ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Inquiry-Based Learning to Support the Mathematical Learning of Students with SEBD
Author: Camenzuli, Jonathan
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Mathematics Instruction,Teaching Methods,Secondary School Students,Males,Behavior Disorders,Behavior Problems,Emotional Disturbances,Antisocial Behavior,Program Implementation,Observation,Reflection,Journal Writing,Semi Structured Interviews,Grades (Scholastic),Mathematics Tests,Program Effectiveness,Learner Engagement,Student Behavior,Student Improvement,Mathematics Achievement,Learning Motivation,Qualitative Research,Student Journals

This paper, which draws on action research methodology, explores the use of inquiry-based learning (IBL) in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD). The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students' work and student marks in the school-based half-yearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels.
Understanding the Role of Bystanders and Peer Support in School Bullying
Author: Cowie, Helen
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Victims,Intervention,Peer Relationship,Peer Influence,Audiences

Research into school bullying has traditionally focussed on the actual protagonists--the perpetrators and the targets. Consequently, we know a great deal about the psychological characteristics of bullies and victims and the consequences of bullying in undermining the emotional well-being of both targets and perpetrators. While an understanding of the personal aspects of the bully-victim relationship is important, it only addresses part of the issue. Bullying is experienced within a group of peers who adopt different participant roles and who experience a range of emotions. In this article, I argue that bullies do not act alone but rely on reinforcement from their immediate group of friends as well as the tacit approval of the onlookers. This article explores the conflicting emotions often experienced by the bystanders. It also makes some suggestions about interventions to empower bystanders to take action against bullying through, for example, such interventions as peer support.
The Nature of Language Learners' Beliefs: A Half-Told Story
Author: Zhong, Qunyan
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Acquisition,Language Attitudes,Second Language Learning,Case Studies,Longitudinal Studies,Knowledge Level,Attitude Change,Foreign Countries,Data Analysis,Asians,Semi Structured Interviews,Observation

Substantial amount of research regarding L2 learners' beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners' beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners' beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners' beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners' beliefs. The beliefs that the learners held were not always in harmony and some of them can be self-contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners' beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an inter-related construct that has dual features and sometimes can be paradoxical.
Parental Socialization of Emotion: How Mothers Respond to Their Children's Emotions in Turkey
Author: Ersay, Ebru
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Socialization,Emotional Response,Preschool Children,Correlation,Interpersonal Competence,Behavior Problems,Mothers,Validity,Reliability,Gender Differences,Age Differences,Family Income,Parent Background,Educational Attainment,Employment Level,Birth Order,Geographic Location,Psychological Patterns,Fear,Questionnaires,Rewards,Punishment,Multiple Regression Analysis,Predictor Variables,Likert Scales,Factor Analysis

Several research studies suggest a link between parents' emotion socialization and children's social competence and behavior problems. Parents contribute to their children's emotion socialization, more directly, through responses to their children's emotions. Early emotion socialization experiences with parents establish patterns of emotion experience, expression, and regulation that children carry into their broader social circles. Few scales exist to document parents' responses to children's emotions. The aim of this study was to document mothers' responses to their children's sadness, anger, fear, and being overjoyed. A study sample of 868 mothers of preschoolers completed the questionnaire in Turkey. The validity and reliability properties of the Responses to Children's Emotions (RCE) Questionnaire were also examined. We found that mothers in Turkey preferred to respond differently to children's different emotions. Mothers' responses generally did not differ according to the gender of their children; the only difference was found for sadness. Mothers' responses to their children's emotions related to the children's and mothers' ages, monthly family income, levels of mothers' education, mothers' employment status, birth order of children, and the city they lived in. This study is important in that it is the first to document mothers' emotion socialization strategies for their children in terms of one positive and three negative emotions.
Enabling Undergraduates to Put into Practice Learning to Support Emotional Well-Being for Children and Young People
Author: Turner, Wendy
Date: 2014-04-00
Type: Journal Articles
Subjects: Mental Health,Well Being,Public Policy,Undergraduate Students,Health Promotion,Higher Education,Instructional Materials,Partnerships in Education,Foreign Countries,Electronic Learning,Role Playing,Vignettes,Theory Practice Relationship,Work Experience,Program Descriptions,Children,Youth,Blended Learning,Program Evaluation,Questionnaires,Focus Groups,Student Attitudes,Labor Force Development,Mixed Methods Research,Phenomenology

