ethanporcaro/eric-fulltext-meta huggingface dataset:
The Grow Your Own Collective: A Critical Race Movement to Transform Education
Author: Rogers-Ard, Rachelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Diversity (Faculty),Teacher Recruitment,Teacher Persistence,Critical Theory,Race,Advocacy,Culturally Relevant Education,Minority Group Teachers,Program Development,Alternative Teacher Certification,Elementary Secondary Education,Racial Bias,Postsecondary Education,Higher Education,Social Justice,Whites

This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO) programs. Using a critical race theory (CRT) orientation to educator development, this article introduces the national Grow Your Own Collective (GYOC) as an advocacy and support network for locally tailored collaborations to recruit, prepare, place, and retain culturally rooted teachers of color. In clarifying how GYOC applies CRT as an operational framework for preparing teachers to teach within historically underresourced school systems, the article defines GYO programs, shares nationwide models, and argues that collaborations between community-based organizations, districts, schools, and higher education partners are essential to disrupt institutionally racist practices. The article ultimately argues for a reconceptualization of teacher preparation processes to more fully recognize and address institutionalized racism at the K-12, collegiate, and community levels.
Growing Them Early: Recruiting and Preparing Future Urban Teachers through an Early College Collaboration between a College of Education and an Urban School District
Author: Coffey, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Recruitment,Partnerships in Education,College School Cooperation,Schools of Education,Preservice Teacher Education,Urban Schools,Urban Universities,High School Students,Dual Enrollment,High Schools,Mentors,Workshops,Teacher Education Curriculum

While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement.
Use of Sport Promotion Mix to Increase Consumption of Services: A Case Study of El-Hawwar Sport Club in Egypt
Author: Attia, Mohamed A. S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Clubs,Athletics,Marketing,Program Effectiveness,Public Relations,Merchandising,Social Media,Advertising

Drawing on a specific case of the El-Hawwar Sporting Club, located in El-Mansoura, Egypt, the primary intent of this study was to identify variables and key factors that contribute to an effective sport marketing promotional mix, used to enhance visibility and consumption of products and services of the sport organization. A total of 100 participants completed a questionnaire with questions using a 3-point Likert scale including demographic information to determine the effectiveness of a promotional mix to increase the service consumption of the HSC Sporting Club. The findings confirm the extraordinary value of a well-chosen promotional mix to increase the visibility and profitability of the touted goods and services. Participants provided several practical recommendations that include a call on today's sport marketers to invest sufficient time and resources in conducting a thorough market and consumer behavior analysis as a foundation for an effective promotional mix. This study found the use of promotion mixes in Egyptian clubs is still at its infancy and there is a dire need for more research on the topic in the future.
When Physical Education Meets Technology: Responding to Technological Needs of Teaching Physical Education in the U.S.
Author: Liu, Sa
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Teaching Methods,Educational Technology,Technology Uses in Education,Physical Education Teachers,Teacher Education Programs,Undergraduate Study,Curriculum,Technological Literacy,Computer Science Education,Technology Integration,Geographic Regions

The increasingly critical role of technology in teaching has resulted in noticeable reform efforts and updating Physical Education Teacher Education (PETE) programs to meet new educational needs. This study investigated the technology components included in PETE undergraduate curricula in U.S. public research universities. Using comparative content analysis, descriptive analysis, and proportion test, 89 PETE undergraduate curricula were examined focusing on technology course credits. The results revealed that: (a) PETE undergraduate programs were less likely to include technology components in their PETE curriculum across the U.S.; (b) among the programs that had technology components, 75% of them included technology credits in their degree/certificate requirements; and (c) fewer PETE oriented technology courses were specifically offered to PETE students. The data from the study suggested that there was a lack of technology-related training in the existing PETE undergraduate programs. More research is needed to ensure that preservice teachers possess the needed technological knowledge.
Examining the Impact of Disability Sports Unit on Students&apos; Perceptions of Disability
Author: Grenier, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Attitudes toward Disabilities,Student Attitudes,Physical Education,Grade 5,Elementary School Students,Athletics,Team Sports,Instructional Effectiveness,Units of Study

