ethanporcaro/eric-fulltext-meta huggingface dataset:
Placement of Students with Extensive Support Needs in California School Districts: The State of Inclusion and Exclusion
Author: Cosier, Meghan
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Placement,Students with Disabilities,School Districts,Access to Education,Inclusion,Race,Expenditure per Student,School District Size,Low Income Students,Student Characteristics

Access to general education settings for students with disabilities varies greatly among and within states across the United States and worldwide. The variability in placement and lack of access to general education for students with disabilities, particularly students with extensive support needs, are reasons to identify factors associated with placement and then address the role of current policy. Explored in this study were the placement of students with extensive support needs in 938 school districts across the State of California in the United States and the relationship between placement and economic and demographic factors. Results suggest alarmingly low access to general education classrooms for students with extensive support needs, significant variability in placement, and relationships between placement and factors, such as total enrollment, race, and expenditure.
Examining the Multiple Intelligence Types Based on Academic Success, Age, Gender and Job Experience of Physical Education Teachers in State Schools in Turkey
Author: Bayram, Levent
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Intelligences,Academic Achievement,Age Differences,Gender Differences,Employment Experience,Teaching Experience,Physical Education Teachers

The current approach to education has highly changed compared to the past approach where individual differences and potentials were overlooked. Today, there is an education system that reveals the potentials of individuals, shapes the strong sides and supports the weak sides. This approach is based on the multiple intelligence theory. The aim of this study is to examine the profiles of educators based on the multiple intelligence theory. This is a scan model descriptive research. It was carried out in 2017 in four cities in Turkey (Istanbul, Ankara, Samsun, Gaziantep) with the participation of 110 physical education teachers (46 female, 64 male) whose ages were 22-42 (an average age of 31,98). To collect data, the reliability index was determined as 0.81, and the &quot;Multiple Intelligences Inventory&quot;, translated into Turkish by Oral (2001) was used. The significance level was considered as (p&lt;0.05). To compare the multiple intelligence type points based on the gender and age variables, the t test and Mann Whitney U test were used for paired comparisons while the Kruskal Wallis and OneWay ANOVA test was used for multiple comparisons. The significance level was considered as (p&lt;0.05). As a result of the study, a statistically significant difference was not detected in multiple intelligence point averages based on gender, job experience and academic achievement variables while a positively significant difference was found in the social intelligence type based on the age variable.
Study Abroad for Critical Multilingual Language Awareness Development in ESL and Bilingual Teacher Candidates
Author: Lindahl, Kristen
Date: 2020-02-00
Type: Journal Articles
Subjects: Study Abroad,English Teachers,Second Language Instruction,Multilingualism,Cultural Awareness,Bilingual Teachers,Language Attitudes,Teacher Attitudes,Preservice Teachers,Experienced Teachers,Foreign Countries,Immersion Programs,Language Minorities,Program Design

This article describes the ways in which study abroad experiences in international settings may help language teachers develop linguistic and cultural consciousness that ideally influence pedagogical practices in their home teaching contexts. Drawing upon the framework of critical multilingual awareness (CMLA; García, 2017), we describe three distinct study abroad programs designed to develop CMLA in pre- and in-service English as a Second Language (ESL) and bilingual educators. Findings indicate that, overall, participants in the three different programs demonstrated evidence of CMLA development with particular regard to awareness of language practices and sociopolitical contexts of language. We discuss how these projects, taken together, represent a unique focus for TESOL professionals engaged in international teaching experiences, and present considerations for those interested in designing and/or participating in such programs.
Collaboration to Support ESL Education: Complexities of the Integrated Model
Author: Vintan, Ana
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Elementary School Teachers,Teacher Collaboration,Teacher Competencies,Teacher Attitudes,Planning,Teacher Behavior,Faculty Development,Foreign Countries

The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants' practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed.
The Relationship between Smartphone Addiction and Life Satisfaction: Faculty of Sport Sciences Students
Author: Kula, Hale
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Life Satisfaction,College Students,Athletics,Correlation,Foreign Countries,Gender Differences,Age Differences,Intellectual Disciplines,Grade Point Average,Student Characteristics

