ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs
Author: Radcliffe, Barbara J.
Date: 2015-03-00
Type: Journal Articles
Subjects: Grade 6,Literacy Education,Language Arts,Middle School Students,Caring,Interpersonal Relationship,Animals,Caregivers,Social Development,Emotional Development,Attachment Behavior,Teaching Methods,Persuasive Discourse,State Standards

All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and discipline tends to be the norm (Schmakel, 2008), contrary to the middle school model with a primary emphasis on relationships and democratic community where students have responsibility for exploration, integration, and the development of self-worth for all. This article centers itself in the premise that all humans desire a sense of belonging; this craving is achieved through positive, persistent, caring relationships (Baumeister &amp; Leary, 1995). But fostering relationships require the capacity for interpersonal attention. Thus, to develop this capacity, one must engage in caregiving activities. Given this foundation for understanding young adolescents, the year the author taught sixth graders, she decided that she wanted a pet for the classroom--3 guinea pigs to be exact. Accepting the guinea pigs into the learning community afforded the students opportunities to participate in providing care for another while nurturing a sense of belonging. A few examples of the positive impact the pets had on the students' social and emotional development and sense of belonging throughout the school year are highlighted in this article. While the guinea pigs interacted with all classes, the students in the intensive reading class experienced the deepest bond with these class pets.
Reading Writing Reciprocity: Inquiry in the Classroom
Author: Daniels, Erika
Date: 2015-03-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Early Adolescents,Urban Schools,Literacy Education,Reading Instruction,Teaching Methods,Thinking Skills,Critical Thinking,Inquiry,Technology Uses in Education,Electronic Publishing,Web Sites,English Language Learners,At Risk Students,Computer Mediated Communication,Clubs,Educational Environment,Peer Relationship,Questioning Techniques,Inferences,Teacher Role,Observation,Reading Achievement,Intervention,Student Attitudes,Attitude Change

Throughout this group of authors' respective experiences as middle school teachers and teacher educators, they have worked with diverse populations of students with varying beliefs about education--students for whom achievement and success are perceived as foregone conclusions, students for whom school is viewed as a pathway to a better life, and students for whom school is believed to be one more trial to be endured. These latter young adolescents from an urban school, and their experiences with literacy specifically, are the focus of this article. A project that emerged from a shared concern that too many middle school students are not learning to think critically about what they read, write, and experience is described. The power of this project with these students is additional evidence that academic success is within the reach of all young adolescent learners if middle level educators are willing to remember that teaching is more than testing and learning is more than answering questions.
The Impact of Notebooking on Teacher Candidates' Construction of Knowledge
Author: Mohr, Jennifer A.
Date: 2014-07-00
Type: Journal Articles
Subjects: Journal Writing,Preservice Teachers,Teacher Education Programs,Science Education,Educational Change,Observational Learning,Prompting,Undergraduate Study,Methods Courses,Science Instruction,Mathematics Instruction,Integrated Curriculum,Writing Assignments,Constructivism (Learning),Reflection,Outdoor Education

Teacher education preparation programs must adapt to changing science education reform movements that identify notebooking as an effective means to increase children's' science process skills and content knowledge. This study addresses the question, &quot;What are the structures and thinking processes that teacher candidates utilize when writing in notebooks?&quot; Specifically, how do they express their thoughts during an observational-based prompt writing experience in an undergraduate, integrated science and mathematics methods course? Sixteen teacher candidates at a Midwestern university in the United States completed an eight-week assignment during the spring 2012 semester using notebooks. Results indicate the participants could be placed into three distinct categories of processing and formatting the notebooks which are described in detail with supporting examples.
A Structural Equation Modelling of the Academic Self-Concept Scale
Author: Matovu, Musa
Date: 2014-03-00
Type: Journal Articles
Subjects: Structural Equation Models,Academic Ability,Self Concept,Measures (Individuals),Academic Achievement,Models,College Students,Gender Differences,Goodness of Fit,Foreign Countries,Factor Analysis

The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005) was deemed adequate in collecting information about academic self-concept among university students.
Pre-Service Social Studies Teachers' Understandings about the Nature of the Social Studies
Author: Kilinç, Emin
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Preservice Teachers,Student Attitudes,Models,Rating Scales,Positive Attitudes,Gender Differences,Inquiry,Reflection,Citizenship Education,Student Surveys,Reliability

