ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Secondary School Teachers&apos; TPACK and Technology Implementation in Mathematics Classrooms
Author: Hill, Julia Eden
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Rural Schools,Public Schools,Teacher Effectiveness,Teaching Methods,School Districts,Teacher Attitudes,Middle School Teachers,High School Teachers,Technology Integration,Self Efficacy,Mathematics Teachers,Special Education Teachers,Time Management,Learner Engagement,Teacher Surveys

The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher's knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, &amp; Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, &amp; Bismark (2013) to measure teachers' TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process, using holistic and pattern coding (Saldana, 2013), was used to analyze and identify themes of the qualitative data. The quantitative data showed that teachers were most confident in their pedagogical knowledge and least confident in their technical knowledge. The themes that emerged for technology integration reflected conceptual understanding, teaching strategies, time and student engagement. The high confidence in pedagogical knowledge is reflected in how teachers integrate technology, which was pedagogical in nature.
Computer-Assisted Use of Reading-through-Writing Method in Relation to Technical Literacy and Reading Motivation
Author: Turunen, Inka
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Motivation,Parent Teacher Cooperation,Reading Writing Relationship,Grade 1,Grade 2,Elementary School Students,Comparative Analysis,Parent Child Relationship,Teacher Student Relationship,Reading Tests,Diaries,Teacher Attitudes,Video Technology,Self Concept,Literacy Education,Teaching Methods,Foreign Countries

The purpose of this study was to investigate how computer-assisted use of Reading-through-Writing (RtW) method relates to the level of literacy and reading motivation of school children in grades 1 and 2 (N = 261-385). The research also explored the extent to which the RtW method was perceived as useful among teachers and by school children with lower reading and writing skills. The research was implemented as a quasi-experimental two-year follow-up study. The experimental group (N = 34-35) was taught by applying the RtW method, as defined by Trageton (2007). The control data (N = 227-350) were sourced from the first phase (2006-2011) of the &quot;First Steps Study: Interaction and Learning within Child-Parent-Teacher Triangle.&quot; This research employed the embedded mixed methods research design. The quantitative data were obtained from 7 literacy tests and 3 reading motivation tests. The qualitative data were gathered from the study diaries filled by the teachers (N = 3), the interviews carried out with the school children (f = 19) and videos recorded during the lessons (f = 6). The results of this study have shown that the use of RtW method enriched the children's experience of learning to read and write, although it did not have significant enhancing effect on technical literacy or reading motivation in the experimental group.
Development of the Choir Team Perception Scale
Author: Küçük, Duygu Piji
Date: 2020-08-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Singing,Test Reliability,Test Validity,Teamwork,Foreign Countries,Adolescents,Adults,Emotional Intelligence,Communication Skills,Cooperation,Anxiety,Group Unity,Music

The purpose of this study is to develop a valid and reliable scale to measure the team perception levels of choir members. In the first step, a draft scale comprising 54-items was administered to 332 choir members. With the KMO (Kaiser-Meyer-Olkin) test for sampling adequacy, KMO value was found to be 0.936. Factor analysis on the scale items showed that the scale comprised 34 items and 5 factors, namely choir and conductor relation, team spirit, negative emotions, responsibility and effort, emotional support and cooperation and total variance explained was found to be 56.368%. Internal consistency analysis conducted for reliability of the scale demonstrated a Cronbach alpha coefficient of 0.935 and a test retest reliability coefficient of 0.779. Linguistic equivalence tests showed that the scale and its subscales are adequate for both languages. Results of the study showed that the &quot;Choir Team Perception Scale&quot; was a valid and reliable assessment scale for measuring the team perception among choir members.
Digital Literacy among Young Learners: How Do EFL Teachers and Learners View Its Benefits and Barriers?
Author: Mudra, Heri
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,English (Second Language),Technological Literacy,Language Teachers,Barriers,Technology Uses in Education,Computer Mediated Communication,Teaching Methods,Access to Computers,Internet,Costs,Teacher Competencies,Technology Integration,Secondary School Students,Reading Skills,Writing Skills,Listening Skills,Language Skills,Foreign Countries

