ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Argumentation Activities on Seventh Grade Students&apos; Environmental Attitudes and Their Knowledge Level
Author: Hamalosmanoglu, Mustafa
Date: 2019-09-00
Type: Journal Articles
Subjects: Persuasive Discourse,Instructional Effectiveness,Grade 7,Student Attitudes,Knowledge Level,Science Instruction,Foreign Countries,Environment

The purpose of the study was to reveal the effects of scientific argumentation-oriented teaching activities on the environmental attitudes and knowledge of seventh-grade Turkish students within the human and environment unit compared to the activities suggested by the ministry of education science and technology curriculum. This study employed a &quot;Quasi-experimental design with pre-test-post-test control group&quot; quantitative research design. A total of 57 seventh-grade students participated in the study, 29 in the test group and 28 in the control group. The research was carried out in a public school in the Melikgazi district of the Kayseri Province in the 2012-2013 academic years, where the study's was conducted over a total of 16 h. Research data were collected through a 24-item environmental knowledge test and a 20-item environmental attitude scale after granting permission of the researcher who was working on environmental education. Independent samples t-test analyzes were performed for the dependent variable environmental knowledge level. As the scores of the participants were not normally distributed in the environmental attitude scale, the analysis of the scores obtained from this scale was performed by nonparametric Mann-Whitney U-test. As a result of the analysis, it was observed that the participating students' environmental knowledge post-test scores significantly differentiated in favor of the test group (t (55) = 2.564, ? = 0.013). Environmental knowledge post-test results revealed that scientific argumentation-oriented teaching activities were significantly more effective on students' environmental knowledge compared to the control group. However, no significant difference was found between the environmental attitude post-test scores (U = 311.5, ? = 0.129). Therefore, it was concluded that teaching activities focused on scientific argumentations had no effect on these students' attitudes toward the environment. Regarding the results of the study, the effect of this method on students' environmental attitudes should be compared at secondary school, high school, and university levels.
The Importance of Mindfulness for Anxious Students
Author: Bradshaw, Gina
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Anxiety,Stress Management,Listening,Self Management,Students

Anxiety is a large issue among youth. Physical and mental symptoms can develop from anxiety, and educators must recognize these symptoms in their students. The stigma that is attached to mental health can make it difficult for students to receive support and treatment. Mindfulness is a way that educators can address anxiety in their classroom. Mindfulness teaches students to understand how their brain reacts to stress, and how to train their brain to interrupt anxiety. Mindful breathing and listening are two strategies that help students self-regulate themselves. A mindfulness program will provide students with tools to help reduce stress and anxiety.
A Maori Crisis in Science Education?
Author: Stewart, Georgina
Date: 2017-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Foreign Countries,Science Instruction,Elementary Secondary Education,Culturally Relevant Education,Equal Education,Racial Differences,Minority Group Students,Teacher Attitudes,Student Attitudes,Educational Policy,Language Usage,Bilingual Students,Biculturalism

This article is written for school teachers in Aotearoa New Zealand schools who teach science to Year 7-10 students or as part of a primary classroom programme under The New Zealand Curriculum. What can teachers do about inequity in science education for Maori students? Clear understanding of this complex issue is required, so this article offers a synopsis of the Maori science curriculum debate. Written from my perspective as an insider-researcher interested in this topic for many years, this article engages with important comments about Maori-medium science education made by Sir Peter Gluckman in a major report on science education (2011), and an earlier challenge by Graham Hingangaroa Smith (1995) about the 'Maori crisis' in science education. Towards the end I briefly discuss what teachers might do, and consider the potential of 'bilingual science' as an alternate approach with relevance for any classroom teacher, and a way of navigating the current theoretical impasse or 'crisis' in Maori science education.
Collaboration as a Means to Support Inclusion
Author: Sheppard, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,General Education,Educational Practices,School Policy,Teacher Attitudes,Teaching Skills,Preservice Teacher Education,Faculty Development,Educational Philosophy,Models,Sustainability,Teacher Collaboration,Positive Attitudes,Students with Disabilities,Budgets,Special Education Teachers,Experienced Teachers