The purpose of this research was to examine the influence of a disability sport curriculum on students' perceptions towards individuals with physical disabilities. Three fifth grade physical education classes (n=40) participated in seven disability sport lessons that included goalball, sled hockey and sitting volleyball. Data collection included focus group interviews and surveys to gain insight into the effectiveness of the sports in shaping perceptions of disability. An inductive thematic analysis was conducted on the qualitative data. Quantitative findings revealed little change in students' perceptions of individuals with physical disability. Qualitative data supported the qualitative findings in demonstrating the limited appreciation of the sports and a devaluing of the sport experience. The results support a critical analysis of curriculum and pedagogical practices that underscores the importance of discussing skill differences and the construct of ability in order to bring a deeper meaning to the disability sporting experiences. Recommendations include the need for teachers to become familiar with the skills necessary to play disability sports in order to provide their students with a more diverse perspective.
Diffusion of Innovations and Program Implementation in Areas of Health Behavior/Education/Promotion, Physical Activity, and Physical Education
Author: Stephenson, Rachyl
Date: 2018-00-00
Type: Journal Articles
Subjects: Innovation,Physical Education,Educational Innovation,Health Education,Health Behavior,Health Promotion,Physical Activities,Teaching Methods,Teacher Characteristics,Elementary School Teachers,Preservice Teachers

Diffusion of Innovations (DOI) is a complex and intricate theory applied in a variety of contexts. This review investigates the five key attributes of innovation in DOI (relative advantage, compatibility, complexity, trialability, and observability), as well as the stages of diffusion within innovators (early adopters, early majority, late majority, and laggards). Literature is examined with the application of DOI in areas of general education, health behavior/education/promotion, physical activity, and physical education. The model lends itself well to be applied within the physical education realm, but at this point is an understudied theory within the context.
Automaticity of Lexical Access and Executive Control in Croatian-German Bilinguals and Second Language Learners
Author: Malivuk, Kristina Vujnovic
Date: 2018-00-00
Type: Journal Articles
Subjects: German,Serbocroatian,Second Language Learning,Second Language Instruction,Color,Interference (Learning),Reaction Time,High School Students,Executive Function,Bilingualism,Immersion Programs,Animals,Language Processing,Foreign Countries,Computer Assisted Testing,Pictorial Stimuli

The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.
The L2 Motivational Self System: A Meta-Analysis
Author: Al-Hoorie, Ali H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,Learning Motivation,Self Motivation,Second Language Learning,Predictor Variables,Learning Experience,Correlation,Second Language Instruction,Self Concept

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the oughtto L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = 0.61, 0.38, and 0.41, respectively), though weaker predictors of objective measures of achievement (rs = 0.20, -0.05, and 0.17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
Digitally-Supported Language Exchanges in Primary School: The AlpConnectar Project
Author: Botturi, Luca
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Second Language Learning,Second Language Instruction,Information Technology,Intercultural Communication,Foreign Countries,Context Effect,German,French,Italian,Grade 3,Teaching Methods,Program Descriptions,Teacher Attitudes,Student Attitudes,Teacher Competencies,Computer Mediated Communication,Computer Assisted Instruction,Cultural Awareness,Technological Literacy,Outcomes of Education,Program Implementation

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.
A Study of Taiwanese University Students&apos; English Use, Learning Goals and Attitudes toward English as a Lingua Franca
Author: Luo, Wen-Hsing
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Language Attitudes,Foreign Countries,Student Attitudes,College Students,Native Speakers,Majors (Students),Language Variation,Cultural Awareness,Teaching Methods,Official Languages

This study investigates Taiwanese university students' experience of English use, aims of learning English and attitudes toward English as a lingua franca (ELF). The notion of ELF has been researched in the field of English language teaching. However, English teaching practice targeting native-speaker (NS) norms is still prevailing in English classrooms. To better respond to learner needs of using English in the age of globalization, this study explores learners' English learning and use in relation to their attitudes toward ELF. Research methods including interviewing and questionnaire survey were employed to collect data from English majors at a university in Taiwan. The study finds that the learners were aware of the communicative value of ELF and actually used ELF in intercultural communication. The learners' use of English in context affected their attitudes toward ELF and aims of learning English. It is found that the learners preferred English conforming to NS norms; yet, they wished to learn local variation of English concerning accents and word use. In light of the findings, the author suggests that English teachers incorporate an ELF perspective into English instruction and help learners develop intercultural awareness and competencies.
Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Author: Coyne, Michael D.
Date: 2019-01-00
Type: Journal Articles
Subjects: Individual Differences,Vocabulary Development,Receptive Language,Kindergarten,Teaching Methods,At Risk Students,Learning Problems,Language Impairments,Pretests Posttests,Expressive Language,Measures (Individuals),Listening Comprehension,Response to Intervention,Intelligence Tests,Verbal Ability,Vocabulary,Listening Comprehension Tests,Control Groups,Experimental Groups,Scores

