ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Reading Motivation in Self-Contained Classrooms for Students with Emotional and Behavioral Disorders
Author: Cornell, Heidi R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Motivation,Behavior Disorders,Emotional Disturbances,Classroom Environment,Self Contained Classrooms,Students with Disabilities,Evidence Based Practice,Special Education,Elementary School Students,Sustained Silent Reading,Reading Material Selection,Interaction,Literacy,Children,Competence,Reader Text Relationship

This study sought to explore and describe the extent to which research based practices were employed for cultivating an environment that fostered reading motivation in self-contained classrooms for students with emotional and behavioral disorders (EBD). To accomplish this, a descriptive multiple case study design was employed in which data were collected in three self-contained elementary classrooms for students with EBD. Findings suggested that the environment for learning in these classrooms has likely not changed much since Jane Knitzer's classic study in 1990. This study serves as a call to researchers and teacher educators to increase attention on the education and treatment of children and youth with EBD being served in self-contained classrooms.
Effect of Sport Education on Stress and Assertiveness of Middle School Students
Author: Gonener, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Physical Education,Assertiveness,Racquet Sports,Preadolescents,Program Effectiveness,Gender Differences,Foreign Countries,Social Development,Stress Management,Anxiety,Play

Purpose: The aim of this study was to investigate the effect of basic tennis education on stress and assertiveness levels among middle school students. Material: The study group consisted of a total of 120 students, 60 females and 60 males, aged 9-11 years. The Rathus Assertiveness Schedule and the Perceived Stress Scale for Children were used as data collection tools, and a questionnaire was administered to gather demographic information of the participants. The data were transferred to IBM SPSS 25.0 package program and analyzed using paired samples t-test. Results: As a result of the statistical analyses performed on the data obtained in the pretest and posttest at p&lt;0.05 significance level, significant differences were found between assertiveness and stress scores of the male participants; between assertiveness and stress scores of the female participants; and between assertiveness and stress scores of the whole study group regardless of gender differences. Conclusions: Pretest and posttest results revealed that there was a significant effect of basic tennis training on the increase in assertiveness levels and the decrease in stress levels among female and male students (p &lt;0.05).
A Review of Lifelong Learning as Natural and Cultural Phenomenon
Author: Frackowiak, Anna
Date: 2017-09-00
Type: Journal Articles
Subjects: Lifelong Learning,Brain,Neurological Organization,Cultural Influences,Values,Humanism,Neoliberalism,Cultural Differences,Continuing Education

Lifelong learning is mostly analysed as political and educational concept. However it is worth to look at it through different lenses, namely, the cultural ones. After short description of natural basis to learning in life span, especially neuroplasticity of the brain, cultural dimensions of the process are discussed. The author took anthropologist point of view first, to see the concept as a whole -- separate culture (values, language, symbols, rites of passage). Then, humanistic and neoliberal discourse (commonly called paradigm shift) of lifelong learning is shown as some kind of sub-cultures, where issues of values, human position in both stances. Strong and multidimensional relations between culture and lifelong learning are underlined. In the end an attempt to answer a question -- &quot;what varieties of lifelong learning culture can we speak about?&quot; is taken.
Barriers Affecting the Passion and Entrepreneurial Intention of University of the ITSON
Author: Valdez-Juárez, Luis Enrique
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Entrepreneurship,College Students,Foreign Countries,Creativity,Student Behavior,Self Determination,Correlation

The purpose of this article is to analyze the internal and external barriers experienced by university students of the Technological Institute of Sonora (ITSON) for the development of entrepreneurship. The study is focused on a sample of 733 students from the areas of engineering, administrative sciences, and social sciences. The field work was carried out during the months of May to September 2018. The controlled statistical technique for data analysis was the structural equation model (SEM) with the support of SMARTPLS software version 3.2.8. The results have revealed that internal creativity barriers are the ones that most negatively impact the entrepreneurial passion of ITSON university students. This research contributes to the development of entrepreneurship literature from the area of psychology and business sciences through planned behavior theory, cognitive theory, and self-determination.
Exploring Perceptions of Education Experts Regarding &quot;Creative School&quot; and Its Leadership Role in Public Education
Author: Naser, Fathi Mohammed Abu
Date: 2020-00-00
Type: Journal Articles
Subjects: Expertise,Leadership Role,Public Education,Creativity,School Administration,Principals,Institutional Mission,Technology Integration,Foreign Countries,Educational Innovation,21st Century Skills,Educational Environment,Leadership Effectiveness,Cultural Awareness,School Culture,Global Approach