Inclusion has been an integral part of school policies worldwide for decades, yet the application of inclusionary principles depends on the attitude and skill set of the individual teacher in the classroom. Changing the requirements of pre-service teacher training, combined with the development of an inclusive ethos in school divisions will address the philosophical inconsistency regarding inclusion in classrooms. Allocating increasingly limited professional development funds toward school-based collaborative teams, rather than &quot;event-based&quot; professional development held off-campus, will create a cohesive, sustainable model to ensure teacher growth and entrench inclusionary practices in general education classrooms.
The Effects of Using Digitally Supported Concept Maps Method in Science Classes in Primary Education on the Academic Success and Students&apos; Opinions
Author: Uygur, Mutlu
Date: 2019-09-00
Type: Journal Articles
Subjects: Concept Mapping,Elementary School Science,Computer Uses in Education,Elementary School Students,Grade 7,Student Attitudes,Academic Achievement,Science Instruction,Instructional Effectiveness,Foreign Countries,Pretests Posttests

In this research, the effects of using digitally supported concept maps on the academic success of students in science classes in primary education and their opinions toward the advantages of digitally supported concept maps were examined. The research was conducted with seventh-grade students in a state school in Turkey. This research used a quasi-experimental design with two groups employing a pre-test/post-test. A total of 44 students participating in this study: Twenty-two students in the experiment group and 22 students in the control group. The control group of students experienced the concept maps using pencil and paper (manual) while the experiment used digital education materials. The data were analyzed through t-test to determine whether there was a significant difference between academic success points and then analyzed through content analysis. According to the results of the research, the students who experienced the digitally supported concept maps increased their academic success. These students reported that &quot;learning takes place more easily&quot; through this method. The results of this research show that the students got entertained and motivated much more in the environments that digitally supported concept maps were used.
Untangling the Math Debate
Author: Ballantyne, Alicia
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Faculty Development,Teaching Methods,Mathematics Teachers,Communities of Practice,Teacher Competencies,Anxiety,Self Efficacy

The question of how best to teach mathematics has been up for debate for decades. Traditionalists push for a back-to-basics type education, while reformers seek to teach students for understanding. At the same time, many teachers are dealing with their own feelings of anxiety about math. While it often appears that this debate must end in an either-or solution, perhaps the best way forward would be to seek a balanced solution. Teachers could be supported through this process of change with a combination of quality professional development and opportunities to engage in professional learning communities. Finding a way to strike a balance and end this debate will give teachers the opportunity to provide their students with a comprehensive mathematics education.
Appropriate Inclusive Practices for Children with Autism
Author: Sawchuk, Amber
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Autism,Teacher Collaboration,Educational Planning,Clinical Diagnosis,Guidelines,Teaching Methods,Profiles,Pervasive Developmental Disorders,Educational Practices

Children with autism have unique needs, and providing them with an appropriate education in an inclusive environment requires collaboration between team members. There are extensive articles available to assist with the planning process; however, the most important source of information for educational planning for a child with autism remains the strengths and abilities of that child. This paper examines resources, guidelines, and specific examples that are available for educators to use, in collaborative methods, in order to ensure that an appropriate inclusive education is provided for a student who has been diagnosed with autism.
Creating Equity in a Diverse Rural School
Author: Chrisp, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Equal Education,Foreign Countries,Student Diversity,Educational Change,Student Needs,Student School Relationship,Academic Achievement,Elementary Secondary Education,Small Schools

McCreary School, a rural community school with an average enrolment of 150 students from kindergarten to grade 12, provides a learning environment for a population of diverse students in Turtle River School Division, Manitoba. At the same time, the school incurs significant challenges for creating a school and classroom environment that is equitable for all students. The diverse background that makes up an individual student (including, but not limited to, ethnicity, socioeconomic status, and cognitive and physical ability) contributes to the creation of a sample of minority students within the school population. School-based data have shown a relationship between the minority population and lower social and academic achievement. These barriers combine to produce learning obstacles that must be carefully considered in order to bring about change so that success for all learners may be achieved through equitable opportunities. The teachers at McCreary School have collaborated to make a plan for change at both the school and classroom level, in order to create an increase in equitable opportunities for every student. The teachers determined that change is required in three domains: meeting individual students' basic physical needs, supporting students academically at the school and classroom level, and supporting students socially at the school and classroom level. While the range of diverse students poses a challenge for creating an equitable learning environment for all learners, several solutions have been put into effect by teachers, in order to work toward creating and maintaining equity at both the school and classroom levels.
Causality Related to Coreferential and Reciprocal Structures in Ewe
Author: Larnyo, Phillips Kofi Atsu
Date: 2019-00-00
Type: Journal Articles
Subjects: African Languages,Structural Analysis (Linguistics),Foreign Countries,Semantics,Verbs,Figurative Language,Folk Culture,Drama,Literature,Language Research,Sentence Structure