The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of digital literacy for young learners in learning English. The benefits of digital literacy include improving young learners' writing, reading, listening, and speaking skills, getting used to authentic materials, increasing frequency of digital technology use, enhancing online collaboration between teacher-learners and learners-learners. However, this study reports that digital literacy also has some negative impact for young learners. Problems with weak signals which affect difficult internet access still remain a problem. Contents of online digital materials are not easy for young learners to interpret and convert into simple, self-regulated information. Moreover, digital literacy tools are considered to be expensive. These barriers might be influenced by other problems such as complexity of digital literacy tools, different comprehension levels among young learners, young learners and EFL teachers' lack of digital literacy experiences. In conclusion, the results give valuable insights in how to go about integration of digital literacy tools for young learners.
Effect of Learner Proficiency Levels on Methodological Effectiveness: Case of STAD and WebQuest (STADIBTM)
Author: Awada, Ghada
Date: 2020-07-00
Type: Journal Articles
Subjects: Web Based Instruction,College Students,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Persuasive Discourse,Writing Skills,Advanced Students,Pretests Posttests,Comparative Analysis,Correlation,Language Proficiency,Scoring Rubrics,Writing Improvement,Collaborative Writing,Scaffolding (Teaching Technique),Constructivism (Learning),Semitic Languages,Native Language,Language Tests,Teaching Methods,Inquiry

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and &quot;WebQuest,&quot; STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.
Who Took &quot;Counseling&quot; out of the Role of Professional School Counselors in the United States?
Author: Lambie, Glenn W.
Date: 2019-12-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Role,Mental Health,Student Needs,Counseling Services,Models,Educational Policy

The rates of mental health concerns among school-aged youth are increasing and the growing rates of students considering or planning for suicide is alarming. Although school counselors are often the only professionals with the training to support students' mental health needs in schools, they are often inaccessible to students to receive long-term mental health counseling services. The American School Counselor Association (ASCA) advocates for school counselors to focus on prevention, short-term intervention, and crisis work rather than long-term counseling given their primary role in other activities such as student planning and systems support (ASCA, 2019). However, the role of school counselors advocated by ASCA is insufficient to meet students' growing mental health concerns. This article (a) reviews the increasing mental health needs of youth in the United States and (b) presents an appropriate role for school counselors in addressing students' mental health needs with implications for policy and practice in the United States and abroad.
Improving Mental Health Outcomes for Young Children through the Implementation of the Primary Project
Author: Peabody, Mary Anne
Date: 2018-09-00
Type: Journal Articles
Subjects: School Health Services,Intervention,Preschool Education,Primary Education,Mental Health,Student Needs,School Role,School Counseling,Young Children,Screening Tests,Paraprofessional School Personnel,Allied Health Personnel,Educational History

Primary Project (formerly known as Primary Mental Health Project) is one of the longest standing and well-established school-based preventative mental health interventions for addressing the social, emotional, behavioral, and learning needs of preschool through primary grade children. Existing now for over 60 years and building on its historical antecedents, this article describes the history, current state, and future implications of Primary Project. We discuss children's mental health needs and the role of the school in addressing these needs. We present Primary Project's current research efforts with a specific focus on University-community studies in Arkansas and Massachusetts. Implications for future research and school-based counseling and policy and evaluation are addressed.
Assessment of Stakeholders&apos; Views on Accessing Quality and Equity of Basic Education in Rural Communities of Abia State, Nigeria
Author: Ama, Helen A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Educational Quality,Equal Education,Stakeholders,Rural Schools,Community Schools,Teacher Effectiveness,Elementary School Students,Children,Educational Facilities,Physical Environment,School Safety,Government Role,Parent Role

