ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Recreative Activities on Adjustment Levels of Young People
Author: Sivrikaya, Kenan
Date: 2019-00-00
Type: Journal Articles
Subjects: Recreational Activities,High School Students,Student Adjustment,Academic Achievement,Antisocial Behavior,Experimental Groups,Control Groups,Psychological Patterns,Neurosis,Psychosis,Pretests Posttests,Program Effectiveness

This study was planned to determine the effect of a series of 8-week recreational activities on the personal, social and general adjustment levels and academic success of high school students (between 14-16 years). The data was collected from a total of 36 students, made up two groups each containing 18 members. They were all recruited voluntarily from students in the first year class of the Mugla Mimar Sinan High School. The data collected were analyzed using the SPSS 21 software and complemented by the Mann Whitney U and Kruskal-Wallis variance analysis techniques. Significant differences (0.01) were found between the pre-test and post-test scores for anti-social inclinations in the experimental group. Significant differences (0.01) also were found between the post-test scores for anti-social inclinations in the experimental and the control groups. Significant differences (0.05) were found between the pre-test and post-test scores for emotional determinants in the experimental group and the pre-test and post-test scores for social adjustment in the experimental group. No significant difference was found between other parameters among the groups. It was concluded at the end of the study that recreation was effective on the adjustment level of the adolescents and that this effect was also noted to positively affect the academic success of the subjects.
An Analysis of the Relationship between Digital Game Playing Motivation and Digital Game Addiction among Children
Author: Hazar, Zekihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Games,Addictive Behavior,Motivation,Elementary School Students,Gender Differences,Play,Age Differences,Parent Influence,Athletes,Foreign Countries

The aim of this study is to investigate the relationship between digital game addiction and the motivation for digital game-playing, and to develop suggestions towards the solution of the research problem through the relationship between these two concepts. The study is designed according to the quantitative research method and the relational screening model was administered. In the study, a Personal Information Form, Digital Game Addiction Scale for Children, and the Digital Game-Playing Motivation Scale were used. The data obtained were analyzed with the SPSS 24 package program, and descriptive statistics, t-Test and OneWay Anova, Pearson correlation and regression analyses were run on the data. According to search results, a positive and significant correlation was seen between the participants' digital game playing motivation and digital game addiction. In addition, higher levels of digital game playing motivation and digital game addiction among the participants whose parents play digital games; lower levels of digital game playing motivation and digital game addiction among the participants who hold athlete's license and the finding that digital game playing motivation and digital game addiction increase in parallel with age are important results of this study.
The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities
Author: Elphick, Matt
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Student Attitudes,Technological Literacy,Undergraduate Students,Creativity,Cooperative Learning,Foreign Countries

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students' creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students' perceptions of their digital skills.
The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction
Author: Harmon, Janis
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Reading Instruction,Reading Comprehension,Academic Discourse,Definitions,Secondary School Students,Interdisciplinary Approach,Academic Aptitude,Mediation Theory,Literacy

The main purpose of vocabulary instruction is to enhance and support reading comprehension. This goal spans across the grade levels and different disciplines and is supported by a plethora of research. In recent years, a great deal of needed attention has been finally given to academic vocabulary and disciplinary literacy. To contribute to this body of knowledge, we believe it is critical to examine how the complex relationship between vocabulary and comprehension may be addressed in secondary content area classrooms, given the unique nature of the academic vocabulary students encounter daily in school. This conceptual paper contains the following: (1) definition of academic vocabulary; (2) description of what is known about the vocabulary-comprehension relationship; (3) conceptualization of the intersection of academic vocabulary and the vocabulary-comprehension relationship; and (4) instructional implications emerging from this intersection. Perhaps this conceptualization may provide disciplinary practitioners more insight to help them make decisions regarding vocabulary instruction.
Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science
Author: Bruckermann, Till
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Biology,Scientific Principles,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Science Instruction

In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers' own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers' understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers' understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers' understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers' understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers' understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.
Teaching Refugee Students in Arizona: Examining the Implementation of Structured English Immersion
Author: Henderson, Joanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Teaching Methods,Educational Policy,Policy,Teacher Student Relationship,English (Second Language),Second Language Learning,Instructional Innovation,Second Language Instruction,Land Settlement,Monolingualism,Teacher Attitudes,Elementary Secondary Education

With an increase in children from refugee backgrounds entering schools around the world, it has grown increasingly important to examine educational policy design and implementation to understand how policies shape teachers' interactions with this student population. This article focuses on Structured English Immersion, the language policy that frames the educational experiences for refugee students in Arizona. Through a review of the literature and data collected from teacher interviews, we explore how teachers appropriate a restrictive language policy to construct &quot;de facto&quot; policies in their classrooms. Innovative practices that teachers employ are highlighted, and recommendations for further research, policy, and practice are provided.
Mapping the Contours of Caribbean Early Childhood Education
Author: Escayg, Kerry-Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Quality,Preschool Curriculum,Teaching Methods,Foreign Policy,Culturally Relevant Education,Teacher Education Programs,Racial Attitudes,Identification (Psychology),English,Educational Policy,Foreign Countries,Racial Bias,Power Structure,Racial Segregation,Social Justice