This paper examines how causality is related to coreferential and reciprocal structures, looking at how they are conceived and expressed in Ewe. It deals with one particular type of causative constructions, namely the periphrastic causative construction, where the CAUSER is coreferential with the CAUSEE. This is the case where the CAUSER and the CAUSEE refer to one and the same person. For a more adequate description of this causative phenomenon in Ewe, two types of linguistic data are employed in this paper: textual and introspective. The textual data are composed of didactic materials which include popular story books and descriptions of folklore, customs and traditions, pseudo-literary plays and narratives published by the Bureau of Ghana Languages. All instances of the causative situation were extracted, with a careful consideration of the surrounding contexts so as to allow for a correct interpretation in the analyses (as context is often crucial for a correct semantic analysis and interpretation of causative forms). This paper identifies that just as English and other languages do, it is possible to express threefold coreferentiality in Ewe; where the causer is coreferential with the causee and the patient. It can also be identified that only verbs that can take the same semantic participant types as both subject and object can be reflexivized and reciprocalized; else, prototypical semantically-transitive verbs can be reflexivized only metaphorically.
Dealing with In-Class Challenges: Pre-Service Teacher Cognitions and Influences
Author: Çimen, Seyda Selen
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,English (Second Language),Second Language Instruction,Language Teachers,Practicums,Program Effectiveness,Experiential Learning,Secondary School Teachers,Foreign Countries,Teaching Conditions,Student Behavior,Student Characteristics,Educational Policy,Educational Resources,Classroom Environment

This study explores cognitions of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching and the influences that shape their cognitions. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers' cognitions. Data for this study were collected in two main stages. The first stage involved collection of the base-line data through an open-ended questionnaire with a view to identifying in-class challenges experienced by in-service English language teachers. The second stage included scenario-based interviews with pre-service teachers that took place before and after the practicum. Results of the study reveal that (1) pre-service teachers generated various strategies in their pre- and post-practicum cognitions; (2) there were traces of change in cognitions due to practicum; (3) courses in teacher education program, pre-service teachers' own learning experiences, and practicum experiences emerged as influences that shape their cognitions.
Evaluating the Effect of Writing Instructions on Students&apos; Writing Skills
Author: Fidan, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Spelling,Foreign Countries,Punctuation,College Students,Writing Instruction,Language Skills,Comparative Analysis,Teaching Methods,Writing Skills,Compliance (Psychology),Pretests Posttests,Instructional Effectiveness

The development of language skills is important at both the individual and social levels. Writing, which is one of these skills, enables individuals to express themselves both aesthetically and permanently. This importance of writing requires special attention to the training for its development. In this research, screening model which is one of the quantitative research methods was used. How the texts written by university students were influenced by the instructions used in written forms was the subject of this research. The students of Aksaray University, Faculty of Education Department of Turkish Education participated in the study. These students were divided into two groups as experimental and control groups. As a result of the research, it was seen that the instructions were effective in terms of number of words and connection expressions. In terms of compliance with spelling and punctuation rules, it was determined that the instructions had no effect on these groups.
The Effects of Poverty on Academic Achievement
Author: McKenzie, Kendra
Date: 2019-00-00
Type: Journal Articles
Subjects: Poverty,Academic Achievement,Achievement Gap,Student Behavior,Learning,Educational Strategies

