ethanporcaro/eric-fulltext-meta huggingface dataset:
Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects
Author: Reszka, Stephanie S.
Date: 2019-05-00
Type: Journal Articles
Subjects: Fidelity,Autism,Pervasive Developmental Disorders,Interpersonal Competence,Interpersonal Communication,Play,Preschool Children,Early Intervention,Program Effectiveness,Preschool Teachers,Teacher Characteristics

Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased their adherence to the ASAP intervention compared with business-as-usual teachers. Teacher characteristics did not affect the ability to implement ASAP with fidelity. There were no group differences in coded video instructional quality scores. Differences in child engagement between the ASAP and business-as-usual groups were not mediated by fidelity adherence scores, contrary to our hypothesis. Finally, end-of-year summary of treatment delivery ratings did not align with adherence scores. Continued research regarding fidelity of school-based interventions should focus on distinguishing active ingredients from general instructional practices and learning from teachers about the child-level factors they consider when implementing an intervention.
Reading and Teaching the Rainbow: Making Elementary School Classrooms LGBTQ-Inclusive
Author: Hermann-Wilmarth, Jill M.
Date: 2019-00-00
Type: Journal Articles
Subjects: LGBTQ People,Gender Issues,Sexuality,Elementary Education,Teaching Methods,Teacher Role,Elementary School Teachers,Consciousness Raising,Educational Environment,Reading Materials,Inclusion,Diversity,Social Justice

As queer-identified women and former elementary school teachers who now work in universities as teacher educators, the authors spent the past decade developing a range of approaches to help elementary school teachers integrate lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive practices into their teaching: &quot;expanding representations&quot; of LGBTQ people, &quot;questioning categories&quot; with regard to gender and sexuality, and &quot;questioning representations&quot; within LGBTQ-inclusive texts. In this article, they explain why LGBTQ-inclusive elementary school instruction matters, outline the approaches they have developed and have used in real-life classrooms, and suggest resources for teachers as they do this work.
Distribution of Additive Relation Word Problems in South African Early Grade Mathematics Workbooks
Author: Mostert, Ingrid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Workbooks,Word Problems (Mathematics),Mathematics Instruction,Primary Education,Elementary School Mathematics,Textbook Content,Classification,Educational Policy

Background: Workbooks were introduced by the South African Department of Basic Education (DBE) in 2011. Although the workbooks were designed as supplementary materials, in some schools they are used as the sole teaching text. Therefore, an analysis of the content coverage of the workbooks is warranted. This article provides such an analysis in terms of additive relation word problems. Aim: This article aims firstly to expound on the existing literature to propose a comprehensive additive relation word problem typology and secondly to analyse the prevalence of particular word problem types in the foundation phase Mathematics workbooks. Setting: This research was conducted in South Africa, focusing on additive relation word problems in foundation phase Mathematics workbooks. Methods: A comprehensive typology of additive relation word problem types was developed based on typologies used in previous studies. All the additive relation word problems in the 2017 Grades 1-3 foundation phase Mathematics workbooks were categorised according to this typology. Results: In total there were 61 single-step additive relation word problems with numerical answers across the three grades. This is a small number in comparison to other countries. There was also an uneven distribution of problem types, with more problems in the easier subcategories and fewer or no problems in the more difficult subcategories. Conclusion: This article provides evidence for the need to revise the word problems in the DBE workbooks. It also provides a theoretical framework to use in the revision of the workbooks and in any supplementary teaching material developed for teachers.
Countering Linguistic Imperialism with Stories in the Languages of Africa: The African Storybook Initiative as a Model for Enabling in and out of School Literacies
Author: Reed, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Learning,Native Language,African Languages,Civil Rights,Language Usage,Instructional Materials,Standard Spoken Usage,Distance Education,Illustrations,Reading Interests,Language Variation,Cost Effectiveness,Literacy Education,Foreign Countries,Electronic Publishing,Program Descriptions,Educational Resources,Childrens Literature,Reading Materials,Faculty Development,Program Evaluation,Web Sites,Partnerships in Education