We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention within a multitiered-system-of-support (MTSS) or response-to-intervention framework. Participants included students from two previous studies identified as at risk for language and learning difficulties who were randomly assigned in clusters to receive small-group vocabulary intervention in addition to classroom vocabulary instruction (n = 825) or to receive classroom vocabulary instruction only (n = 781). A group of not-at-risk students (n = 741) who received classroom vocabulary instruction served as a reference group. Initial vocabulary knowledge measured at pretest moderated the impact of intervention on experimenter-developed measures of expressive vocabulary learning and listening comprehension favoring students with higher initial vocabulary knowledge. Tier-2 intervention substantially counteracted the Matthew effect for target word learning. Intervention effects on listening comprehension depended on students' initial vocabulary knowledge. Implications present benefits and challenges of supporting vocabulary learning within an MTSS framework.
Exploring the Relationship between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
Author: Clarke, Ben
Date: 2019-01-00
Type: Journal Articles
Subjects: Correlation,Mathematics Skills,Mathematics Instruction,Kindergarten,Intervention,At Risk Students,Numbers,Elementary School Students,Elementary School Mathematics,Grade 1,Achievement Tests,Standardized Tests,Response to Intervention,Program Effectiveness,Large Group Instruction,Small Group Instruction,Number Concepts,Mathematics Achievement

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned to one of two treatment conditions (a small group of two to five students) or control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (delayed posttest). Analyses examined the moderating effects of initial student achievement level on mathematics outcomes. Results indicated that initial skill moderated student outcomes but the relationship did not differ by group size. Implications for tiered mathematics instruction are discussed.
Skill Moderators of the Effects of a Reading Comprehension Intervention
Author: Clemens, Nathan H.
Date: 2019-01-00
Type: Journal Articles
Subjects: Intervention,Reading Comprehension,Randomized Controlled Trials,Reading Fluency,Vocabulary Development,Pretests Posttests,Reading Difficulties,Grade 6,Grade 7,Grade 8,Word Recognition,Oral Reading,Achievement Gains,Control Groups,Experimental Groups,Middle School Students,Reading Tests

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.
Does the Severity of Students&apos; Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Author: Fuchs, Lynn S.
Date: 2019-01-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Arithmetic,Grade 1,Elementary School Mathematics,At Risk Students,Control Groups,Experimental Groups,Mathematics Skills,Computation

The purpose of this analysis was to assess whether effects of first-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n = 213) and two variants of intervention (n = 385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25 minutes were identical in the two variants, focused on number knowledge that provides the conceptual bases for arithmetic. The other five minutes provided nonspeeded conceptual practice (n = 196) or speeded strategic practice (n = 199). Contrasts tested effects of intervention (combined across variants) versus control and effects between the variants. Moderation analysis indicated no significant interactions between at-risk children's pre-intervention mathematics skill and either contrast on any outcome. Across pre-intervention math skill, effects favored intervention over control on arithmetic and transfer to double-digit calculations and number knowledge, and favored speeded over nonspeeded practice on arithmetic.
Examining the Role of Pre-Instruction Academic Performance within a Text-Based Approach to Improving Student Content Knowledge and Understanding
Author: Wanzek, Jeanne
Date: 2019-01-00
Type: Journal Articles
Subjects: Academic Achievement,Student Improvement,Randomized Controlled Trials,Adolescents,Reading Achievement,Social Studies,Intervention,General Education,Teaching Methods,Grade 8,Reading Comprehension,Middle School Teachers,Middle School Students,Disabilities,Knowledge Level

Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading achievement moderate the effects of a previously validated intervention, Promoting Adolescents' Comprehension of Text (PACT). We examined data from a prior randomized control trial of 1,487 eighth-grade students in 85 classes that were randomly assigned at the class level to receive either PACT instructional practices or typical instructional practices using the same social studies content. Results of the current study reveal no moderating effect at the class level of either initial background knowledge or reading achievement on student content knowledge acquisition or content reading comprehension outcomes. Classes with varying levels of background knowledge and reading achievement performed similarly in PACT instruction, with benefits of the PACT instruction found on content knowledge acquisition.