ethanporcaro/eric-fulltext-meta huggingface dataset:
The Significance of &quot;Seikatsu Tsuzurikata&quot; in a Global Age: Contextualizing an Educational Discourse of Liberation, &quot;Intent Observations&quot; and De-Centering
Author: Shorb, Patrick Naoya
Date: 2020-03-00
Type: Journal Articles
Subjects: Teaching Methods,Educational History,Political Attitudes,Educational Change,Educational Development,Socioeconomic Status,Critical Theory,Hermeneutics,Humanism,Educational Philosophy,Disadvantaged,Criticism,Global Approach,Diaries,Foreign Countries

Building upon the recent English-language scholarship (Kawaji, 2017, Miyazawa, 2015; Hiraoka, 2011) on the Japanese pedagogy movement of seikatsu tsuzurikata (&quot;daily life writing,&quot; hereafter referred to as DLW), this essay seeks to locate its significance within a broader global context. It is as much a polemic for why DLW should be better known outside of Japanese academic circles as it is meant to be a dispassionate, historical analysis of an education movement per se. The fact that such a large-scale, politically radical grassroots education movement as DLW took place within Japan's highly technocratic and centralized educational tradition is intrinsically interesting. Greater international awareness of DLW can thus serve as a valuable touchstone for a broader reconsideration of 21st century education change. This essay highlights three ways that DLW complicates understandings of modern Japanese education as well as education development more generally. First, the spread of DLW in the 1930s reminds us that discourses of liberation and socio-economic empowerment proved surprisingly enduring, even during the supposed &quot;dark-valley&quot; era of prewar Japan. Second, the essay explores how DLW's critical pedagogy arose from a hermeneutical skepticism of &quot;intent observations&quot; that emerged from a humanistic (particularly Diltheyan) philosophical tradition distinct from the progressive, Anglo-American discourses that have come to dominate contemporary Japanese education (Takayama, 2011). Finally, this paper explores the subversive ways DLW de-centers conventional understandings of educational change, by noting how previously marginalized groups (in terms of geography, class and education status) generated compelling critiques of dominant education discourses. DLW's similarities with later, better-known, movements of critical pedagogy overseas suggest a globalized discourse of educational iconoclasm that is longer-lived and more geographically varied than is often recognized. To give overseas readers a better sense of DLW ideology, this essay includes extended quotes from key DLW writers and documents.
Analysis and Improvement of Prospective Teachers&apos; Educational Facebook Use and Development a Model for Educational Purposes
Author: Isbulan, Onur
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Teaching Methods,Preservice Teachers,Student Attitudes,Teacher Education Programs,Factor Analysis,Usability,Intention,Technology Integration,Foreign Countries

Within the scope of this research, prospective teachers' opinions on Facebook use for educational purposes was examined, and a modeling study was conducted in accordance with these views. In this study in which mixed method research patterns were used as research model, opinions were taken from 462 prospective teachers with a view to develop Acceptance of Facebook Use for Educational Purposes Scale and Acceptance of Facebook Use for Educational Purposes Model; scale development and model development studies were completed. With Facebook Use for Educational Purposes Activity in accordance with the developed model, level of acceptance of Facebook use for educational purposes among prospective teachers was analyzed. Pilot application of Facebook use for educational purposes activities was carried out with 76 students, and its application was carried out with 67 students; at the end of application, interviews were made with 17 students through semistructured interview form. At the end of the study, Acceptance of Facebook Use for Educational Purposes Model was created based on Technology Acceptance Model 2, and through the educational purpose Facebook activity, a significant increase was achieved in prospective teachers' level of acceptance to Facebook use for educational purposes. [Note: the citation on the PDF is incorrect.]
&apos;Whose Line Is It Anyway?&apos; Using Improvisation to Hone Library Employees&apos; Customer Service Skills
Author: Decker, Emy Nelson
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Activities,Humor,Library Services,Library Personnel,Job Skills,Academic Libraries,Communication Skills,Job Training,Skill Development

Improvisation is an effective tool for developing actors' skills. It can also be a powerful and unique means for enhancing customer service skills in the contemporary academic library environment. Interactions between library users and librarians / library staff can often be complicated and require excellent listening and communication skills. This article explores how improvisation training can help reinforce customer service skills while also enhancing team building, team cohesion, and interpersonal engagement skills for these library employees. Such exercises are not only enjoyable and entertaining for library employees, they also help develop essential skills which enhance their customer service interactions.
Students&apos; Wants and Preferences for Essay Feedback in College Level English Courses
Author: Corbin, Bryan
Date: 2019-00-00
Type: Journal Articles
Subjects: Essays,Preferences,Writing Evaluation,Feedback (Response),College Faculty,College English,Writing Instruction,English Instruction,Teaching Methods,Error Correction,Online Courses,Conventional Instruction,College Students,Student Attitudes,Learning Processes,Teacher Student Relationship,Criticism,Writing Assignments