Background: In South Africa, and in many other African countries, official language-in-education policy supports the use of learners' primary language(s) in early schooling. In reality, texts in the language(s) of the former colonial power are dominant, with high-interest texts in languages familiar to young learners in short supply or non-existent. Where government education departments have begun to address this shortage, it is mainly by producing graded readers in the 'standard' variety of a language. Aim: The main aim of this paper is to demonstrate how quality texts can be provided in a wide range of African languages to stimulate children's interest in reading, across the African continent and beyond. Setting: The African Storybook (ASb) initiative of the South African Institute of Distance Education (Saide) aims to provide illustrated texts in local languages and language varieties that enable children to read for pleasure and for learning. This is done through a publishing model that makes these texts available, cost-effectively, as needed, by teachers, librarians and caregivers. Methods: Internal reports, external evaluations, two interviews with the initiative's co-ordinator and a review of selected texts on the ASb website provided data for analysis. Results: The analysis enabled reflection on the challenges faced and the successes achieved, identification of factors that have enabled many of the challenges to be addressed and finally consideration of what the initiative offers as a model for supporting literacy development in local languages. Conclusion: While the paper tells a story that includes elements of a cautionary tale, it is primarily a story that offers inspiration and guidance to other organisations already involved in, or wishing to embark on, the important project of providing texts for young readers in a wide range of languages.
Early Reading Skills Related to Grade 1 English Second Language Literacy in Rural South African Schools
Author: Schaefer, Maxine
Date: 2019-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Beginning Reading,Reading Skills,Elementary School Students,Grade 1,Second Language Learning,English (Second Language),Rural Schools,Foreign Countries,Oral Language,Language Proficiency,Decoding (Reading),Phonological Awareness,Phoneme Grapheme Correspondence,Reading Ability,African Languages

Background: Many South African children attend African language medium of instruction (MOI) schools, learn English as an additional language and switch to English MOI three years later. There is still much to be researched about how a child's first and second language literacy develops over time in South Africa. Aim: This study aims to outline the first and second language skills at the start of Grade 1, which are associated with English Second Language literacy at the end of Grade 1 through the use of a longitudinal design. Setting: Data was collected from 80 predominantly rural no-fee isiZulu and Siswati MOI schools in Mpumalanga. Methods: A total of 1347 learners were randomly selected from these schools and were individually assessed on various first language (isiZulu or Siswati) and English skills at the start and end of Grade 1. Results: The data show that learners begin school with varying first and second language oral language proficiency levels, and most learners are pre-literate. Decoding skills improved over the year, but 45.7% and 35% of learners were still unable to read a first language or English word correctly in 1 min. Conclusion: The data confirm the importance of first language phonological awareness and letter-sound knowledge for later word-reading abilities in isiZulu, Siswati and English, as well as their importance for English spelling. The study highlights the importance of the systematic development of English oral proficiency during the Foundation Phase especially for rural children who are not exposed to English in their communities.
Factors That Enhance the Quality of Relationships between Mentors and Mentees during Check &amp; Connect
Author: Kern, Lee
Date: 2019-05-00
Type: Journal Articles
Subjects: Mentors,Interpersonal Relationship,Learner Engagement,Program Effectiveness,Emotional Disturbances,Behavior Disorders,High School Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Predictor Variables,Family Influence,Friendship,Correlation,Teacher Role,Student Attitudes,Teacher Attitudes

School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check &amp; Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the mentor-mentee relationship. Although research has examined factors that increase relationship effectiveness, findings have been inconsistent. We explored the perceptions and correspondence of 166 high school students (i.e., mentees) with social, emotional, and/or behavioral challenges and their mentors about the mentoring relationship and variables that contribute to relationship quality. Results indicated that mentors and mentees rated the relationship favorably and their ratings correlated moderately. Mentor and mentee variables examined (gender, ethnicity/race, age) were not significant predictors of relationship quality; however, specific topics discussed during mentoring sessions for mentors (family, friends) and mentees (school, future plans) were significantly related to their perceptions of relationship quality.
Geographical Field Trips during University Studies. Whereto? (II)
Author: Ilovan, Oana-Ramona
Date: 2019-02-00
Type: Journal Articles
Subjects: Geography Instruction,Field Trips,Learning Activities,Student Attitudes,College Students,College Faculty,Teaching Methods,Course Content,Educational Benefits,Student Centered Learning,Problem Solving,Group Discussion