Social studies is one of the main courses of the elementary and middle school curriculum in Turkey. Social studies took educators attention because it prepares students as exemplary citizens. The term of social studies has been started to use at the end of 1960's in Turkey. Thus, there have been several definitions and classification of the social studies. Understanding the nature of the social studies is crucial for pre-service social teacher because they will teach this course two-three years later. The purpose of this study is to investigate pre-service social studies teachers' understandings about the nature of the social studies. The author used descriptive survey model in this study. The sample consisted of 309 pre-service social studies teachers from a public university in the middle west of Turkey. The data were collected through Social Studies Preference Scale. The results indicated that Turkish pre-service social studies teachers have positive attitudes toward all of the three traditions of the social studies (Social Studies as Citizenship Transmission, Social Studies as Social Science, and Social Studies as Reflective Inquiry). Also, according to the results, male pre-service social studies had more positive attitudes than female pre-service social studies to the social studies as citizenship transmission tradition. In addition, participants in the lower grade level produced more superior acceptance on Reflective Inquiry traditions in comparison with students in the higher grades.
An Empirical Look at Developmental Interventions and Student Performance in the First Intermediate Accounting Course
Author: Ward, Terry J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Intervention,Accounting,Introductory Courses,Program Development,Grade Point Average,Grades (Scholastic),Program Effectiveness,Undergraduate Students,Computer Software,Developmental Studies Programs,Tests,Statistical Analysis,Achievement Gains

Due to concerns about student performance in Intermediate Accounting I, our Department of Accounting established an Intermediate Readiness Committee in the spring of 2006 to create a developmental program for students entering Intermediate I, with the goal of improving performance in that course. Over the next two years, the Committee established the Developmental Program with two escalating interventions to improve performance in Intermediate I. These interventions were comprised of readiness testing with study sessions and readiness testing with use of developmental software. This study reports the impact these interventions had on student performance in Intermediate I. The authors control for gender, grades earned in each of the two accounting principles courses, whether the student took Principles II at school of study or transferred the course credit from another school, and overall undergraduate grade point average upon entering Intermediate I. Results indicate that each intervention resulted in significantly higher grades than observed in a Base Period without intervention.
Student-Described Engagement with Text: Insights Are Discovered from Fourth Graders
Author: Weih, Timothy G.
Date: 2014-07-00
Type: Journal Articles
Subjects: Reading Programs,Elementary School Students,Grade 4,Reader Text Relationship,Reading Instruction,Focus Groups,Critical Literacy,Reading Motivation,Childrens Literature,Student Needs,Qualitative Research,Semi Structured Interviews

This article reports on a research study investigating student-described engagement with self-selected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to characterize their responses to their self-selected reading within focus group discussions. Data instruments included audio taped focus group discussions, student photographs, observational field notes, and students' literature. Implementing the constant comparative method for data analysis, outcomes were determined and implications for classroom practice suggested.
&quot;Going Going.....&quot; Why Are Males Underrepresented in Pre-Service Primary Education Courses at University?
Author: Lovett, Trevor
Date: 2014-03-00
Type: Journal Articles
Subjects: Males,Disproportionate Representation,Preservice Teachers,Teacher Education Programs,Gender Differences,Elementary School Teachers,Social Attitudes,Career Choice,Teacher Characteristics,Qualitative Research,Student Surveys,Student Experience,Gender Bias,Barriers,Foreign Countries

This sociological qualitative study identifies reasons why female pre-service teachers believe males are underrepresented in primary education courses at Australian universities. The findings of the study suggest that the nineteenth century naturalistic discourse of nurturance continues to sustain the notion that primary school teaching is a female profession. The study argues that this socially-conservative gender discourse remains essentially unchallenged and maintains a significant negative influence on males' willingness to take up a career in primary teaching.
An Analysis of the Relationship between Prospective Teachers' Thinking Styles and Their Attitudes to Teaching Profession According to Various Variables
Author: Uygun, Mehmet
Date: 2014-03-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,Elementary School Teachers,Preservice Teachers,Measures (Individuals),Gender Differences,Student Attitudes,Teaching (Occupation),Surveys,Cognitive Processes,Statistical Analysis,Foreign Countries

