ethanporcaro/eric-fulltext-meta huggingface dataset:
A Participatory Approach to Embedding Evidence in Practice to Support Early Language and Communication in a London Nursery School
Author: Harmey, Sinead
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschools,Young Children,Language Acquisition,Language Skills,Communication Skills,Evidence Based Practice,Faculty Development,Preschool Teachers,Teacher Aides,Child Care,Child Caregivers,School Personnel,Disadvantaged Youth,Educational Practices,Intervention,Participatory Research

IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK) has a long tradition of engagement with schools to support young children's learning and co-produce knowledge through research-practice partnerships. From the first demonstration schools in the early 1900s to engagement with contemporary research schools, the vital importance of linking theory and practice in education through schools has been an integral part of the IOE's values and ethos. One way to link theory to practice is to utilise participatory research methodologies to embed evidence in practice. This article discusses the research project Manor Park Talks, undertaken in collaboration with IOE and a leading partner, a head teacher and IOE alumnus of the East London Teaching and Research School. The aim of the project was to support early language and communication in a cluster of early years settings in Newham, London, and it involved a process of co-production in the design of a systematic review to assess the evidence-based pedagogical strategies that can be used to inform teaching practices to enhance the professional development of early years education practitioners (to include teachers, classroom assistants, childcare workers and other ancillary staff). The research aimed to evaluate a community of practice for early years practitioners to support young children's early language development and communication, and to inform an evidence-based practice tool to guide teaching practices in early years settings. A commentary on the review findings and methodological innovation of the study in using a participatory approach to review the evidence is provided in this article.
Self-Care with Self-Compassion (SC2): A Program to Foster Well-Being in Graduate Speech-Language Pathology Students
Author: Chapman, Laura R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Caring,Altruism,Well Being,Graduate Students,Speech Language Pathology,Allied Health Occupations Education,Stress Variables,Self Concept,Intervention,Workshops,Program Evaluation

This article describes elements of Self-Care with Self-Compassion (SC[superscript 2]), a novel program designed to foster well-being in graduate speech-language-pathology (SLP) students. Graduate SLP students experience elevated levels of perceived stress, which can ultimately impact their professional competence. University programs, faculty, and staff are uniquely positioned to help students learn to cope with stress. Self-care and self-compassion may buffer some of the effects of stress, and at the same time foster qualities in students that facilitate learning and promote healthy clinical practice. Twenty-five incoming SLP graduate students participated in SC[superscript 2], a required, two-part workshop. Levels of perceived stress and self-compassion were collected, along with program evaluations and perceptions of/ engagement with self-care pre- and post-program. Results confirm that graduate SLP students experience elevated levels of stress, along with moderate levels of self-compassion. Students value self-care, and most want to maintain or increase their engagement in self-care practices. However, students face several barriers in implementing and maintaining self-care plans. Students provided positive reviews of the program. Program limitations and possible future modifications of the program are discussed.
The Bachelor&apos;s Degree in College Systems: History, Evidence and Argument from England
Author: Allen, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Bachelors Degrees,Educational History,Foreign Countries,Comparative Education,Educational Policy,Technical Education,Continuing Education,Trend Analysis,Partnerships in Education,Outcomes of Education,Access to Education,Higher Education,Classification,Student Attitudes,Educational Experience,Decision Making,Institutional Characteristics,Undergraduate Students

Across major anglophone college systems, institutions in various jurisdictions have gained the authority to award the bachelor's degree. That prospect has come late to further education colleges in England. With its long history of teaching for the bachelor's degree, the English road to awarding powers has features in common with and different from those in North America and Australia. In the modern-day literature on college higher education in England, little attention has been given to the bachelor's degree in its own right. Accordingly, a summary history and a digest of quantitative and qualitative evidence are assembled. Domestic debates are reviewed. Issues for policy and research are signalled. In this way, a platform is provided by which to better connect with international debates and comparisons.
Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
Author: Browning, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Colonialism,Educational Change,Teaching Methods,Neoliberalism,Doctoral Students,Dialogs (Language),Group Discussion,Writing Processes,Curriculum Development,English (Second Language),Language Role,Universities,Personal Narratives,Language Teachers,Language Attitudes,Native Speakers,Language Variation,Power Structure,History,Political Influences,Teaching Experience,Social Systems,Cultural Context,Foreign Countries