Poverty has become one of the most prevalent indicators of academic achievement in our schools today. As the number of students raised in poverty increases, it is vitally important that educators be aware of the effects of poverty on student behaviour and learning capacity in the classroom. Educators must incorporate proven strategies in order to help close the gap in academic achievement between those raised in poverty and those raised in more affluent homes.
Supporting Gender Development: A Call to Action for Educators
Author: Thompson, Laura Jeanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Gender Issues,Student Diversity,Civil Rights,Public Health,Public Schools

The author recently completed a three-year program in early childhood education in BC and became interested in the evolution of gender development in the early years. Findings of this policy and programs research reveal that the work has been done by upper levels of the provincial education system, but the created programming has not translated into the classrooms as a ubiquitous element of planning for students' learning opportunities or environment in their growth toward their personal identity. Greater effort is essential to support full potential in efficacy to the enriching of children of all ages in their journey of self-awareness.
Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners through Video Reflection
Author: Moore, Brooke
Date: 2019-07-00
Type: Journal Articles
Subjects: Video Technology,Cooperative Learning,Middle School Students,Grade 7,Social Studies,Content Area Reading,Reading Comprehension,Urban Schools,Reflection,Cognitive Processes,Difficulty Level,English Language Learners,Low Income Students,Students with Disabilities

Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be beneficial to diverse and exceptional learners in the group, particularly if students are not supported in how to engage successfully in collaborative work. Using a mixed-methods approach, we explored the use of video reflection and guided discussions with students using collaborative strategic reading (CSR) in heterogeneous collaborative groups in one seventh-grade general education, social studies class in an urban middle school. Students' collaborative group work was video recorded pre- and post-reflection sessions to determine change in engagement in shared learning. The reflection session included students watching the video recording of their group work during CSR, discussing their collaboration using guided prompts, and setting goals for improvement. Following the reflection session, findings revealed an overall increase in time on task for all students, with increased participation of diverse and exceptional students in richer content-related discussions. When all students understand how the collaborative group shares the cognitive load and supports each other through discussing and elaborating on ideas, academic literacy and richer understanding of the content can occur.
Reimagining the Science Classroom: Building Indigenous and Non-Indigenous Partnerships
Author: Buck, Shane
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Indigenous Populations,Culturally Relevant Education,Learning Activities,Cultural Awareness,Teaching Methods

This article examines factors that are limiting the effectiveness of science education among Indigenous learners. The science classroom requires a fundamental change in its structure. There needs to be an increased focus on defining and examining Indigenous knowledge, on incorporating activities that meet relational needs by using traditional Indigenous ways of knowing, and on the appropriate synthesis of multiple cultural views within the Western science curriculum.
Anxiety at Teenagers&apos; Fingertips
Author: Tomoniko, Sylvie
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Adolescents,Computer Mediated Communication,Bullying,Peer Acceptance,Addictive Behavior,Coping,Teacher Role,Parent Role,At Risk Persons,Social Media,Mental Health,Media Literacy,Social Isolation,Self Concept,Metacognition,Family School Relationship,Citizenship Responsibility

Teenager anxiety can be fueled by the online social interactions of today's youth. Comparing one's life with others, coping with bullying behaviour, seeking acceptance from peers, and digital addiction can all have a role in the rising anxiety today's teenagers are experiencing. Educators and parents have an important role to play in teaching teenagers how to navigate their digital environments in a safe and responsible way. Through education, students can be made aware of the risks of social media to their mental health, learn coping techniques and be directed to resources that can help to alleviate the anxiety they may be experiencing
Social Justice and School Music Education in China
Author: Pang, Yunge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Social Justice,Ethnic Groups,Minority Groups,Multicultural Education,Nationalism,Politics of Education,Tokenism,Educational Change,Equal Education,Teacher Education,Critical Theory,Reflection

China is a multi-ethnic nation. However, formal education often neglects differences in ethnicity, and school music education tends to marginalize the musics of ethnic minorities, owing to the government's political ideology of maintaining national unity. Thus, ethnic musics incorporated in teaching materials are often politicized and tokenized, and pedagogies used for teaching ethnic musics in classroom teaching tend to be oversimplified. Addressing social justice in music education is centrally concerned with equity, which I suggest can be promoted by positive changes, including institutional changes, education for music teachers that incorporates learning ethnic musics and pedagogies appropriate to teaching these musics.