Providing written commentary on essays to students in English has long been a challenge for instructors. With increasing numbers of students being placed in classrooms, it can be difficult to deliver an adequate amount of feedback without taxing too much of teachers' time. Consequently, the author wanted to know what feedback students valued most from instructors in college level English courses. Through two surveys and informal conversations, the researcher discovered that students do, in fact, value detailed and meticulous feedback. The author also experimented with providing feedback through highlighting mistakes in conjunction with an error correction guide. This method could potentially ease the burden of English instructors across all levels of education. Students in online and face-to-face classes were queried for this research article. The results indicate that learners appreciate honesty, constructive criticism, and the opportunity to be proactive in their learning.
What Skills and Knowledge Do University Mathematics Teacher Education Programs Give Future Teachers in Costa Rica?
Author: Alfaro, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Mathematics Education,Pedagogical Content Knowledge,Foreign Countries,Teacher Education Programs,Program Effectiveness,Public Colleges,Young Adults,Questionnaires,Performance Factors,Program Content,Teaching Methods,Educational Quality

High-quality teaching is crucial for improving mathematics education. Teaching mathematics requires specific knowledge, including knowledge of both content and pedagogy. In this study, we analyzed the knowledge for teaching mathematics among 80 future teachers from four mathematics teacher education programs in Costa Rica. Using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire, we studied the opportunities to learn the programs provide and the participants' performance in tests of their mathematical content and pedagogical knowledge. The results showed that all the teaching programs involved gave more emphasis to the topics covered in tertiary level mathematics than to aspects of general and mathematics pedagogy. Moreover, the results highlighted the variation among universities in the participants' performance in the tests and demonstrated that the number and content of the courses taken was not correlated with the participants' performance. These findings offer insights to the Costa Rican government and policymakers into the actual structure, variability, and characteristics of teacher education programs, which could serve as a tool for making decisions on measures to improve the quality of teaching.
Literature Review on Digital Citizenship in Turkey
Author: Imer, Gülriz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship,Computer Use,Internet,Computer Uses in Education,Teachers,Preservice Teachers,College Students,Educational Research,Elementary School Students,Secondary School Students

With as of the start of the 2000s, technology and internet have become almost indispensable in the lives of individuals. Rapid development of technology has increased the interest and dependence of people on the internet and made it compulsory to use the internet. Increased use of the internet has led to the development invention of mobile devices, cloud technologies, and information and communication technologies. Besides facilitating and accelerating their lives, this situation has caused individuals to encounter some risks. Individuals can exchange information in an online environment, share their feelings and thoughts in a comfortable way, easily benefit from public services and be aware of the events that take place in various parts of the world. In addition, they have started to perform some transactions in electronic media such as e-shopping, e-government, e-book, e-library, e-pulse, e-banking. This brought about the concept of digital life. Digital life has changed a large part of our habits as the Internet began to enter our lives. Most of these changes are in the fields of communication and life perception. This phenomenon led researchers to work more intensively on the concept of digital citizenship. While researching the effects of digital citizenship on the one hand, studies were carried out to determine what to do at school and at teachers' level. The aim of this study is to address the trends and gaps observed in the research studies about on digital citizenship and to focus on which their subject areas in Turkey. As a result of literature review: (1) Most of the researches studies that are conducted as a result of literature review are focused on students and teachers, (2) In these studies many different scales have been developed to determine the levels of digital citizenship according to the focal point and different factors.
The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA--An Analytical Comparative Study
Author: Alarfaj, Abdulhamid
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Academically Gifted,Acceleration (Education),Educational Policy,Evidence Based Practice,Student Promotion

The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration policy based on scientific frameworks, while Massachusetts doesn't have a specific document for applying a comprehensive acceleration policy. The research concluded with some recommendations among which are: The comprehensive acceleration policy in KSA still needs to develop, especially in the following areas: Classes and study levels on which the acceleration system and guidance services are applied, and The need to review acceleration procedures as they are among the obstacles that hinder an active application of the policy at the present time.
A State System Framework for High-Quality Early Intervention and Early Childhood Special Education
Author: Kasprzak, Christina
Date: 2020-08-00
Type: Journal Articles
Subjects: Early Intervention,Special Education,Preschool Education,Preschool Children,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Program Evaluation,Systems Approach,Governance,Educational Finance,Accountability,Educational Quality,Standards,Stakeholders,Program Improvement

The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement.
Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)
Author: Brawand, Anne
Date: 2020-08-00
Type: Journal Articles
Subjects: Middle School Students,Students with Disabilities,Logical Thinking,Word Problems (Mathematics),Problem Solving,Grade 7,Grade 8,Mathematics Instruction,Direct Instruction,Instructional Effectiveness,Small Group Instruction

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students' performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric's mastery criteria and future research are described. [For a related dissertation, see ED559601.]
Effects of an Intensive Reading Intervention for Ninth-Grade English Learners with Learning Disabilities
Author: Williams, Kelly J.
Date: 2020-08-00
Type: Journal Articles
Subjects: Program Effectiveness,Intervention,Reading Difficulties,Learning Disabilities,English Language Learners,Reading Comprehension,Reading Instruction,Adolescents,Vocabulary Development,Reading Fluency,Program Length,Reading Achievement,High School Freshmen,Urban Schools,Word Recognition,Reading Tests,Students with Disabilities,Grade 9

