ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Scaffolds in Mathematics Instruction for English Learners with Learning Disabilities: An Exploratory Case Study
Author: Lei, Qingli
Date: 2020-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Mathematics Instruction,English Language Learners,Learning Disabilities,Students with Disabilities,Problem Solving,Instructional Effectiveness,Kinesthetic Methods,Language Usage,Multiplication,Constructivism (Learning),Elementary School Students,Grade 5,Interaction,Visual Aids,Special Education,Group Activities

As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math teachers to effectively support ELs with LD learning multiplicative reasoning. To this end, we employed an exploratory case study based on a frequency count analysis of four scaffold types used by the students and the teacher in their sessions. The results showed that kinesthetic and linguistic scaffolds were the most beneficial for helping ELs with LD to cultivate mathematical thinking with both concrete and abstract units, while also helping to increase the sophistication of their mathematical content-language usage. In combination with small-group interactions, these scaffolds provide an effective instructional method for improving multiplicative reasoning among ELs with LD.
Hong Kong Teacher Perceptions of U.S. Culture and Education: A Case Study to Prepare for a Collaboration
Author: Wong, Chiu-Yin
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Critical Thinking,Teacher Collaboration,Individual Differences,Professional Autonomy,Foreign Countries,Study Abroad,Culturally Relevant Education,Freedom,Case Studies,Cultural Awareness,North Americans,Asians,Misconceptions,International Cooperation,Preservice Teachers,College Faculty,College Students,Cultural Differences,Second Language Learning,Teacher Education,Confucianism,Student Characteristics,English (Second Language),Program Descriptions,Stereotypes,Immigrants,Educational Cooperation

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth, one-on-one interviews with five Hong Kong educators. The findings reveal that the Hong Kong teachers believe that respecting individual differences, inspiring students' critical thinking, and having freedom to choose how to teach and learn are top priorities in the U.S. However, there are also misconceptions in a few areas. This study not only helps prepare for a multicultural collaboration between U.S. teacher candidates and Hong Kong educators in a study abroad course, but it also aims to contribute to the literature the critical need of understanding unintentional biases and stereotypes that might negatively influence U.S. teacher candidates' assumptions of their students with diverse cultural and linguistic backgrounds.
Practices and Priorities of School-Based Counselors in Venezuela and Costa Rica
Author: Martin, Ian
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Counseling Techniques,Cultural Differences,Educational Policy,School Policy,Elementary Secondary Education,Vocational Schools,School Counseling

This article reports findings from surveys collected from practicing school-based counselors in Venezuela (N = 30) and Costa Rica (N = 107) using the &quot;International Survey of School-Based Counseling Activities&quot; (ISSCA). Analyses identified striking similarities between these two countries and major differences when compared to the other 10 countries within this special issue. The discussion is focused on explaining how school-based counseling policies and educational policies in Venezuela and Costa Rica influenced the development of counseling practices over time.
Autonomy Support and Academic Stress: A Relationship Mediated by Self-Regulated Learning and Mastery Goal Orientation
Author: Zheng, Jiali
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Stress Variables,Self Management,Mastery Learning,Goal Orientation,Correlation,Teacher Expectations of Students,Foreign Countries,Self Concept,Undergraduate Students,Graduate Students,Study Habits,Gender Differences

This study examines the relationship between autonomy support from instructors, self-regulated learning, mastery goal orientation and academic stress. College and graduate students in China (N=366) participated in this study. Mediation analysis was used to examine the relationships between the constructs. The results indicate that academic stress is a multidimensional construct with four subconstructs: pressures to perform, stress related to teacher expectation, perception of workload and stress related to academic self-perceptions. These sub-constructs were studied in relation to autonomy support, self-regulated learning, and mastery goal orientation. Direct effects of autonomy support were found on self-regulated learning and mastery goal orientation, as well as on stress related to academic self-perception. Mediation effects of self-regulated learning and mastery goal orientation were found between autonomy support and some of the subconstructs of academic stress.
Case of Obtaining Permission for Data Collection in Turkey within the Context of Academic Freedom and Ethics
Author: Sahin, Idris
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informed Consent,Data Collection,Academic Freedom,Ethics,Educational Administration,College Faculty,Research Problems,Educational Research,Educational Researchers,Research Administration,Graduate Students,Theses,Evaluation Criteria