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.
Developing English VET through Social Partnership in Further Education
Author: Crowther, Norman
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Partnerships in Education,Employers,Unions,Government Role,Models,Adult Education,Foreign Countries,Governance,Educational Policy

Recent debate has highlighted the Important significance of social partnership in further education for developing new approaches to English vocational education and training (VET). There is international evidence of the contribution that well-established social partnerships between employers, unions and government can make to deliver VET effectively. It is argued that in England VET can benefit from adopting and embedding social partnership models, especially ones in which further education (FE) colleges have a local and regional anchoring role. However, to date, England has persistently failed to implement any kind of significant social partnership for various reasons -- a crucial one being government reliance on an employer-led approach to VET. A prerequisite for developing social partnership in further education is to identify and garner support for promising governance and cooperation structures. Such identification foregrounds a conception of a rich civil society and economy, with local and regional partnerships being essential enablers. An examination of FE colleges as part of a VET system reviews the benefits of establishing a coordinated skills system providing coherent local, regional and national pathways for vocational, technical and skilled work. Such a national VET system would integrate universities, employer training, the school curriculum and careers.
Problem-Based Learning as a Tool to Facilitate Graduate Students&apos; Understanding of Terminology and Evidence-Based Practice in Child Language Disorders
Author: Magaldi, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Graduate Students,Vocabulary Development,Evidence Based Practice,Language Impairments,Children,Self Esteem,Language Usage,Clinical Diagnosis

There have historically been a variety of diagnostic terms used to describe children with unexplained language disorders. Recently there has been some consensus around the use of the term developmental language disorder (DLD) however, students, in particular graduate students, need to be aware of the various terms that have historically been used so that they are able to successfully employ evidencebased practice (EBP). The current study used a Problem Based Learning (PBL) approach, based on a teaching module recently published by the authors (see Victorino &amp; Magaldi, 2019), to teach students enrolled in a graduate program in Communication Sciences and Disorders (CSD) about the evolving terminology used to describe children with unexplained language disorders. Students' confidence in their understanding of the concepts surrounding the variety of terms used and confidence to seek evidence relating to children with unexplained language disorders was measured. Quantitative findings indicated increased student confidence after the PBL exercises on all areas measured, with the largest gains related to the nature of unexplained language disorders in children, and their ability to employ EBP. Qualitative findings also suggested the PBL exercises impacted students thinking about EBP. Implications for educators in CSD programs are discussed.
Speech-Language Pathology Graduate Student Clinicians&apos; Self-Perceived Competency in Dysphagia Management
Author: Hazelwood, R. Jordan
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Graduate Students,Self Efficacy,Motor Reactions,Physical Disabilities,Allied Health Occupations Education

Speech-language pathologists (SLPs) are the preferred healthcare providers for managing the direct clinical care of patients with dysphagia. By assessing self-perceived competency during academic training, SLP graduate student clinicians may increase their understanding of their skills in dysphagia management. We modified the Dysphagia Competency Verification Tool (DCVT) to use a 5-point ordinal scale to explore how SLP graduate student clinicians' self-perception of competency in dysphagia management changes over time and to determine the impact of clinical practicum experiences. Seventy-two SLP graduate student clinicians rated their self-perceived competency for four DCVT domains. We used Generalized Estimating Equations (GEE) models to analyze the statistical significance of selfperception of competency ratings for each of the DCVT domains across semesters while accounting for clinical practicum experiences. Overall, the SLP graduate student clinicians indicated an increase in DCVT scores from the beginning of their graduate training program to the time of graduation, but did not perceive themselves as Adequate on most items of the DCVT until their last semester. These results suggest that both SLP graduate student clinicians and SLP graduate training programs would benefit from using a standardized metric to assess self-perceived competence in dysphagia management. DCVT self-perceived competency ratings could inform SLP graduate student clinicians about areas of dysphagia management practice and skills that need further development, allowing them to target these specific areas and gain actual competence.
Student Voices from a Student- and Faculty-Led Diversity, Equity, and Inclusion Committee
Author: Wofford, Mary C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Leadership,Teacher Leadership,Diversity,Equal Education,Inclusion,Advisory Committees,Allied Health Personnel,College Students,College Faculty