This study aims to analyze the views of stakeholders on access to quality and equity in Basic Education in selected rural communities of Abia State, Nigeria. The study used mixed method design (quantitative and qualitative) in drawing views of a stratified sample of 432 stakeholders in the quantitative study and 72 participants of six focus group discussions. The study found out that access to quality and equity in Basic Education in the rural communities was significantly inadequate (p &lt; 0.025) resulting from lack of qualified teachers, inadequate safety of the environment, poor facilities, very little involvement by government in maintaining the schools, learners reluctance to do their works and indiscipline, little or no stakeholders' involvement in the schools affairs. Stakeholders' involvement (most of who are parents) and their level of education were shown to be significant indicators of access to quality and equity in Basic Education although the schools were not exploiting these assets. The study concludes that if access to quality Basic Education is to become real in the rural communities, the Ministry of Education, Local Government Education Boards, stakeholders and communities need to establish strong collaboration and coordination of the activities to improve the conditions of the schools. Programmes that can assist parents and assist learners in their homework and instill morals in the learners need to be worked out by the education authorities.
Recommendations for the Role and Responsibilities of School-Based Mental Health Counselors
Author: Christian, David D.
Date: 2018-09-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Mental Health,School Health Services,Access to Health Care,Child Health,Educational History,Counselor Training,Agency Cooperation,Financial Support,Scheduling,Evidence Based Practice,Elementary Secondary Education

School counselors (SCs) are tasked with addressing the academic, career, and personal/social development of all students. As mental health issues experienced by school-aged children have increased, SCs have been unable to provide adequate mental health services. Because of barriers to receiving community-based mental health services, school-based services are becoming increasingly necessary. In this article we propose that School-Based Mental Health Counselors (SBMHCs), specifically trained to work with school-aged children and placed within a school setting, are appropriate for meeting students' mental health needs. Although SBMHCs are not new to counseling, we make specific recommendations and suggestions for the training and practice of SBMHCs so that they can collaborate with SCs to meet the mental health needs of all students.
School-Based Counseling in Mainland China: Past, Present, and Future
Author: Shi, Qi
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,Educational History,Educational Policy,Barriers,Program Development,Counselor Training,Elementary Secondary Education,Intervention

This article provides a comprehensive review of the past, present, and future of school-based counseling in mainland China. First, this article summarizes the historical antecedents and important policies that have influenced the progress of school-based counseling in China. Next, the current situation of the profession is discussed, including relevant government policy, school and school counselor practice, and current challenges. In the final section, the implications for policy-makers to further support the profession are explored.
Comparing Maltese School-Based Counselling with Nine Other Countries
Author: Falzon, Ruth
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Counselor Role,Counselor Attitudes,Cultural Context,School Counselors,School Counseling,Occupational Information,Professional Identity,Career Counseling,Educational Counseling,Elementary Secondary Education,Postsecondary Education,Interprofessional Relationship,Teamwork,Role Perception

This research identifies activities that Maltese School-based Counsellors (MSC) engage in and perceived as appropriate for their role. The article also compared Maltese school-based counselling with counselling in other countries. The results reflect both: (1) the influence of the American and British models of counselling; and (2) the unique cultural context. MSCs evidenced congruence with regard to perceptions of appropriateness and actual activities carried out. However some activities, which they considered as appropriate, were not being carrying out. This may mean either that counsellors' workloads were untenable, or that the job descriptions, remits and boundaries of the psychosocial team in the Maltese model may be limiting practice. Recommendations include reflecting on the Maltese psychosocial system so that students can best benefit from all the teams' professionals, at the same time, allow for flexibility and trans-disciplinary teamwork to reduce fragmentation (e.g., Klein, 2008; Liao, 2016; Vyt, 2015).
Kenyan Professional Counsellors&apos; Role Perceptions and Responsibilities
Author: Eze, Chika Eucharia
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Counselor Role,Role Perception,School Counselors,School Counseling,Counseling Services,Mental Health,Academic Achievement,Advocacy,Prevention,Career Planning,Administrator Role