The main purpose of this qualitative study is to identify the lived experiences of academicians working in the field of educational administration in Turkey with regard to obtaining permission for scientific research in educational institutions and examine it within the context of academic freedom and ethics. A case-study approach was used to collect the data. The study was conducted with the participation of 41 academicians working in universities in different regions. The data were collected with e-mail interviewing and analyzed with content analysis. The results revealed that the academicians experience serious problems regarding obtaining permission and their requests for research permission are not granted for various reasons and sometimes without justification. Based on the results, it can be suggested that the participants' suggestions should be paid attention and more objective criteria should be taken into consideration.
Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign
Author: Basham, James D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,Special Education,Educational Change,Electronic Learning,Learning Disabilities,Socioeconomic Status,Online Courses,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,COVID-19,Pandemics,School Closing

The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-and-mortar instruction to online learning. This manuscript explores factors related to the shift and argues the COVID-19 disruption creates an opportunity for systemic educational reform. The Universal Design for Learning framework is presented as a means to proactively anticipate learner variability while redesigning an education system to meet the diverse needs of students with learning disabilities. Issues surrounding FAPE in online instruction, digital inequity, and socioeconomic status are addressed. The article concludes with an example of how an online course, developed using the framework and supported with multiple technologies, can benefit students with learning disabilities.
Five Dimensions of School-Based Counseling Practice: Factor Analysis Identification Using the International Survey of School Counselors&apos; Activities
Author: Carey, John C.
Date: 2020-01-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Surveys,Factor Analysis,Factor Structure,Foreign Countries,Comparative Education,Counselor Role,Counseling Services,Advocacy,Program Improvement,Prevention,Administrator Role,Educational Planning,Career Planning,Cultural Differences

This article describes a factor analytic study designed to identify the underlying dimensions of school-based counseling practice that will be useful in describing cross-national differences in school-based counseling practice and in enabling comparative research on school-based counseling policy and effectiveness. Practicing school-based counselors (N = 2913) from 10 countries (China, Costa Rica, India, Kenya, South Korea, Malta, Nigeria, Turkey, the United States, and Venezuela) used the International Survey of School-Based Counseling Activities (ISSCA) to rate the centrality of 40 activities to the role of a school-based counselor. Factor analysis determined that five dimensions adequately described the school-based counselor role: Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; Administrator Role; and Educational and Career Planning. Analysis of Bartlett Factor Score averages revealed that each country demonstrates a unique profile which reflects that country's dominant mode of practice. This lead article describes these dimensions and the cross-national differences on these dimensions. Subsequent articles in this special issue describe country-specific results and explain factors that affect practice within each country.
Instruction on the English Tense System through Systemic Theoretical Instruction and Cognitive Grammar: Impacts on Students&apos; Grammatical Production
Author: Ng, Chi Wui
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphemes,Grammar,Teaching Methods,Guidelines,Second Language Learning,Second Language Instruction,Classroom Research,Foreign Countries,English (Second Language),Secondary School Students,Language Tests,Student Attitudes,Pretests Posttests,Test Items,Cloze Procedure,Task Analysis

Traditional grammar pedagogy conceptualizing grammar as rules of thumb fails to provide learners with comprehensive, accurate, or systematic knowledge on the system. The present classroom-based study aims at investigating application of an alternative pedagogical grammar method integrating the pedagogical framework of systemic theoretical instruction and the linguistic framework of cognitive grammar to instruction on the English tense system. Four instructional sessions were conducted in an English language classroom in a Hong Kong secondary school, and impacts of the pedagogy on students' grammatical production were examined by means of tests and focus group interviews. The pedagogical approach was discovered to exert limited impacts on students' controlled and free grammatical production statistically, yet the effect size of the pedagogy on students' grammatical production was large. Several factors ought to be taken into consideration in application of the pedagogy to second language grammar instruction.
Innovation through Community Partnership Mapping and Analytics
Author: Dodge, Keristiena
Date: 2020-07-00
Type: Journal Articles
Subjects: Higher Education,Best Practices,Partnerships in Education,School Community Relationship,Metropolitan Areas,Community Involvement,Service Learning,Data Collection,Data Use