The aim of this study was to investigate the relationship between smartphone addiction and life satisfaction of the students studying at faculty of sport sciences and to determine whether these parameters differ in terms of various variables. In the study, the Smartphone Addiction Scale developed by Kwon et al. (2013) and adapted to Turkish by Noyan et al. (2015) was used to determine the level of smartphone addiction of the participants. Life Satisfaction Scale developed by Diener et al. (1985) and adapted to Turkish by Köker (1991) was used to determine the life satisfaction levels of the participants. Conventional sampling method was preferred for sample selection and face-to-face survey method was used for data collection. In the analysis of the obtained data, descriptive statistics, Independent Sample t-test, One-way ANOVA and Pearson Correlation Analysis were used. A total of 554 volunteers participated in the study: 276 males (49,8%) and 278 females (50,2%). According to the results of the research, smartphone addiction and life satisfaction parameters had a statistically significant difference according to various variables. In addition, there was a significant negative correlation between life satisfaction and smartphone addiction. As a result, it was determined that as life satisfaction levels increased, smartphone addiction levels of participants decreased.
The Flipped Classroom for College Students: An Evaluation of Research and Trends from Traditional and Online Faculty
Author: Dyer, Rebekah
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,College Faculty,Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Attitudes,Cooperative Learning,Teacher Collaboration

The researchers of this article offer a diverse perspective in explaining and implementing teaching practices. One is an Associate Professor in the College of Education teaching undergraduate and graduate courses specific to the field of special education in a traditional setting and occasionally teaching online classes as an adjunct. She has been teaching at the university level for over eight years. The other researcher is an Associate Professor in the College of Humanities and Social Sciences who is a full-time online faculty member teaching undergraduate students. He has been teaching full-time online for over eight years and teaches traditional classes as an adjunct. Both faculty members utilize the same Learning Management System (LMS) to deliver their courses. They have both noticed a shift in how students prefer to learn. Together they pondered how the flipped classroom model can impact both online and traditional students and instructors. As they have implemented the flipped or inverted classroom model, they noticed that their students have experienced a large number of opportunities to collaborate with their peers. They have had the opportunity to collaborate with each other on presentations, projections, essay writing, lesson planning, individualized education plans for students with disabilities, and overall brainstorming of effective teaching strategies. Their students have also experienced the need for working through conflicts in their collaboration, interpretation of different ideas, and organization of information. These are all skills that are required in many careers. They conclude that the flipped classroom has proven to be a positive influence for students and instructors.
Evaluating the Effectiveness of &apos;Learning by Doing&apos; Teaching Strategy in a Research Methodology Course, Hargeisa, Somaliland
Author: Mekonnen, Fikru Debebe
Date: 2020-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Research Methodology,Foreign Countries,Experiential Learning,Student Centered Learning,Private Colleges,Undergraduate Students,Student Attitudes,Teacher Student Relationship,Feedback (Response),Research Skills,Writing Skills,Group Activities,Language Proficiency

Learning by doing means learning from experiences resulting directly from one's actions. In other words, it is a method by which students make the most of their education through active participation. In the process, the learner took ownership of own learning. Whereas, the teachers' role is to guide the students to facilitate by providing them with multiple activities and teaching materials. The present study involved 52 students who registered for the research methodology course between June-September, 2018, at Edna Adan University, one of the privately owned teaching hospital. Among whom, 54% were male and the rest 46% female. The mean age of the study subjects was 21.5 ± 2.6 SD. Participants were selected conveniently. Hence, those that happened to be available on the day of the collection were included in the self-administered interview. Then, the finding showed that over half of the participants agreed about the usefulness of learning by doing. Hence, the responses emphasized that the method enhanced their active participation in the learning process, and helped to understand the course readily. Moreover, 56% of the students expressed their eagerness to apply the knowledge and skill for their final thesis in the upcoming semester.
Challenges in Transforming Assessments for 21st Century Skills Development: Lecturers&apos; Perspective
Author: Murugiah, Thiruchelvi K.
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,College Students,Student Evaluation,Educational Assessment,Private Colleges,Foreign Countries,College Faculty,Business Administration Education,Assessment Literacy