Speech-language pathologists and audiologists have recognized an increased need for discussions surrounding diversity, equity, and inclusion (DEI) in the profession. The purpose of this work is to describe one evidence-informed approach to forming a departmental student- and faculty-led committee at a university and to highlight participant student voices from the committee. The committee's formation, organization, and activities are discussed from the perspectives of its members.
The Cranial Nerve Exam: Effectiveness of Peer-to-Peer Teaching and Experiential Learning in Speech-Language Pathology Graduate Students
Author: Burda, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Occupations Education,Clinical Diagnosis,Anatomy,Knowledge Level,Student Attitudes,Graduate Students,Experiential Learning,Psychomotor Skills,Speech Impairments,Diagnostic Tests,Teaching Methods,Self Efficacy,Student Surveys,Peer Teaching

This study sought to determine if speech-language pathology graduate students found peer-to-peer teaching and experiential learning beneficial in learning how to assess the cranial nerves. Graduate students in a motor speech disorders course completed an in-class cranial nerve examination in which they either portrayed clinicians or patients. Student groups utilized a reflective practice approach by teaching their peers how to assess the cranial nerves. Intensive practice sessions were offered almost daily for two weeks prior to the exam. Thirty-seven students completed an online survey about their knowledge and confidence in assessing cranial nerves and identifying diagnoses before starting the training for the exam; 36 participants completed the same survey post-exam training. Students reported feeling more confident and less anxious in evaluating the cranial nerves, assessing damages, and identifying diagnoses. This preliminary study indicates peer-to-peer teaching could be an effective strategy for learning how to evaluate cranial nerves.
The Development and Implementation of Align: A Multidimensional Program Designed to Enhance the Success of Black, Indigenous, and People of Color (BIPOC) Graduate Students in Communication Sciences and Disorders
Author: Lowell, Soren Y.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Success,Minority Group Students,Ethnic Diversity,Professional Personnel,Barriers,Skill Development,Peer Teaching,Mentors,Networks,Program Effectiveness,Academic Ability,Study Habits,Concept Formation,Allied Health Occupations Education,Speech Language Pathology,Audiology,Academic Support Services,At Risk Students,Intervention,Coaching (Performance)

The critical lack of racially and ethnically diverse healthcare professionals in the field of Communication Sciences &amp; Disorders (CSD) in contrast to the increasing diversity of the U.S. population may contribute to healthcare disparities and negatively impact healthcare outcomes. It is therefore imperative for transformational programs and practices to be enacted to substantially increase the number of CSD professionals representing Black, Indigenous, and People of Color (BIPOC). As training institutions that graduate and contribute to the certification of CSD professionals, universities are fundamental for contributing to this change. Numerous barriers have been identified that limit the number of underrepresented minority students who matriculate in and graduate from speech-language pathology and audiology graduate programs. At Syracuse University, a group of academic and clinical CSD faculty developed a program to specifically address these barriers: the Academic Skill Building and Networking (ALIGN) program. ALIGN implements a multifaceted approach toward facilitating the success of CSD BIPOC graduate students through the integration of academic and professional skill building, peer mentoring and networking, and professional mentoring and networking into the program curriculum. This study described the rationale and development of the ALIGN program, and reported quantitative and qualitative survey results to determine the preliminary effects of this program on an inaugural cohort of ALIGN participants. Overall, quantitative and qualitative data indicated that ALIGN had a substantial, positive impact on academic skills relative to study habits, understanding difficult course concepts, and general learning, and provided crucial support and connection opportunities with fellow BIPOC students.
Pre-School Teachers&apos; Change of Perceptions of Engineering through a Professional Development Experience
Author: Çil, Emine
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Attitude Change,Engineering,Faculty Development,Foreign Countries,STEM Education,Misconceptions,Reflection