Higher education institutions are increasingly required to provide a measured response to perceptions that challenge institutions' value proposition as assets to their communities. This article focuses on best practices in the campus' efforts to create a pathway to demonstrate community impact. The ability of systematic tracking of partnership and project data is foundational. This article discusses how institutions' research agenda can expand from basic metrics to analyzing leading indicators of partnership success, and how a sophisticated dataset can be ultimately leveraged to measure impact. The article concludes with a reflection of the challenges faced by other higher education institutions and the commonality in institutions' desire to systematically track and visualize community engagement efforts.
The Power of Workshop
Author: Nagl, Stephanie
Date: 2020-05-00
Type: Journal Articles
Subjects: Writing Workshops,Writing Instruction,Teaching Methods,High School Seniors,Program Effectiveness,English Instruction,Grades (Scholastic),Student Attitudes

This action research explores the use of Readers'-Writers' Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the attitudes toward reading of high school seniors. Findings suggest RWW can be an effective tool for engaging students, as well as, helping students to develop positive attitudes with reading practices.
Mamelodi Pre-University Academy: Aligning Campus Strategic Goals to Achieve a University&apos;s Anchor Institution Strategy Mandate
Author: Ogude, Nthabiseng A.
Date: 2020-07-00
Type: Journal Articles
Subjects: Universities,Strategic Planning,Campuses,School Community Relationship,Educational Objectives,College Role,Access to Education,Higher Education,Academic Achievement,Institutional Mission,After School Programs,Slums,Disadvantaged,Student Attitudes,Social Responsibility,Educational Attainment,Program Improvement,High Schools,Articulation (Education),Case Studies,Graduation,College School Cooperation,Social Change,Racial Segregation,Foreign Countries,Program Descriptions

The University of Pretoria (UP) adopted an anchor institution strategy and designated the Mamelodi Campus as a faculty with a focus on community engagement with the primary goal of broadening educational pathways to post-secondary school attainment. As a conceptual shift from the community engagement literature, the Mamelodi Campus identifies the role that it plays and its relationship with the Mamelodi community as part of its &quot;anchor&quot; institution strategy. This paper provides an overview of how two strategic goals of the university, namely widening access and success and strengthening social responsiveness, have manifested over a decade through designating STEM access programs to a campus located in the impoverished township of Mamelodi. The anchor mission entails improvement of the access programs through incorporating the student voice, as well the improvement of the after-school programs (ASPs) by formalizing a Pre-University Academy (PUA). The PUA is a signature academic program geared towards fostering articulation between the high school initiatives, access programs, and the mainstream programs to ensure a seamless transition from secondary school to graduation. A case study methodology was followed to highlight the lessons drawn from the provision of the programs which resulted in forward and backward articulation to close the school-university gap while addressing systemic educational problems left by the legacy of apartheid. The paper further elaborates on the process followed to cement the anchor mission through the PUA as well as make recommendations to strengthen anchor institution strategy efforts in similar contexts.
The Effects of a Multicomponent Strategy Instruction on the Argumentative Writing Performance of Low-Achieving Secondary Students
Author: Hisgen, Susanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Essays,Persuasive Discourse,Learning Disabilities,Students with Disabilities,Writing Instruction,Teaching Methods,Intervention,Student Motivation,Comparative Analysis,Metacognition,Instructional Effectiveness,Learning Strategies,Special Schools,Foreign Countries