This paper analyses information and university students's opinions, from the Faculty of Geography of Babes-Bolyai University, Cluj-Napoca, Romania, regarding the field trips organised during their studies. Information and opinions were collected by means of a questionnaire administered in 2017. There were analysed: the number of field trips students participated at, their duration, sources of funding, types of learning activities and their efficiency, the places where the activities were organised, strengths and opportunities, weaknesses and threats, as well as improvement measures. The compulsory field trips are included and credited in the curriculum and completed with grades at all Bachelor specialisations. In addition, the professors organise short, optional thematic field trips in and around ClujNapoca. The results of the research revealed the professors' expertise in organising field trips, such as duration, places studied, content proposed for learning, didactic and research methodology, devices and tools used. Results showed students' greater involvement into compulsory field trips, compared to their participation at optional and short field trips organised in the local horizon. These results also highlighted the students' desire to benefit of a better field trip activity offer and of a broad range of student-centered learning activities: discussions and debates, problem solving and exercises, individual and group investigations, and so on. Our research will be useful for professors who organise field trips with Geography students.
Learning Regional Geography. Case Study: The 6th Grade Geography Textbook
Author: Cîineanu, Mariana-Doina
Date: 2019-02-00
Type: Journal Articles
Subjects: Geography Instruction,Foreign Countries,Units of Study,Grade 6,Problem Solving,Textbooks,Self Concept,Content Analysis,Assignments,Cognitive Processes,Illustrations,Visual Aids,Task Analysis,Learning Activities,Geography,Comparative Analysis,Course Descriptions,Teaching Methods

This paper analyses the tasks allotted to students, featuring two thematic units in the 6th grade Geography textbook published in 2018 by the Didactic and Pedagogic Publishing House Ltd., Bucharest and used in the schools in Romania during the 2018-2019 school year. After a brief analysis of the textbook and its lesson structure, we studied the tasks on Regional Geography in the following thematic units: &quot;Europegeographic identity&quot; and &quot;Europe in the contemporary world&quot;. These tasks are associated with some visual materials (e.g. illustrations, books, charts, sketchy drawings and the like), with some texts and web sources. The studied assignments are included in the lesson sections Discover and Apply. Most of the tasks demand recognition and identification of some geographic aspects. Less importance have the tasks that require the systematization of information based on some criteria. To improve thorough information processing, it is advisable to include certain activities of identifying geographic relationships of hierarchy, comparison, explanation and ordering of data, synthesizing it in texts, problem solving and problem-situations.
EFL Test Preparation in China: The Multidimensionality of the Reading-Writing Relationship
Author: Liu, Huan
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Writing Relationship,Curriculum Design,Literacy Education,Test Preparation,Program Descriptions,Language Styles,Persuasive Discourse,Writing (Composition),Language Proficiency,Reading Comprehension,Predictor Variables,Foreign Countries,Language Tests,Teaching Methods,Adult Students

Recent research on the relationship between reading and writing in foreign language (FL) context is limited. However, an examination of the issue is critical for FL literacy curriculum design. The present study, contextualized in an English as a foreign language (EFL) test preparation program in China, explores the reading-writing relationship by examining two factors important for FL literacy acquisition: genre and level of language instruction. Findings revealed that level of instruction significantly moderated the relationship between reading and persuasive writing, but not descriptive writing. Regardless of level of language instruction, reading comprehension was a significant predictor of descriptive writing performance. A discussion of a curriculum that views reading and writing as complementary dimensions of language learning is offered.
The Affective Commitment of Academics in a University in Botswana
Author: Nkhukhu-Orlando, Esther
Date: 2019-03-00
Type: Journal Articles
Subjects: College Faculty,Job Performance,Universities,Affective Behavior,Correlation,Electronic Mail,Foreign Countries,Productivity,Teacher Attitudes,Prediction,College Administration,Policy Formation,Participative Decision Making,Job Satisfaction

Affective commitment remains an essential factor in key outcomes such as work performance and productivity, and has been shown to have the strongest positive relation with positive work behaviours when compared with normative commitment and continuance commitment. Using a sample of 164 academic employees at the University of Botswana, this study assessed the extent to which they had affective commitment to the organization. We also investigated factors that are associated with affective commitment and those that predict affective commitment of academic employees. The study found that only 34.1% of academic employees sampled had affective commitment. Logistic regression analyses identified three predictors of affective commitment among academic employees. They are satisfaction with management, contribution to policy making, and responding to emails. While some researchers have found that associations between affective commitment and demographic variables were generally low or weak, this study found no significant associations between demographic factors and affective commitment.
Effects of Multimodal Tasks on Students&apos; Critical Reading Ability and Perceptions
Author: Varaporn, Savika
Date: 2019-04-00
Type: Journal Articles
Subjects: Critical Reading,Student Attitudes,Thinking Skills,Independent Study,Task Analysis,Second Language Learning,Second Language Instruction,College Students,Comparative Analysis,Reading Tests,Reflection,Student Journals,Scores,Personal Autonomy,Teaching Methods,English (Second Language),Foreign Countries,Multimedia Instruction,Reading Skills