Regional scholars in the Caribbean context have long advocated for quality early childhood education. The majority of their contributions however, focus primarily on curriculum, policy, and to a lesser extent, teaching practices. In this article, we broaden the scope of extant literature by conceptualizing a model for Caribbean early childhood education, one which draws on and supports an anti-colonial and decolonizing perspective. Specifically, we interrogate the enduring legacy of colonialism on teaching and learning practices--and illustrate how these manifest in contemporary schooling processes. Equally significant, we examine and critique underlying epistemologies that frame current regional approaches, and offer an alternative framework that accents cultural knowledges in curriculum, pedagogy and teacher education. In response, we foreground childhood decolonization as integral to the development of positive racial and cultural identity, and in such vein, offer curricula, pedagogical and institutional (i.e., teacher education) suggestions consonant with an anti-colonial and decolonizing approach to early childhood education in the English-speaking Caribbean.
The Role of the Principal in Facilitating the Inclusion of Elementary Refugee Students
Author: Okilwa, Nathern S. A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Elementary School Students,Refugees,Inclusion,Student Needs,Acculturation,Student Diversity,School Culture,School Community Relationship

As political and economic instability coupled with natural disasters continue to displace people around the world, migration and resettlement remain necessary. Hosting countries and communities grapple with how to meet the diverse needs of the refugees. Given that over a half of the refugees are under the age of 18 years (i.e., school-age children and youth), schools play a major role in the process of integration in to the new homeland. The purpose of this article is report on the principal's leadership efforts to include refugee students and their families at Northstar Elementary School. The descriptive reporting of the principal's efforts is organized by three themes: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities.
Refugee Students Arrive at a School: What Happens Next?
Author: Croce, Keri-Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Educational Environment,Elementary School Students,Interaction,Family School Relationship,Parent Teacher Cooperation,Administrator Role,Foreign Countries,Journal Writing,Cultural Influences,School Culture

As refugee children join classrooms across the world, schools have the opportunity to expand the global education of all students. Students, teachers, administrators, and families may partner together to form supportive environments. This article examines two and a half years in the life of a Maryland elementary school as 62 Burmese refugee students joined the population. Data is presented from both observations and student dialogue journals. The goal of the study was to consider how the interactions between refugee students, refugee families, teachers, and a principal define a community. These findings may support the development of pedagogy.
Spanning Boundaries by Building Relationships
Author: Koyama, Jill P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,English (Second Language),School Districts,Family School Relationship,School Community Relationship,Mentors,Adjustment (to Environment),School Policy,Parent Role,Interaction,Social Support Groups,Program Effectiveness,Agency Cooperation,Student Needs,Academic Support Services,Tutoring

An estimated 1.2 million refugee students attend schools across the United States (U.S.). They represent between 35-40% of the total number of refugees in the U.S. Yet, we know little about how school districts work with refugee students, most of whom have had significant gaps in their formal education and for whom English is not their first language. Drawing on data collected during a three-year ethnography of refugee networks in Arizona, which included a case study of one school district's refugee support department, we examine how the influx of refugee students alters the discourses and practices traditionally associated with school-family-community relationships. Framing refugee mentors who work in the school district and their community-based counterparts as &quot;boundary spanners&quot; Tushman (1977), we demonstrate how the mentors aim to bridge the boundaries between refugees' homes and communities and their new U.S. schools. Highlighting the complexity of the varied, and often contentious, interactions between the policies of the school, the practices the community-based organizations, and the understandings of the refugee parents, we point to the precariousness of the school-family-community interactions and discuss what boundaries are left unbridged. Finally, we offer recommendations for the further development of policies made to influence the formal education of refugees attending U.S schools.
Learning to Teach in a Global Crisis: Teachers&apos; Insights from a Temporary Non-Formal Refugee Education Project in Gaziantep
Author: Hos, Rabia
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,At Risk Students,Nonformal Education,Young Children,Turkish,Teaching Methods,Student Needs,Foreign Countries,Second Language Learning,Emergent Literacy,Program Effectiveness,Barriers,Educational Practices,Child Development

Turkey is home to 1.2 million child refugees whom has been the most vulnerable since the beginning of the Syrian conflict, which is considered to be the worst humanitarian crisis of this century. More than 50% of school age child refugees are out of school (UNICEF, 2017) in Turkey. This paper reports one of the findings of a case study of a temporary non-formal education project (Learning Turkish), that focused on supporting 4-6-year-old Syrian children with Turkish language and literacy development. The purpose of the paper is to focus on the teachers' and administrators' experiences in learning to teach young refugees in the time of crisis. Data sources include in-person interviews and observations. Findings from this study confirm that in times of crisis teachers and administrators focus on being in the moment, teaching in the moment and learning to teach refugee children. Teachers and administrators reported that the experience in this project contributed to their teaching and personal development and enhanced their civic responsibility and personal growth. This study also confirmed that improvements are needed in making schooling available to all refugee children and training teachers to work with students who have experienced trauma. One of the limitations of the project was its unsustainability due to funding. The paper concludes with implications for educational policy makers and non-formal education providers.
Successful Integration of Refugee Students in Higher Education: Insights from Entry Diagnostics in an Online Study Program
Author: Zlatkin-Troitschanskaia, Olga
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Online Courses,Educational Technology,Technology Uses in Education,Refugees,College Students,Large Group Instruction,Prior Learning,Program Effectiveness,Language Skills,Student Characteristics,English (Second Language),Educational Attainment,Gender Differences,Cognitive Ability,Secondary Education,Postsecondary Education,Student Motivation,Foreign Countries