In the UK policies such as the Children's Plan 2008-2020 through to Promoting the Emotional Health of Children and Young People (2010) identify that professionals such as teachers, youth workers, social workers and youth offending specialists, do not have the necessary underpinning knowledge to adequately support children and young people's emotional well-being. Further that these professionals fail to recognise when a child or young person may need additional help. These findings suggest that gaining knowledge and understanding of emotional well-being for children and young people is a key requirement for those working in this field. This paper is an evaluation of an initiative that saw a partnership of developing joint learning materials from expert emotional well-being organisations being delivered as part of an undergraduate award at a traditional Higher Educational (HE) Institution. The evaluation showed that the introduction of interactive, e-learning materials, supplemented with role play and scenario based learning and running concurrently alongside work experiences enabled students to acquire and apply knowledge and understanding of emotional well-being for children and young people to real situations, and thus bridged the &quot;practice-theory gap&quot;.
Circle Solutions, a Philosophy and Pedagogy for Learning Positive Relationships: What Promotes and Inhibits Sustainable Outcomes?
Author: Roffey, Sue
Date: 2013-04-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Outcomes of Education,Social Development,Emotional Development,Intervention,Program Descriptions,Undergraduate Students,Elementary School Students,Service Learning,Teacher Participation,Interpersonal Relationship,Foreign Countries,Criticism,Resilience (Psychology),Democracy,Safety,Role,Guidelines,Qualitative Research

Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed &quot;Circle Time&quot; in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with active school support that promotes relational values, the learning outcomes for positive relationship building are more sustainable.
Coping with Verbal and Social Bullying in Middle School
Author: Donoghue, Christopher
Date: 2014-11-00
Type: Journal Articles
Subjects: Grade 6,Grade 7,Grade 8,Elementary School Students,Parochial Schools,Bullying,Middle Schools,Coping,Help Seeking,Student Attitudes,Educational Environment,Middle School Students,Student Surveys,Measures (Individuals),Reliability,Victims,Statistical Distributions,Gender Differences,Regression (Statistics),Least Squares Statistics

Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.
Social Emotional Competence--Too Much or Too Little
Author: Gundersen, Knut K.
Date: 2014-04-00
Type: Journal Articles
Subjects: Interpersonal Competence,Emotional Development,Social Development,Skill Development,Facilitators (Individuals),Needs Assessment,Training Objectives,Emotional Adjustment,Social Adjustment,Aggression

When we measure social competence, the scores indicate that a person can become better and better just as in other school subjects such as history or geography. In general, these scores also give an actual picture of the status and/or progress of the person's social competence. However, it might be preferable to portray many of the dimensions of social competence as a continuum where the optimal level could be in the middle rather than at one of the ends. That is to say, social initiatives could take place too often or too seldom, or a person could take others' needs into consideration too little, but also too much, to the detriment of his or her own needs. This implies that the overall purpose in a training social and emotional learning program might at the same time involve training some participants to do less of something and others to do more. The present article reflects on different continua involved in social competence training and suggests that the facilitator needs to analyse the needs of each of the participants in a group and adapt the training program accordingly. The implications for conducting a program, composition of programs and for the training of facilitators are also discussed.
Implications of the Marketization of Higher Education for Social Emotional Development in Schools: A Personal View
Author: Cooper, Paul
Date: 2014-11-00
Type: Journal Articles
Subjects: Commercialization,Role of Education,Educational Objectives,Higher Education,Social Development,Emotional Development,Citizen Participation,Student Participation,Educational Philosophy,Foreign Countries

This essay discusses the institutional dysfunction that has resulted from the misguided belief that a market forces approach leads to the improvement of teaching quality and learning outcomes. Because the market forces approach is based on a simplistic input-output model that pays scant attention to teaching and learning processes, it is an approach that rewards those who are already advantaged and penalizes those who are disadvantaged. It is, therefore, a mechanism by which inequality is continually reproduced. School administrators, school teachers, and students are all at enormous risk of being trapped in an endless tail-chasing game that induces social discord and emotional distress, and diverts attention from the problems of the world that education is supposed to equip us to address. The author argues that one way to correct institutional dysfunction is to revitalize the public debate about the purposes of education and to emphasize the importance of education in shaping secure, confident, active, curious, and engaged citizens who are willing and able to engage with the challenges of being a human being in the 21st century. This will be a lot harder than allowing market forces to make all of our decisions for us. It is likely to involve encouraging students in schools and universities to be more actively involved in the construction of their own learning experiences. In turn, this will require teachers and lecturers to be more active in developing more inclusive pedagogies. Education needs much less mindless devotion to market forces and much more vision about the power of education to transform and enrich lives to the benefit of everyone.
&quot;When We Talk about Compliance, It's Because We Lived It&quot;: Online Educators' Roles in Supporting Students with Disabilities
Author: Rice, Mary Frances
Date: 2015-12-00
Type: Journal Articles
Subjects: Online Courses,Technology Uses in Education,Educational Technology,Disabilities,Distance Education,Special Education,Teacher Role,Administrator Role,Academic Accommodations (Disabilities),Student Needs,Teaching Conditions,Semi Structured Interviews,Coding,Interaction,Curriculum,Barriers,Educational Policy,Educational Administration