The ability to compose argumentative essays of sufficient quality is tantamount to the aptitude of thinking independently and critically, which is vital to playing an active part in one's society. Thus, the aim of teaching students this skill is incorporated into virtually every secondary school curriculum in almost all democratic countries around the globe. Unfortunately, adolescents with learning disabilities and other academic challenges find it especially difficult to write texts that present arguments about both sides of a controversial issue and weigh up the evidence before taking a stance. In this study, we investigated the effectiveness of self-regulated strategy development for an approach called STOP &amp; DARE with 77 underperforming secondary students. Because academically challenged learners find it particularly difficult to engage in such an arduous task as acquiring argumentative essay skills, we complemented our intervention concept with some motivational techniques. We conducted our study within a randomized control group design: While half of the sample received the STOP &amp; DARE training, the other half took part in a mindfulness course. Results showed a clear increase in performance among the students who attended the writing intervention sessions, whereas the control group's skill level rose only negligibly. These effects were still evident after 4 weeks. This suggests that the ability of struggling secondary students to compose admissible argumentative essays can be significantly improved even with relatively little means. We discuss these findings and their implications in relation to the possibilities of implementing STOP &amp; DARE under everyday conditions in school.
Structural Validity of the International Survey of School Counselor&apos;s Activities (ISSCA) When Applied with Counseling and Guidance Personnel in Primary Schools in Hong Kong
Author: Wong, Shui Wai
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary Schools,School Counselors,School Counseling,Counselor Role,Counselor Attitudes,Surveys,Foreign Countries,Cultural Context,Factor Structure,Construct Validity,Special Education,Coordinators,Discipline,School Social Workers

This paper reports results of a recent exploratory study using the International Survey of School Counselor's Activities with two separate but equivalent samples of guidance professionals from primary schools in Hong Kong. An exploratory factor analysis using data from one sample (n = 76) identified 7 factors representing guidance and counseling roles: counseling services; practice improvement; services to parents; prevention programs; advocacy and systemic improvement; educational and career planning; and, discipline and administration. Confirmatory factor analysis using data from the second sample (n = 76) supported this 7-factor solution. A previous international study involving school-based counselors from 10 countries had identified five underlying dimensions to the counselor role. The difference between the factor structure in the original international study and that in Hong Kong may be due to cultural factors and different counseling practices. Future research is needed with a larger sample for further confirmation.
Humanity Education as a School-Based Intervention for Healing
Author: Gutierrez, Daniel
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Humanities Instruction,Intervention,Violence,Trauma,Mental Health,Prevention,Conflict,War,Positive Attitudes,Psychoeducational Methods,Empathy,Competency Based Education,Counseling

Violence is a large-scale public health concern that impacts the mental health of people all over the world. There is a critical need for early intervention strategies that prevent violence and foster humanity and well-being. Traditional approaches to violence prevention focus on inhibiting antisocial behavior, overlooking the benefits of promoting positive values, humanity, and prosocial behavior. Aegis Trust is an international organization dedicated to the prevention of future genocides and promotion of humanity globally through education. It developed an educational methodology that has shown evidence of effectiveness in recovering from trauma, promoting humanity, and preventing violence in post-genocide Rwanda and other countries that have experienced conflict. This program, known as Champion Humanity (CH), was found to increase positive behaviors and attitudes. The purpose of this article is to describe the core principles of Humanity Education, the CH program, and propose its utility as a school-based intervention.
Paving the Way for Counselling? The Link between Maltese PSD Model and Counselling
Author: Falzon, Ruth
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,Social Development,Individual Development,School Counselors,Secondary School Teachers,Self Concept,Adolescents,Teacher Role,Student Empowerment,Student Attitudes,Teacher Attitudes,Counselor Attitudes,Gender Differences,Helping Relationship,Emotional Intelligence,Group Discussion,Reflection

This study explored whether Personal and Social Development (PSD) teachers, school-based counsellors, and students in Maltese secondary schools perceived processing experiences as empowering to seek counselling, if and when needed. The study investigated if processing techniques within PSD methodology helped develop self-awareness. The research builds on the concept of ethical advertising - opportunity to inform and help clients arrive at courses of actions beneficial for themselves. The literature review discusses processing in the PSD Maltese model, comparing processing with overall counselling experiences. Data were collected through two questionnaires, one for professionals and one for 15 and 16-year-olds completing secondary school education. Results revealed that participants acknowledged the effectiveness of processing with regard to empowerment, information to seek counselling, and increased self-awareness. The results also indicate a need for more students' awareness with regard to PSD teachers' specific role, disclosure, and boundaries. Based on the findings, the authors recommend that such a methodology be encouraged in educational systems and that more training and awareness be carried out to clarify teachers' roles with students so that small-group set-ups yield more effective results.