The primary purpose of an assessment in pedagogy is to provide data and revise planned instructions. As the producers of skilled labour for the private sector, private higher education institutions (PHEIs), need to facilitate the transformation of assessments focused on developing 21st century skills competencies in students. In preparing for Industry 4.0, the private sector in Malaysia is concerned about fresh graduates not being adequately skilled for the workplace. The gap can lead to unemployment and a shortage in skilled labour. This research is designed to understand the challenges in transforming assessments to address the 21st century skills gap. Based on an epistemological belief through a social constructivist interpretive framework, a case study approach is used to co-construct the reality shaped by the course lecturers' experiences. Based on purposeful sampling, two (2) business lecturers with over five (5) years of teaching experience, and familiar with the diploma standards were selected from the School of Business. Data was collected using semi-structured interviews, document reviews and audiovisual materials. A data analysis strategy of reducing codes to themes and identifying patterned regularities was used to produce a written report. The findings reveal the challenges faced by lecturers in transforming assessments to develop 21st century skills. The recommendation is for assessments to be transformed based on private sector skill needs to keep up with the changing work skills demands of Industry 4.0. Continuous initiatives in shared value partnerships with the private sector will ensure that the development of 21CS remains relevant.
Examination of the Relationship among Adolescents&apos; Subjective Wellbeing, Parenting Styles with Smartphone in Terms of Different Variables
Author: Yildirim, Selami
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Well Being,Parenting Styles,Handheld Devices,Telecommunications,Addictive Behavior,High School Students,Foreign Countries,Predictor Variables,Parent Child Relationship,Correlation,Life Satisfaction,Academic Achievement,Personal Autonomy

Aim of this research is to examine the relationship between adolescents' subjective well-being and parenting style and smartphone addiction by several variables. The research population was composed of high school students studying in Kocaeli province in the academic year of 2017-2018. The sample was composed of 671 adolescents attending 6 different high schools which were randomly chosen out of this population. 313 (46.6%) of the participants are female, 358 (53.4%) of them are male. Relational survey model was used in the research. Data were collected using Personal Information Form, Smartphone Addiction Scale, Adolescent Subjective Well-Being Scale and Parenting Style Inventory. It was found in the research that participants' smartphone addiction levels did not differ statistically and significantly by gender, whether parents were together or divorced, and parental income. A negative significant relationship was found between academic achievement and smartphone addiction. According to the analysis results, as the smartphone usage duration extended, smartphone addiction level increased. The results of the analysis conducted to determine whether smartphone addiction was predicted by adolescents' subjective well-beings and the parenting styles (acceptance/involvement, psychological autonomy and strictness/supervision) showed that all variables other than parental acceptance were negative significant predictors of smartphone addiction. It was concluded that subjective well-being was the most important predictor of smartphone addiction.
Investigating the Relationship between Life Satisfaction and Academic Self-Efficacy on College Students&apos; Organizational Identification
Author: Çelik, Rasit
Date: 2020-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Correlation,Academic Achievement,Self Efficacy,College Students,Student School Relationship,Identification (Psychology),Foreign Countries,Sense of Community,Young Adults

This article explores the relationship between life satisfaction, academic self-efficacy, and organizational identification through a full structural equation model. The data was collected from 255 participants enrolled in different colleges within two universities via the scales of Life Satisfaction, Academic Self-Efficacy, and Organizational Identification. The results show that life satisfaction has direct significant effects on academic self-efficacy and organizational identification. In addition, the study also revealed that there is a significant indirect effect from life satisfaction to organizational identification via academic self-efficacy.
The Relationship between Transformational Leadership and Organizational Intimacy with Mediating Role of Organizational Empathy
Author: Salari, Marzi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transformational Leadership,Organizational Climate,Empathy,Teacher Administrator Relationship,Trust (Psychology),Correlation,High School Teachers