As participation in online learning grows, so do concerns around the ways in which students with disabilities are served in virtual school programs, both full and part-time. At the crux of this struggle is the way in which federal and state laws (many of which were incepted before online learning existed or gained traction as an educational option) are interpreted by educators and translated into policies at the school level. Further, administrators, special education case managers, and teachers all interpret school level policies and answer to directives from a hierarchy of supervisors. The interpretations of these policies and the understandings educators use to guide their thinking have not been well-researched. In the present study, teachers, special education case managers, school level special education administrators, and regional directors were interviewed about their roles in developing, supporting, and implementing accommodations and other forms of support for students with disabilities in online courses. Findings from this work focus on the role conceptions of various types of educators in virtual schools and the tensions they experience as they work to support each other in positioning students with disabilities for success.
Real-Time Virtual Teaching: Lessons Learned from a Case Study in a Rural School
Author: Barbour, Michael K.
Date: 2015-12-00
Type: Journal Articles
Subjects: Rural Schools,Educational Technology,Case Studies,Teaching Methods,Synchronous Communication,Online Courses,Technology Uses in Education,Computer Mediated Communication,Conventional Instruction,Foreign Countries,Distance Education,Student Experience,Observation,Focus Groups,Interviews

Due to the challenges facing rural schools, many jurisdictions have resorted to the use of virtual school programs to provide curricular opportunities to their students. While the number of virtual schools that rely on synchronous instruction as a primary or significant method of delivery is quite small, there are some programs that do (and a growing number of virtual schools that use it with small groups or individuals). This case study examined the use of synchronous online instruction by one virtual school with students in a single rural school in Newfoundland and Labrador. The data from a variety of collection methods revealed three themes: similarities with online student experiences and their traditional classroom experiences, the development of local learning communities, and the preference for students to use chat over audio.
Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies
Author: Howard, Keith A.
Date: 2015-07-00
Type: Journal Articles
Subjects: Success,Failure,Algebra,Educational Policy,Longitudinal Studies,High School Students,College Readiness,Academic Achievement,Student Motivation,Ability Grouping,Mathematics Education,Psychological Characteristics,Student Records,Mathematical Aptitude,Control Groups,Experimental Groups,Policy Analysis,Statistical Analysis,Multivariate Analysis

In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.
UDL in Online College Coursework: Insights of Infusion and Educator Preparedness
Author: Scott, LaRon A.
Date: 2015-12-00
Type: Journal Articles
Subjects: Access to Education,Online Courses,Teacher Education Programs,Special Education Teachers,Graduate Study,Alignment (Education),Graduate Students,Student Attitudes,Student Surveys,Measures (Individuals),Likert Scales

Teacher education programs are increasing the use of online courses to train and prepare teachers. The Universal Design for Learning (UDL) framework is one strategy used to effectively train and prepare special education teachers in the online learning environment. The purpose of this study was to examine participants' perception of UDL in online graduate-level courses and their preparation after completing the online courses using UDL. Mean ratings are reported for course alignment with UDL principles as are teacher preparation ratings. Participants reported that they perceived the online courses to be aligned with the UDL principles and that their learning and preparation was positively impacted. The results contribute to the application of these findings to online coursework and teacher preparation. Limitations and implications are discussed.
&quot;All for One and One for All&quot;: Negotiating Solidarity around Power and Oppression in Mathematics Education
Author: Hand, Victoria
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Education,Equal Education,Teacher Education,Researchers,Group Membership,Conferences (Gatherings),Educational Research,Power Structure,Teacher Educators,Workshops,Teacher Attitudes

In this essay, the authors, as participants of the Privilege and Oppression in the Preparation of Mathematics Teachers Educators conference, reflect on tensions inherent in standing with and speaking on behalf of communities in an attempt to build and signal solidarity with them. They describe this tension in relation to their membership in the community of researchers who study equity in mathematics education. A particular exchange that arose during whole group discussion at the conference seeded a conversation around other situations they have encountered in this community, and led to the development of a set of &quot;cautionary tales&quot; for the field.
Delegating Mathematical Authority as a Means to Strive toward Equity
Author: Dunleavy, Teresa K.
Date: 2015-07-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Student Participation,Power Structure,Equal Education,Qualitative Research,Video Technology,Documentation,Student Attitudes,Teacher Attitudes,Algebra,Mathematics Tests,Student Responsibility,Urban Schools,Grade 9,Case Studies,Minority Group Students,Observation,Semi Structured Interviews

In this article, the author provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.