This study investigated the effects of multimodal tasks on critical reading ability and perceptions of Thai university students. To compare effects on critical reading ability, students were randomly assigned to experimental and control groups and assessed with pre- and post-critical reading tests. Furthermore, reflective journals and semi-structured interviews were used to gain in-depth information about students' perceptions towards the multimodal tasks. The findings revealed that the experimental group with the treatment of multimodal tasks outperformed the control group in critical reading test scores. Furthermore, evidence from the reflective journals and semi-structured interviews showed that students generally had a positive perception of the multimodal tasks. The multimodal tasks not only assisted them in proposing critical reading ideas and fostered analytical thinking skills, but also enhanced intrinsic motivation and learning autonomy.
Can L1 Children&apos;s Literature Be Used in the English Language Classroom? High Frequency Words in Writing for Children
Author: Macalister, John
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Native Language,Language Usage,Teaching Methods,Writing (Composition),Children,Vocabulary,Childrens Literature,Nouns,Verbs,Semantics

A challenge in reading research, and particularly extensive reading research, is how to manage the transition from the top of graded reading schemes to authentic texts which may be separated from each other by up to 5,000 word families. While texts written for native-speaker children have been recommended at times, recent research has shown that the lexical load of these texts was of similar difficulty to that of texts written for adults. In this paper we investigate whether it is possible to identify a specialist high frequency list in writing for children, and the impact of any such list on readability for language learners with a 2,000-word family vocabulary size. We found a list of 245 word families provided almost 3.4% coverage for such learners, thus making the use of L1 children's literature possible in the English language, and especially the English as a foreign language (EFL), classroom.
Reading Performance of Japanese High School Learners Following a One-Year Extensive Reading Program
Author: Aka, Natsuki
Date: 2019-04-00
Type: Journal Articles
Subjects: Reading Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Language Proficiency,Grammar,Teaching Methods,Scores,High School Students,Reading Skills,Pretests Posttests,Reading Tests,Achievement Gains,Reading Improvement,Prior Learning,Foreign Countries,Reading Fluency,Junior High Schools

The present study investigates the effects of extensive reading on developing the language knowledge and reading abilities of high school learners of English as a foreign language (EFL) over the course of one school year. Participants were divided into control (n = 205) and experimental groups (n = 200), with the former receiving regular grammar instruction and the latter receiving extensive reading instruction. Pre- and posttests consisting of a grammar and vocabulary section and a reading section were conducted to test the effects of the extensive reading program. The study further divided the participants into three proficiency groups. The results showed that the scores of the middle- and lower-proficiency groups increased dramatically compared to the higher-proficiency group. These findings suggest that the participants activated the knowledge they had learned in junior high school through the one-year extensive reading course, resulting in the improvement of their language knowledge and reading abilities.
Preschoolers Observing the Urban Environment of Cluj-Napoca, Romania
Author: Tecsi, Dana-Simina
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Kindergarten,Observation,Urban Environment,Knowledge Level,Learning Activities,Field Trips,Teaching Methods

The present work presents an experimental research we realised in the 2016-2017 school year at &quot;Universul copiilor&quot; [Children's Universe] Kindergarten with Extended Programme, Cluj-Napoca, Romania. The following hypothesis was tested: If the preschoolers are directly involved in learning situations in which they will study the urban environment, then they could acquire some quality knowledge about this type of environment, developing appropriate attitudes and behaviours concerning the urban areas. In the structured experiment, we applied an initial test; we organised more activities of observation in the kindergarten's yard and in other places nearby (i.e. street, school, library, flower shop, etc.). In these places, the preschoolers noticed the urban environment and discussed how to behave in it. After carrying out these activities, we applied a final test. This test showed us increased knowledge, therefore the research hypothesis and the efficiency of the organised learning activities were confirmed.
Reading Comprehension: The Mediating Role of Metacognitive Strategies
Author: Ghaith, Ghazi
Date: 2019-04-00
Type: Journal Articles
Subjects: Reading Strategies,Metacognition,Problem Solving,Reading Comprehension,Grade 10,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Prediction,High School Students,Correlation,Foreign Countries,Student Attitudes,Scores,Reading Tests

This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and support strategies in predicting learners' literal and higher-order reading comprehension. The study findings indicate that the participants reported high use of the problem-solving and a moderate use of the global and support strategies. In addition, problem-solving strategies positively correlated with and predicted literal as a well as higher-order comprehension. Pedagogical implications and suggestions for further research are discussed.