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges' g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school.
The Effect of Sports-Based Physical Activity Programme on Teachers&apos; Relatedness, Stress and Exercise Motivation
Author: Kim, Gi-cheol
Date: 2020-10-00
Type: Journal Articles
Subjects: Exercise,Program Effectiveness,Stress Management,Motivation,Wellness,Middle School Teachers,Team Sports,Physical Activity Level,Mental Health,Health Promotion,Urban Schools,Professional Isolation,Collegiality

Background: Teacher wellness affects teaching performance and students' academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers' relatedness, stress and motivation towards physical activity. Method: Middle school teachers (n = 32) volunteered to participate in the research as programme participants (n = 12) or non-programme participants (n = 20). The Sports-based Physical Activity programme included 7 weeks of training in Catchball, a team sport and a tournament as the culminating event. The study adopted a mixed-methods design: a quasi-experimental design collecting quantitative data from online surveys and a case study design collecting qualitative data from interviews with the programme participants, non-participants and the school principal. Results: Repeated-measures analysis of variance revealed that the Sports-based Physical Activity programme was effective in relatedness, F(1, 30) = 5.16, p = 0.031, [eta][subscript p][superscript 2] = 0.147, and in one of the six motivation subscales, external regulation, F(1, 30) = 4.23, p = 0.048, [eta][subscript p][superscript 2] = 0.124. The qualitative analysis findings supported the programme's contribution to teachers' relationship, stress and exercise motivation. Conclusion: Overall, the programme was effective in promoting teachers' relationships in school, controlling levels of teachers' stress and fostering teachers' motivation towards physical activity. Further studies are required to examine the impact of a Sports-based Physical Activity approach in diverse school contexts and its impact on student learning.
Does Psychological Maladjustment Mediate the Relationship between Students&apos; Perception of Teacher Rejection and Educational Stress?
Author: Kuyumcu, Behire
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Adjustment,High School Students,Stress Variables,Role,Correlation,Student Attitudes,Rejection (Psychology),Teacher Student Relationship,Foreign Countries,Measures (Individuals),Personality Measures,Gender Differences,Grade Point Average,Age Differences,Recall (Psychology),Intervention,Group Counseling,Emotional Adjustment

This study examined the mediating role of psychological maladjustment in the relationship between Turkish high school students' perception of teacher rejection and educational stress levels. The study was based on a sample of 399 high school students located in Turkey (231 students were female; 168 students were male). The Teacher's Acceptance-Rejection Questionnaire: Child Version Short Form, the Personality Assessment Questionnaire: Child Version, Education Stress Scale, and Personal Information Form were used as measures. Result revealed that psychological maladjustment mediated the relationship between perception of teacher rejection and educational stress. Additionally, the results showed that female students' educational stress levels, psychological maladjustment levels, and GPAs were significantly higher than male students. However, male students' perception of teacher rejection levels was significantly higher than female students. Results also documented that younger female and male students tended to recall more educational stress than older female and male students. GPA was significantly and negatively correlated with psychological maladjustment for males. The results may help the expansion of the IPARTheory. At the practical level, school counselors may include individual or group counseling practices to increase students' psychological adjustment in intervention programs to prevent or eliminate educational stress. [Note: the citation on the PDF is incorrect.]
Teachers as Writers: Explorations in Form
Author: Cumins, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Writing,English Teachers,Literary Genres,Poetry,State Standards,Instructional Effectiveness,Teacher Student Relationship,Writing Assignments,Elementary Secondary Education

English teachers should write and share their writing. The authors analyze how composing sonnets added to understanding of poetic genre, literary terminology, and state standards. This article argues on behalf of more creative writing in English language arts and explains the benefits of teachers and students sharing their writing.
Social Variables and Dropout Tendencies among Secondary School Students in Ikom Education Zone, Cross River State, Nigeria
Author: Njoku, Joy N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Social Influences,Dropout Characteristics,Substance Abuse,Family Characteristics,Teacher Student Relationship,Dropouts,At Risk Students,Correlation,Family Structure

This study was on social variables and dropout tendencies among secondary school students in Ikom education zone, Cross River State, Nigeria. The social variables considered were substance abuse, family type and teacher/students relationship. Out of population of 7228 students, a sample of 506 students were randomly selected for the study. A survey design was adopted. The instrument used for data collection was questionnaires titled 'Social Variables and Dropout Tendencies Questionnaire'. Three hypotheses were formulated and tested at 0.05 level of significant. The statistical tools used are Pearson Product Moment Correlation Coefficient and Independent t-test. The results showed that there was significant relationship between: (i) substance abuse and dropout tendencies; (ii) family type and dropout tendencies; and (iii) teacher/student relationship and dropout tendencies. The results were discussed and the researchers recommended that: (i) students be monitored and counseled against substance abuse both at home and in school; (ii) parents should for the sake of their children stay together and train them; and (iii) teachers should create conducive and favourable environment for the students to learn.