This study aimed to analyze the relationship between primary school prospective teachers' thinking styles and their attitudes to teaching profession. The study group for the research consisted of fourth-grade Primary School of Elementary Education, Social Sciences Education and Science Education students studying at Dumlupinar University Education Faculty in the fall term of 2013-2014 academic year. The scale was applied to 222 students. Survey model was used. In order to define the prospective teachers thinking styles, &quot;Thinking Styles Inventory&quot;' that was adapted into Turkish by Fer (2005) and &quot;Teaching Profession Attitude Scale&quot; that was developed by Çetin (2006) were used in this research. According to the results of this study, prospective teachers' attitude to teaching profession has been found to be positive and women's attitude to teaching profession is higher than men in all the dimensions. While the most preferred thinking styles are legislative, hierarchic and executive thinking styles, the least preferred thinking styles are oligarchic and conservative thinking styles. In addition, there is a significant relationship between prospective teachers and total attitude point of prospective teachers to teaching profession.
Supply Chain Management: How the Curricula of the Top Ten Undergraduate Universities Meet the Practitioners' Knowledge Set
Author: Bahouth, Saba
Date: 2014-00-00
Type: Journal Articles
Subjects: Universities,Undergraduate Study,College Curriculum,Relevance (Education),Education Work Relationship,Distributive Education,Business Administration Education,Business Skills,Job Skills,Skill Analysis,Skill Development,Required Courses,Elective Courses,Minimum Competencies,Educational Needs,Classification

The disciplines of logistics and supply chain management have the potential of having many areas of emphasis. Universities that have some kind of emphasis in this field have developed programs that depend on the need of potential employers and their own faculty mix. Several studies have previously looked at how universities deal with this field at the graduate level, mainly as part of their MBA program. In this study, the authors focus on the ten universities in the United States that have the leading undergraduate programs in supply chain management. They look at each of their curriculum in terms of courses and course content and see how each of these universities satisfies a previously established knowledge set for this field of study. They realize that there will most likely never be in the foreseeable future a well-structured and agreed upon common curriculum for teaching this particular subject matter. The intended audiences are businesses that are hiring new graduates and the universities that are looking to start a similar program.
Integrated Fluency Instruction: Three Approaches for Working with Struggling Readers
Author: Kuhn, Melanie
Date: 2014-10-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Difficulties,Reading Instruction,Teaching Methods,Word Recognition,Reading Ability,Oral Reading,Modeling (Psychology),Scaffolding (Teaching Technique),Repetition,Reading Improvement,Reading Achievement,Achievement Gains,Reading Comprehension,Accuracy

Effective fluency instruction should focus on reading with understanding, rather than simply reading quickly or expressively. This article outlines three research-based instructional approaches that assist students in developing accurate, automatic word recognition and prosody; at the same time, they ensure learners attend to the text's meaning as they read. All three approaches integrate instructional principles known to improve reading fluency (modeling, scaffolding, repetition, and extensive opportunity for the reading of connected text). They are also clear and easy-to-implement and have proven successful with struggling readers. As a result, these approaches contribute to learners' reading success both within and outside of the classroom.
A Longitudinal Study of Children's Theory of Mind, Self-Concept, and Gender-Role Orientation
Author: Bosacki, Sandra Leanne
Date: 2014-03-00
Type: Journal Articles
Subjects: Longitudinal Studies,Social Development,Emotional Development,Correlation,Masculinity,Scores,Theory of Mind,Self Concept,Sex Role,Student Attitudes,Foreign Countries,Elementary School Students,Statistical Analysis,Moral Values,Measures (Individuals),Questionnaires,Semi Structured Interviews

This study investigated the longitudinal relations between theory of mind (ToM) understanding, self-perceptions, and perceptions of gender-role orientation in 28 school-aged children, (16 girls, 12 boys, aged 8-12 years). Theory of mind and perceptions of self were assessed at Time 1 (T1, M = 8 y 5 m) and two years later at Time 2 (T2, M = 10 y 4 m). Negative correlation was found between T1 ToM and T2 Perceptions of Moral Self (r = -0.55, p = 0.004). Positive correlations were found between T1 Perceived Masculinity and T1 ToM (r = 0.682, p = 0.015). No relations were found between ToM T1 and T2 (r = 0.281, ns), as well as between T1 and T2 Self- Understanding scores (r = 0.244, ns). Positive relations were found between self-understanding and ToM at T1 only (r = 0.394, p = 0.038). Implications for children's socioemotional development are discussed.
Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6)
Author: Reutzel, D. Ray
Date: 2014-10-00
Type: Journal Articles
Subjects: Silent Reading,Reading Fluency,Intermediate Grades,Reading Instruction,Instructional Effectiveness,Elementary School Students,Scaffolding (Teaching Technique),Teaching Methods,Independent Reading,Educational Environment,Learner Engagement,Libraries,Instructional Materials,Literary Genres