Creative school is an integrative system that secures a school environment that encourages creativity and inventiveness. It also highly depends on modern technology in all its educational and administration processes, in addition to means of communication with students and parents. The current study aims at exploring the perceptions of education experts regarding the concept of creative school and requirements of its leadership. The study adopted the qualitative method in which a sample of 21 experts were selected from those concerned with the field of study; 13 of them were staff members in Saudi Universities and 8 leaders of Saudi public schools throughout the academic year 2018-2019. The findings revealed that the creative school carried several names: intelligent school, creativity-developing school, and active teaching school. All experts agree that such schools secure a propitious environment for creativity and inventiveness and provide various advanced skills and programs subjected to balanced international criteria, which are conscious of international awareness with global issues, and environment programs. The findings also revealed that the foremost supports of creative schools are financing and social backup. It also unveiled that there are several abnormal roles for creative school leaders that suit nature and objectives of the school, in addition to requirements for creative school leadership as manifested in openness to organizational flexible structures along with a cooperative leadership that institutes technology. The study specified the foremost challenges facing leaders of the creative school, which is variety of skills needed for school leadership.
Does Teacher Education Program Affect on Development of Teacher Candidates&apos; Bioethical Values, Scientific Literacy Levels and Empathy Skills?
Author: Turgut, Duygu
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Preservice Teacher Education,Preservice Teachers,Ethics,Biology,Scientific Literacy,Empathy,Skill Development,Science Education,Science Teachers,Scientific Principles,Science and Society,Biotechnology,Foreign Countries

The aim of this study is to evaluate science teacher candidates based on bioethical values, scientific literacy level and empathy skills and to determine their associations. Therefore, descriptive model was used for the study. The sample of the study consists total of 286 teacher candidates from first, second, third and fourth grade of Faculty of Education Science Teaching department. Results of the study revealed that bioethical values for &quot;Benefits of Biotechnology Applications&quot;, &quot;Science and Ethics&quot;, &quot;Reproductive Technologies and Cloning&quot;, &quot;Controlling the Genetic Interventions&quot; subscales were increased with school year in science teacher candidates. In addition, science literacy of science teacher candidates for &quot;Nature of Science&quot; and &quot;Science-Technology-Society Relation&quot; subscales were also increased with school year. The study also found a positive relation between bioethical values for two subscales of bioethical values, &quot;Benefits of Biotechnology Applications&quot; and &quot;Controlling the Genetic Interventions&quot;, and science literacy for &quot;Nature of Science&quot; subscales in science teacher candidates. Similarly, a positive relation was found between bioethical values for two subscales, &quot;Benefits of Biotechnology Applications&quot; and &quot;Controlling the Genetic Interventions&quot;, and science literacy for &quot;Science-Technology-Society Relation&quot; subscale in science teacher candidates. Analysis results showed a positive relation between bioethical values and empathy skills of science teacher candidates. In other words, the higher the teacher's empathy skills, the higher their bioethical values.
Educational Policy: Instruction and Assessment
Author: Sorrentino, Christina M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Policy,Alignment (Education),Regular and Special Education Relationship,Special Education,Special Needs Students,High School Students,Instruction,Student Evaluation,State Standards

A challenging educational issue, which has in recent times been overlooked in the educational community, is what should be the relationship between instruction in the classroom and assessment at the end of the school year. Specifically, the educational issue concerns special education students in general education classrooms. Researchers within the field of education have come to understand the most beneficial method to ensure student progress at the high school level is for there to be a parallelism between instruction in the classroom and assessment at the end of the year. This paper presents an argument criticizing the existence of non-alignment between instruction in the classroom for the high school science curriculum and end of the year assessment. This research critique of educational policy provides new incite to how non-alignment is present between instruction and assessment, but it is possible for changes to be made to the educational policy.
Educational Leadership Students and Mixed Reality Experiences: Building Student Confidence to Communicate with Parents and Teachers
Author: Ceballos, Marjorie
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Training,Administrator Education,School Administration,Experiential Learning,Self Esteem,Communication Skills,Interpersonal Communication,Teacher Administrator Relationship,Parent School Relationship,Administrator Role,Program Effectiveness,Computer Simulation,Educational Technology,Technology Uses in Education,Masters Programs,Graduate Students,Student Attitudes,Feedback (Response),Coaching (Performance),Parent Conferences