In this study, an instructional programme was designed and implemented with preschool teachers to teach them about integrated STEM education. This paper focused on how this instruction changed teachers' perceptions of engineering. The study aimed at exploring what the teachers learned about engineering, one of the STEM disciplines, throughout their exposure to this programme. Thirty teachers participated in the study. Data was gathered via a drawing test and participants' diaries. For the analysis of the drawing test, a numerical coding system developed by Thompson and Lyons (2008) was used. Thematic content analysis was used for the qualitative analysis of the drawing test and the analysis of participant diaries. It was indicated that professional development experience enhanced pre-school teachers' perceptions of engineering. It was found that this programme helped teachers realise their deficiencies in relation to their engineering perceptions of engineering and rectify them. It was found that this professional development experience had positive effects on learning content knowledge in a specific engineering discipline and supporting positive feelings towards engineering.
Primary Student Teachers&apos; Teaching-Learning Conceptions, Attitudes and Self-Efficacy Beliefs toward Science Teaching
Author: Ecevit, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Teachers,Student Attitudes,Self Efficacy,Science Instruction,Teaching Methods,Learning Processes,Foreign Countries,Gender Differences,Scientific Attitudes

Science education plays an important role at primary school level. Primary school teachers are the first to introduce science to students. Teaching-learning conceptions, attitudes and perceived self-efficacy of teachers towards science teaching are influential on pupils' science learning. The aim of this study was to investigate primary student teachers' (PSTs') teaching-learning conceptions, attitudes, and self-efficacy beliefs toward science teaching. The sample consisted of 231 PSTs from a public university in Turkey. The Attitude toward Science Teaching Scale, Science Teaching Self-Efficacy Belief Instrument, and Teaching-Learning Conceptions Questionnaire were used for data collection. Descriptive statistics, multivariate analysis of variance, and Pearson correlation analysis were utilized for analyzing the data. Results revealed that PSTs exhibited a constructivist teaching-learning approach rather than a traditional teaching-learning approach. PSTs' mean scores on science teaching self-efficacy beliefs and attitudes toward science teaching were found higher than the average. Females were more dominant than males in terms of the teaching-learning approach. Moreover, it was found out that the female's science teaching self-efficacy beliefs and outcome expectancy were higher than the males.
The Role of Time in the Use of Visualization in Chemical Education: Pre-Service Teacher Practices
Author: Silva, Alceu Junior Paz da
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Preservice Teacher Education,Science Teachers,Chemistry,Time Factors (Learning),Interaction,Science Instruction,Foreign Countries

This exploratory study investigated the relationships between time utilisation and the use of visual resources, supported by audiovisual records of the practices of pre-service chemistry teachers applying Teaching-Learning Sequences. The content analysis was based on analytical categories found in the scientific literature. The results showed a positive association between increased time spent using visualizations, diversification of pupils' actions, and the quality of the students' verbal interactions, through the predominance of conceptualisations in the submicro domain, with transitions between the macro and submicro domains. This study reinforces the importance of reflecting on the different ways of using visualizations in classroom time during chemistry teacher education, and the challenges of building and implementing chemistry teaching practices with scientific visualizations that are more integrated into the school curriculum.
A Snapshot of Flipped Instruction in English Language Teaching in Turkiye: A Systematic Review
Author: Baltaci, Hasan Serif
Date: 2022-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Databases,Research Reports,Teaching Methods,Flipped Classroom,Student Attitudes,Barriers,Educational Benefits,Academic Achievement,Language Skills,Independent Study,Learner Engagement,Metacognition,Kindergarten,Elementary Secondary Education

This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, ERIC and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students' perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students' achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.