The purpose of this study was to investigate the relationship between transformational leadership and organizational intimacy with mediating role of organizational empathy. This study is an applied and correlation research method based on structural equation modeling. 105 teachers of Saravan city were studied by stratified random sampling method. To collect information, three questionnaires were used: transformational leadership, organizational intimacy and organizational empathy. For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel software. Based on results the amount of correlation coefficient of transformational leadership with organizational empathy (r=0.459, p&lt;0.01), transformational leadership with organizational intimacy (r=0.580, p&lt;0.01), organizational empathy with organizational intimacy (r=0.516, p&lt;0.01) was significant. The direct effect of transformational leadership on organizational intimacy ([beta]=0.43, t=3.93), direct effect of transformational leadership on organizational empathy ([beta]=0.48, t=4.19) and direct effect of organizational empathy on organizational intimacy ([beta]=0.36, t=3.373) was significant. The indirect effect of transformational leadership on organizational intimacy was also significant with the mediator role of organizational empathy ([beta]=0.172). Therefore, it can be concluded that transformational leadership has a positive and significant relationship, directly and indirectly, through the organizational empathy mediation variable with the organizational intimacy.
The Roles of Value Preferences and Cognitive Emotion Regulation Strategies on Prediction of Dating Violence
Author: Bacioglu, Seda Donat
Date: 2020-00-00
Type: Journal Articles
Subjects: Dating (Social),Violence,Emotional Response,College Students,Foreign Countries,Values,Predictor Variables,Religious Factors,Gender Differences,Age Differences,Self Control,Young Adults,Preferences,Psychological Patterns,Human Dignity

The aim of this study is to determine in what extends gender, age, relationship status, value preferences and cognitive emotion regulation strategies predict the dating violence. The study group was comprised of 335 university students. Attitudes Towards Dating Violence Scale, Cognitive Emotional Regulation Scale and Values Scale were used in data collection. According to the findings obtained from research, it was found that there were positive significant relationships between gender and social values, career values, intellectual values, spirituality and dating violence. On the other hand, the findings showed that gender and age variables are significant predictors of dating violence. Social values, intellectual values and freedom values positively predict dating violence. Spirituality, human dignity, romantic values and futuwwa negatively predict dating violence. Increasing the importance given to the social values, intellectual values and freedom values increases the attitudes that not supporting dating violence. On the other hand, increasing the importance given to spirituality, human dignity, romantic values and futuwwa decreases the attitudes supporting dating violence. It was found that there was a positive significant relationship between age and materialistic values and negative significant relationship between age and dating violence. Findings support that gender, age, cognitive emotion regulation strategies and value preferences are significant predictors of dating violence.
This Is How We Do It: Getting Students to Read the Textbook
Author: Schilling, Alli
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Best Practices,Success,College Students,Educational Improvement,Reading,Academic Achievement

Many of the courses taught at the college level are extremely reading intensive; covering as many as seven chapters over a two-week time span. Reading the textbook in courses such as these is the foundation on which success is built. So, how can instructors get students to read? Faculty teaching in the College of Business at a large private university located in the Southwest United States set out to unpack this mystery and explore ideas to ensure that students have the tools and resources to be successful in class--and to start holding them accountable for their own reading.
The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting
Author: Güvendir, Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Public Speaking,Anxiety,Preservice Teachers,Preservice Teacher Education,Cognitive Restructuring,Behavior Modification,Peer Counseling,Foreign Countries,Counselor Training,College Students,Counseling Techniques,Counseling Effectiveness

This mixed methods study examined the influence of cognitive behavioral approach based counsellor trainee support on prospective English teachers' public speaking anxiety and foreign language speaking anxiety in the class setting. The participants of the study included sixteen third-year prospective English teachers. Both quantitative and qualitative data analysis revealed that the participants benefited from the counselling procedure. The study aims to trigger more interest on different forms of anxiety experienced by prospective teachers and motivate researchers to design interventions that will psychologically assist prospective teachers in their transition to the teaching profession.