructional Effectiveness,Elementary Secondary Education

This paper provides a current and thorough review of the literature on the use of video modeling for students with learning disabilities published over the last four and a half decades. Eight video modeling intervention studies were retrieved and grouped into four areas: (a) mathematics, (b) reading, (c) social studies, and (d) social behavior. Effect sizes were computed to estimate the effectiveness of the video modeling interventions included in this review. Overall, the findings showed moderate to very large effects on students' academic skills and social behaviors for seven of the eight studies.
Spelling Interventions for Students Who Show Signs of Dyslexia
Author: Gritz, Caitlin N.
Date: 2020-05-00
Type: Journal Articles
Subjects: Dyslexia,Spelling,Intervention,At Risk Students,Self Esteem,Elementary School Students,Grade 2,Teaching Methods,Elementary School Teachers,Tests

This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.
The Impact of Family Engagement on Student Achievement
Author: Hall, Christina M.
Date: 2020-05-00
Type: Journal Articles
Subjects: Family Involvement,Family Influence,Academic Achievement,Writing (Composition),Feedback (Response),Educational Technology,Technology Uses in Education,Student Attitudes,Family Attitudes,Responses,Elementary School Teachers,Elementary School Students,Goal Orientation,Telecommunications,Handheld Devices,Grade 1

This action research study explores the impact of family engagement on student achievement using three family/student pairs. Family involvement has an impact on student learning and achievement throughout the school year. Taking a look at how a family's involvement in their student's learning plays a part on the achievement the student has throughout the school year. Previous writing scores were used to compare the growth made within a three-month period after the families worked with students to give feedback through a classroom communication app. Families were able to work at home to give feedback while their students were in class for quick response time and authenticity. The teacher/researcher coached families on how to give accurate feedback that would help students grow and feel successful.
Self-Care amongst First-Year Teachers
Author: Baker, Leia
Date: 2020-05-00
Type: Journal Articles
Subjects: Beginning Teachers,Self Management,Teacher Attitudes,Teacher Attendance,Wellness,Stress Management,Elementary School Teachers

This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers' attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.
&quot;It Will Startle You&quot;: Thoughts on a Pedagogical Conspiracy of Birds
Author: Jardine, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Animals,Reflection,Instruction,Readiness,Perception,Educational Philosophy

David Jardine shares his reflections on pedagogy, conspiracy and bird watching. To him the purpose of bird watching is not about getting a longer and longer list of things that he can now ignore. Its purpose is to make almost unbearable the folding layers of sweet and inevitably fatal conspiracy. He shares his experiences of bird-watching with teacher and children.
Facilitation Strategies for Enhancing the Learning and Engagement of Online Students
Author: Muir, Tracey
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Strategies,Foreign Countries,Online Courses,Learner Engagement,Teacher Student Relationship,College Faculty,Discussion (Teaching Technique),Discussion Groups,Computer Mediated Communication,Asynchronous Communication,Preservice Teachers,Undergraduate Students,Video Technology,Course Evaluation,Teacher Developed Materials

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.
Flexible Hybrid Format in University Curricula to Offer Students In-Subject Choice of Study Mode: An Educational Design Research Project
Author: Colasante, Meg
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Foreign Countries,Higher Education,Curriculum Development,Blended Learning,Educational Technology,Technology Uses in Education,Conventional Instruction,College Students,Online Courses,Student Attitudes,Barriers,Preferences,Student Participation

In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated.
Adapted Shared Reading: A Study of Its Effectiveness in Inclusive Preschool Classrooms
Author: Golloher, Andrea
Date: 2020-07-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Inclusion,Preschool Education,Preschool Children,Emergent Literacy,Story Reading,Learner Engagement,Listening Comprehension,Communication Skills,Reading Programs,Program Effectiveness,Teacher Attitudes,Special Education Teachers,Assistive Technology,Students with Disabilities,Severe Disabilities

Adapted shared storybook reading has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for elementary-aged students with exceptional needs. Research on these methods has primarily been conducted with students in self-contained elementary classrooms and has lacked evidence of generalization to new texts. This study examined the use of the adapted shared reading program in inclusive early childhood classrooms. Using a multiple baseline across participants design, the program was shown to be effective at increasing engagement, listening comprehension, and communication during shared reading interactions. These skills were generalized to novel adapted texts. Teachers' perceptions of the reading program were explored. Pre- and post-intervention interviews suggest that the teachers found the goals, procedures, and outcomes of the reading program generally appropriate for preschool students.
Developing and Implementing FBA-BIPs in Elementary Classrooms: A Conceptual Replication
Author: Hirsch, Shanna E.
Date: 2020-07-00
Type: Journal Articles
Subjects: Students with Disabilities,Behavior Problems,Behavior Modification,Intervention,Program Effectiveness,Functional Behavioral Assessment,Learner Engagement,Peer Influence,Elementary School Students,Elementary School Teachers,Faculty Development,Inclusion

The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral problems who are not receiving an intervention. The purpose of this study was to investigate the effects of functional behavioral assessments (FBAs) and BIPs for students with challenging behavior as well as their peers. We measured target student and peer academic engagement, as well as treatment integrity and social validity. As a result of the intervention, target students demonstrated increased academic engagement. In addition, results suggest that the FBA-BIPs had small effects on engagement for some peers.
Effective Approaches in Reducing Reading Discrepancy Scores between Students in General Education and Special Education
Author: Butler, Jeannine M.
Date: 2020-07-00
Type: Journal Articles
Subjects: Special Education,General Education,Reading Instruction,Curriculum,State Standards,Reading Achievement,Achievement Gap,Teaching Methods,Team Teaching,Inclusion,Regular and Special Education Relationship,Individualized Instruction,Faculty Development,Teacher Collaboration,Instructional Materials,Institutional Characteristics,Student Characteristics,Low Income Students,Racial Differences,Ethnicity,Elementary Schools

This research study examined curricular and instructional approaches that help students who receive special education services meet common Illinois state standards as measured by annual state standardized testing. Despite having supportive accommodations and modifications, Illinois students who receive special education services have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. Participants included personnel from schools that were identified as being high performing while also having the smallest discrepancy between students in general education and special education. These schools were investigated to determine what approaches they use to have this reduced achievement gap. Teachers and administrators from these schools were interviewed to gain insights regarding effective instructional and curricular methods. The results suggest that schools closing the achievement gap implemented instructional approaches including co-taught and inclusion classrooms, differentiation, and time for professional planning and collaboration. Additionally, these schools offered purchased, researched-based reading curricula that were implemented with high fidelity. Teachers in both special education and general education had the same materials to reference and offer students. Implications for practice and future research directions are reported.
Going Digital to Enhance the Learning of Undergraduate Students
Author: Patterson, Nicholas
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Electronic Learning,Information Technology,Video Technology,Computer Science Education,Preferences,Lecture Method,Time Factors (Learning),Attention Span,Retention (Psychology),Visual Aids,Technology Uses in Education

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students' self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.