Preparing future school administrators to engage in effective communication with parents and teachers is a necessary component of master's of educational leadership preparation programs. Mixed reality experiences (i.e., a life-like virtual rehearsal experience) provide students with opportunities to engage in realistic practice in a low risk professional environment where they are given immediate feedback and an opportunity to reflect on the simulation experience. Through this study, researchers examined students' perceived value of the mixed reality experience in developing their conferencing communication skills with parents and teachers. Findings from this study indicated that educational leadership students placed a high value on the mixed reality experience as it related to building their confidence in speaking to parents and teachers. Given the findings from this study, educational leadership programs may want to consider infusing mixed reality experiences into their programs tailored to their specific context to transition from a traditional delivery model to a contemporary model with realistic practice aligned to the needs of schools.
The Potential of Interactive Media and Their Relevance in the Education Process
Author: Siemieniecka, Dorota
Date: 2017-12-00
Type: Journal Articles
Subjects: Social Media,Educational Media,Interaction,Educational Technology,Technology Uses in Education,Access to Information,Interpersonal Relationship,Web 2.0 Technologies,Cooperative Learning

The article discusses the importance of interactive media in the teaching-learning process in the light of selected educational theories and research. The potential of social media to initiate and develop interactive learning communities was also demonstrated. Attention was drawn to the need for an appropriately prepared teacher, ready to creatively initiate educational situations involving interactive media and supporting student activities.
A Pattern of Transition to Adulthood Indicated in Plans for the Future of Males with Intellectual Disabilities: Secondary Qualitative Data Analysis
Author: Bartnikowska, Urszula
Date: 2017-04-00
Type: Journal Articles
Subjects: Males,Vocational Schools,Mild Intellectual Disability,Foreign Countries,Adjustment (to Environment),Personal Autonomy,Late Adolescents,Young Adults,Barriers,Job Skills,Secondary School Students,Student Attitudes,Competence,Values,Social Influences,Interpersonal Relationship,Goal Orientation,Health,Self Concept,Motivation,Job Search Methods,Role,Independent Living,Ability

The paper examines the category of transition to adulthood of males with intellectual disabilities. It involved secondary analysis of qualitative data from three earlier research projects (Bsdurek 2010, Cwirynkalo 2010, Lysoniek 2014), whose participants were male students of special vocational schools for students with mild intellectual disabilities (MID) (IQ 70-55). The secondary analysis involves overall forty-six in-depth qualitative interviews conducted in Poland. The main research question of the secondary analysis is as follows: What is the pattern of transition to adulthood of the 46 males aged 18-21 with intellectual disabilities? Within the research question, three sub-problems established as detailed research questions were also investigated: What are the components of transition patterns to adulthood? What are the factors facilitating and hindering the process of transition? The results indicate that the main aim of transition to adulthood in the pattern of transition, which was generated from 46 interviews of young Polish males with mild intellectual disabilities, was autonomy. There are several internal components of transition to adulthood: health conditions, self-awareness including skills and limitations, competences, awareness of future educational, work and accommodation tracks etc. The results also show external components of the transition pattern to adulthood. Among them there are ties and social circles and the system of education and access to the labor market. The research results also indicated a variety of factors that facilitated and hindered transition to adulthood of 46 Polish males with mild intellectual disabilities.
Establishing Teacher-Student Rapport in an English-Medium Instruction Class
Author: Santana, Josefina C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,English (Second Language),College Students,Communications,Spanish,Interaction,Teacher Student Relationship,Student Attitudes,College Faculty,Teaching Methods,Humor

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher's log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.
Are There Levels of Students Morales? The Effects of Biological Problem Solving on Moral Development
Author: Putra, Aminuddin Prahatama
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Middle School Students,Grade 8,Biology,Problem Solving,Science Instruction,Foreign Countries,Ethics,Social Problems,Caring