Accessing higher education without having to overcome bureaucratic hurdles is a serious concern for refugees. Although empirical studies on the integration and success of refugees in higher education are scarce, the challenges related to this issue are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS) research project has been launched to investigate the effectiveness of new online study programs offered on the Kiron Open Higher Education (Kiron) platform that provides refugees with access to Massive Open Online Courses (MOOCs). SUCCESS measures the prior knowledge and skills of refugee students and investigates to what extent their study opportunities, learning processes, and chances of academic success can be improved effectively through different forms of support provided in Kiron. In this paper, we present the assessment framework and study design of the SUCCESS project as well as data on 1,376 students entering the study program in Kiron in summer 2017. As students' language skills, intellectual abilities, and prior study-related knowledge play a significant role in their performance in higher education degree programs, we focus on the crucial introductory study phase and valid diagnostics of students' study preconditions. We analyze refugee students' sociobiographical and educational data such as gender, country of origin, highest level of education achieved etc. and examine their English language skills, intellectual abilities, and previous study domain related knowledge. We find extreme differences in levels of education and preconditions on starting to study in Kiron. Based on these results, we discuss implications for the effective and successful integration of refugee students in higher education.
The Influence of Content-Learning on the Integration Perspectives of International Students in Germany
Author: Schmiedebach, Mario
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Foreign Students,Immigrants,School Orientation,Science Education,Biology,Active Learning,Language Skills,German,Second Language Learning,Learning Motivation,Cultural Awareness,Interlanguage

New students arriving from different countries present a challenge to school systems as language barriers prevent them from being placed in regular classes immediately. In Germany, these students are often enrolled in &quot;international classes&quot; before being placed with their fellow classmates. The project &quot;Biology for Everyone&quot; teaches science to secondary students entering the German school system using action oriented learning, which helps to increase content-knowledge and develop language ability. The concomitant research examines this process in international classes using 17 interviews, which focus on the students' transition using Mayring's qualitative content analysis. Results show that students value the help of content-learning material as it encourages them to participate. Moreover, action-oriented tasks help them understand science before learning the specific vocabulary that is needed to talk about science. Additionally, the importance of providing a safe environment with a good support structure is crucial as students often describe language-use anxiety and negative experiences in their regular class.
When Youth Dialogue: A Pedagogic Framework for Changing the Conversation about Migration
Author: Duraisingh, Liz Dawes
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Public Policy,Immigration,Refugees,Dialogs (Language),Computer Mediated Communication,Grounded Theory,Student Attitudes,Constructivism (Learning),Intercultural Communication,Personal Narratives,Program Descriptions,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Videoconferencing,Perspective Taking,High School Students,Migration

How should educators teach about one of the most complex and pressing issues of our times? This paper presents an empirically-grounded framework to help educators understand the opportunities and challenges of engaging youth around the topic of migration, including migration involving refugees. It stresses the importance of inviting youth to dialogue in ways that involve &quot;slowing down, sharing stories, and making connections.&quot; The framework emerged from a design-based research study involving an experimental online learning community and curriculum on the topic of human migration. Posts and comments involving 140 teens from seven countries were closely analyzed using a modified grounded theory approach that incorporated constructivist principles. 14 interviews with participating educators also informed the analysis. The framework proposes that youth be supported to develop (1) curiosity and engagement about individual migration stories and migration in general, (2) nuanced understanding of the complex and diverse factors that help shape historical and contemporary migration experiences, and (3) critical awareness of their own and others' perspectives on migration and migrants. A visual representation is provided. Specific examples of student dialogue are unpacked to illustrate the framework, with discussion of the following cognitive and affective challenges: &quot;the Three O's&quot; of overgeneralization, overconfidence, and othering. The paper argues that youth of all backgrounds need opportunities to learn about migration in ways that allow them to leverage their various experiences and perspectives and engage with one another in meaningful, authentic ways.
Phonics Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
Author: Duke, Nell K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonics,Phoneme Grapheme Correspondence,Alphabets,Reading Instruction,Reading Skills

The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science. However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require more class time and/or later compensatory intervention, taking time away from the growth of other important contributors to literacy development. The authors have encountered many dozens, if not hundreds, of phonics faux pas. This article discusses the following seven common missteps in phonics instruction and how to correct them: (1) spending too little or too much time on phonics instruction; (2) neglecting the alphabetic principle, concept of word in print, and other concepts of print; (3) teaching letter names without letter sounds; (4) using inappropriate alphabet key words; (5) lacking a scope and sequence; (6) using a problematic approach to teaching sight words; and (7) missing essential elements of phonics instruction.