Developing silent fluent reading is an important goal to be achieved in elementary literacy instruction. This article reviews characteristics of effective silent reading fluency instruction and practice. Next, the authors make the case for four components of effective silent reading fluency practice routines. Finally, the authors describe two evidece-based silent reading fluency routines--Scaffolded Silent Reading (ScSR) and R5. Evidence of efficacy along with richly described and illustrated examples provide readers with all the necessary information to implement these effective silent reading fluency routines in elementary classrooms.
Paradigms in Swedish as a Second Language--Curricula for Primary School and Secondary School in Swedish as a Second Language
Author: Magnusson, Ulrika
Date: 2013-10-00
Type: Journal Articles
Subjects: Swedish,Second Language Learning,Immigrants,Multilingualism,Comparative Analysis,Linguistics,Second Language Instruction,Curriculum,Elementary School Students,Secondary School Students,Foreign Countries

This article analyzes and compares the curricula of Swedish and Swedish as a second language for primary and secondary school. The school subject of Swedish as a second language is young, and its ideological foundation has not been debated to any large extent, in contrast to Swedish. This article analyzes the curricula of both subjects in terms of &quot;paradigms&quot;, i.e. beliefs and conceptions on a school subject, and the Appraisal system developed within the framework of Systemic functional linguistics. In comparison, the curriculum of Swedish as a second language turns out to be more oriented towards skills and communicative paradigms, at the expense of paradigms related to personal growth, literature or &quot;Bildung.&quot; Also, the curriculum seems to have weak connections to research on second language development or education. The article also gives an overview of the Swedish school system with special focus on education for immigrants and multilingual students.
LinkedIn as a Learning Tool in Business Education
Author: Cooper, Brett
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Higher Education,Business Administration Education,Educational Technology,Web Sites,Internet,Reputation,Competition,Employment Potential,Job Search Methods,Marketing,Research Methodology,Interprofessional Relationship,Sales Occupations,Salesmanship,Business Communication,Professional Development,Career Development,Career Exploration

This article summarizes the existing research on social media as a learning tool in higher education and adds to the literature on incorporating social media tools into collegiate business education by suggesting specific course content areas of business where LinkedIn exercises and training can be incorporated. LinkedIn as a classroom tool cannot only reinforce basic concepts, such as branding and relationship-building, but creative use of this tool can increase student engagement and collaboration and encourage students to begin building their professional networks, which can be vital in their career progression.
The 150-Hour Requirement for CPA Licensure: One Institution's Response
Author: Larkin, Joseph M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Accounting,Higher Education,Certification,Licensing Examinations (Professions),Colleges,Undergraduate Students,Student Surveys,Accreditation (Institutions),Online Courses,College Credits,Measures (Individuals)

Virtually all states now require candidates for the Certified Public Accountant (CPA) examination and subsequent licensure to have completed 150 semester hours of college education. The rationale behind this requirement is to improve the preparation of students entering the profession and to increase their chances of successful completion of the exam as well as ensuring a well-rounded entrant into the profession. This paper presents the findings of one institution's reaction to this challenge. Sixty-nine junior and senior accounting majors at an AACB-accredited institution were surveyed regarding how they would satisfy the requirement. The vast majority of respondents intending to become 150-hour compliant, indicated their intent to fulfill the requirement through the completion of additions coursework, primarily in the summer semesters before commencing full-time employment and to do so within four years. On-line courses were reported to be the primary means of fulfilling the requirement. Cost and convenience of acquiring the credits were the most significant determinants in completing the credit hours. The intended coursework and subject matter was primarily non-business related. The implications of the findings should be of interest to current and future students, academicians and the employing firms.