The implementation of the value of life and integrity has been done in the teaching and learning process of science by moral problems in life that relate to biological issues and to train the students' capability in problem-solving. It stimulated the students' moral development involving logic, feeling, and behaviors deemed as right and wrong in students. The purpose of this study is to describe the students' tiers of moral development through valid and reliable biological problem-solving. This study is descriptive research with a qualitative approach. The theoretical formulation formed is a design of the level of moral development about biological problems. The collection of data is done through a task-based interview. The subject of this research is students in the 8th grade of Banjarmasin Middle School. The data is analyzed using a constant comparison method. The results of this study indicate a valid and reliable level of students' moral development in solving biological problems. JPM2B1: An action is considered good from its principles and point of view to fulfill his/her obligations and needs without caring about other people's needs. Students often claim that &quot;solving a problem is easy, it's because our teacher taught us to solve it&quot;. JPM2B2: An action is considered good from its perspective and principle of the movement for the greater good and planning a solution. JPM2B3: An action is considered good with a view of helping each other in creating a better future. JPM2B4: An action is considered good with a view of caring for the needs of others, emphasizing rational considerations for humanitarian reasons and God's blessing.
Elementary Schools Working as Professional Learning Communities: Effects on Student Learning
Author: Moulakdi, André
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Communities of Practice,Educational Improvement,Academic Achievement,Elementary School Students,Pretests Posttests,Mathematics Achievement,Faculty Development,Second Language Instruction,French

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students' results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students' outcomes and collectively engage in solving the latter's learning-related difficulties.
Resource Room Implementation in a Secondary School and On-the-Job Training of Teachers
Author: Özaydin, Latife
Date: 2017-09-00
Type: Journal Articles
Subjects: Resource Room Programs,Program Implementation,On the Job Training,Faculty Development,Mainstreaming,Grade 5,Grade 6,Grade 7,Grade 8,Middle School Teachers,Students with Disabilities,Foreign Countries,Program Evaluation,Teacher Attitudes

Various studies conducted into mainstreaming implementations in preschool and primary school but implementations in light of data are rare in the secondary schools. To provide valuable insights to this gap in the literature, the present study was conducted to identify the requirements in resource room implementations in a secondary school and demonstrate the contributions of the actions produced to improve the needs that were determined. The research was conducted as an action research. 12 mainstreaming students in 5th, 6th, 7th and 8th grade, 20 field teachers, three counselors, researchers and field specialists took part in the study. Data were collected using qualitative methods; interviews, observation, researcher notes, and documents. The data were analyzed with descriptive and content analysis. The research findings are explained under the following headings: needs assessment, preparation/implementation of the action plan and assessment after implementation. Our findings revealed that teachers had limited knowledge of teaching methods and on the implementation of teaching; they had high expectations from the students and because of the intensive curriculum, time was an important problem for the teachers. To meet the identified needs, an action plan that included the organization of RR and the on-the-job training of the teachers was prepared. During the implementation phase, a cyclical process of innovation and changes were followed. Following the implementation, the teachers and counselors evaluated the on-the-job training as being different from traditional in-service training and as an innovative education process that increased teacher-student motivation and participation.
The Effectiveness of Bibliotherapy as an Intervention on Improving Aggressive Behavior of Fifth Graders Children with Emotional and Behavioral Disorders
Author: Khalik, Al Said Abdul
Date: 2017-09-00
Type: Journal Articles
Subjects: Bibliotherapy,Program Effectiveness,Intervention,Aggression,Student Behavior,Elementary School Students,Grade 5,Emotional Disturbances,Behavior Disorders,Foreign Countries,Reading,Attention Deficit Hyperactivity Disorder,Rating Scales

Bibliotherapy is one approach, intending to not only help students learn and develop new social skills, but also to experience validation and insight into their own thought processes and emotions. Books can be used to help people with broad range of personal problems, including emotional, physical, and developmental. This study explores the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders. Participants were ten children aged eleve, attended two primary schools in Nasr City; namely Al Sayedia Primary School , and Al Farouk Primary School. A pre-post design was used to examine the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders. Findings from this study advocated for the effectiveness of bibliotherapy as an intervention on improving aggressive behavior of fifth graders children with emotional and behavioral disorders.