This article presents the results of survey research on Kenyan professional school-based counsellor's perceptions of roles and appropriate activities. Data were collected from 47 Kenyan counsellors using the International Survey of School-Based Counselling Activities. Mean subscale scores and standard deviations were employed to analyse data across five dimensions of the school-based counsellor role practice: Counselling Services; Advocacy and Systemic Improvement; Prevention Programs; Administrator Role; and Educational Career Planning. Results indicated that Kenyan counsellors' highest scale of preference for role/responsibility they perform was Counselling Services (one-to-one counselling service and group counselling aimed at improving children and adolescences' mental health and academic performance). Results also indicated that Kenyan counsellors perceived Administrator Role activities as the least cogent of their responsibilities. It is suggested that these findings will facilitate future comparative research on school-based counsellors' roles and responsibilities and promote the building up of a body of literature that will inform policy development.
Science Teacher Candidates&apos; Skills to Ensure Method-Material Harmony and Integration
Author: Saritas, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Science Education,Science Teachers,Teaching Methods,Methods Courses,Student Developed Materials,Science Instruction,Material Development

In this study, it was aimed to determine the harmony and integration levels of the material prepared by the science teacher candidates with the methodical approach they adopted. In this case study, the data was obtained from observations of material practices and documents introducing the materials. In the study of 41 teaching materials prepared by 3rd grade teacher candidates prepared at different levels considering the achievements of the Science curriculum, the data were analyzed by descriptive analysis, content analysis and the &quot;methodological approach-material integration level&quot; rubric developed by the researchers. In the findings it was determined that although teacher candidates design materials in three different categories in accordance with three different teaching approaches of science (discovery learning; inductive reflective materials, expository teaching; direct reflective materials, research method; multiple systematic reflective materials), they mostly use materials with inappropriate methodological approaches and low level of integration during the application process.
Attitudes of University Students towards STEM Approach
Author: Altakhyneh, Bahjat H.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Learning Strategies,Cooperative Learning,Thinking Skills,Problem Solving,Learning Motivation,Foreign Countries

The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.
School Counseling toward a Mission of &quot;IB for All&quot;
Author: Chae, Nancy
Date: 2019-12-00
Type: Journal Articles
Subjects: Advanced Placement Programs,School Counseling,School Counselors,Counselor Role,Equal Education,Delivery Systems,Advocacy,Program Effectiveness,Access to Education,Secondary School Students,College Readiness,At Risk Students,Disproportionate Representation,High School Students

Although the International Baccalaureate Organization (IBO) recognizes the importance of school counselors, there is limited guidance about the expectations and roles of school counselors in serving the diverse needs of students in IB schools. With the IBO's movement toward a mission of &quot;IB for All&quot; to address equitable access to academic rigor, this also aligns with school counselors' ethical responsibilities as advocates, collaborators, and leaders to promote access and equity for all students. The authors (a) highlight the work of one school counseling program that developed and implemented initiatives, using the U.S.- based ASCA National Model (ASCA, 2019a) as a framework, to increase access to the IB program for diverse students and families; and (b) articulate the potential roles of school counselors in promoting students' academic, social and emotional, and postsecondary development and trajectories from grades nine through 12 in the IB Middle Years and Diploma Programs.
Lesson Plan for Video/Audio Class: Making and Cancelling an Appointment
Author: Muslem, Asnawi
Date: 2020-07-00
Type: Journal Articles
Subjects: Lesson Plans,High School Students,Video Technology,Meetings,Learning Activities,Scheduling,Second Language Learning,English (Second Language)

This lesson plan aims to teach second year senior high school students how to communicate when making and cancelling an appointment, and responding to an appointment using short video clips on YouTube. A student evaluation chart for the teacher to use following the lesson plan is included.