ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Algebraic Understanding through Talk and Writing: A Pilot Study
Author: Locke, Terry
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Teachers,Secondary School Students,Oral Language,Written Language,Grade 9,Student Attitudes,Foreign Countries,Student Motivation,Outcomes of Education

This article reports on what happened when a mathematics teacher at an urban, New Zealand secondary school trialled the use of oral and written language tasks with his Year 9 mathematics students (two classes) as a way of developing their understanding of algebra. Over a period of five weeks, he trialled the use of a range of activities that were new to his practice and were designed to encourage students to use oral and written language to express their algebraic understanding. A range of data was collected in relation to this &quot;intervention&quot;--pre- and post-intervention questionnaires, test results and teacher observations. Findings suggested that the activities collectively contributed to a marked increase in students' algebraic confidence and willingness to use algebraic discourse in expressing and reflecting on their learning. It is argued that these findings have implications for mathematics instruction and, more generally, for disciplinary literacy theory.
Everyday Literacy Practices of a Former Syrian Refugee: Strengths and Struggles
Author: Kaur, Tajinder
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Refugees,Trauma,Family Literacy,Adult Literacy,Literacy Education,Multilingualism,Cultural Influences,Context Effect,Language Skills,English (Second Language),Second Language Learning,Victims,Foreign Countries,Ethnography,Second Language Instruction,Stress Variables,Social Media,Computer Mediated Communication,Land Settlement,Resilience (Psychology)

Taking a social practice view of literacy, this study examines and describes the everyday literacy practices of a recently arrived Syrian refugee to Aotearoa New Zealand. It highlights the individual, home and community literacy competencies that are often overlooked in adult literacy education. Data was collected from interviews with the participant at home including observations of literacy and multi-lingual practices. Analysis reveals key theoretical perspectives, captures how the participant's literacy practices have changed as a result of changing demands and the particular cultural and contextual aspects of their literacies. The study supports the complexity of literacy and language skills that refugees need for successful resettlement. It calls for a greater awareness of alternative understandings of literacy, challenges the often deficit views of refugees as helpless victims and advocates an inclusive approach to address problems and possibilities for learners surviving trauma.
Effective Mathematics Instruction for Students with Moderate and Severe Disabilities: A Review of the Literature
Author: Bowman, Jessica A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Severity (of Disability),Moderate Intellectual Disability,Severe Intellectual Disability,Autism,Teaching Methods,Elementary Secondary Education,Special Education,General Education,Mathematics Skills,Generalization,Federal Legislation,Educational Legislation,Equal Education

Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed.
The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children with Autism
Author: Ward, Karen D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Stimuli,Motivation,Communication Skills,Generalization,Transfer of Training,Reinforcement,Cognitive Ability,Receptive Language,Expressive Language,Developmental Disabilities,Prompting,Young Children

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.
The Role of Middle Leaders in New Zealand Secondary Schools: Expectations and Challenges
Author: Bassett, Martin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle Management,Secondary Schools,Administrator Role,Urban Schools,Trustees,Administrators,Administrator Attitudes,School Administration,Instructional Leadership,Expectation,Faculty Development,Time Management,Leadership Training

The role of middle leaders in New Zealand secondary schools is a complex one, fraught with many challenges. Educational reforms that began in the 1980s have increased pressure on top-level educational leaders, resulting in the delegation of responsibilities to other levels in the school hierarchy, with a considerable intensification of management work for middle leaders. As a result, the scope and volume of tasks they are now expected to carry out has led to an increasingly challenging role for these practitioners. This study set out to examine middle leadership development practices in New Zealand secondary schools. A qualitative questionnaire was administered to boards of trustees, senior leaders and middle leaders in five large urban secondary schools. Findings reveal strong agreement between Boards of Trustees, senior leaders and middle leaders regarding the expectations of the role of middle leaders and the challenges they face. Middle leaders have responsibility for a variety of leadership functions which significantly impact on student learning outcomes. However, the complexity of middle leaders' role is overwhelming for many practitioners, they feel unprepared to cope with their increasing workload and associated challenges. It is concluded that middle leaders undertake a pivotal role in the centre of the school hierarchy, mediating between senior leaders and the staff within their departments. However, if middle leaders are to effectively fulfil their role as pedagogical leaders, it is imperative they are provided with the essential training and support to build their leadership capabilities.
Effects of Shared Reading on the Early Language and Literacy Skills of Children with Autism Spectrum Disorders: A Systematic Review
Author: Boyle, Susannah A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Reading Skills,Language Skills,Children,Autism,Pervasive Developmental Disorders,Developmental Delays,Reading Aloud to Others,Interaction,Intervention,Skill Development,Listening Comprehension,Expressive Language,Augmentative and Alternative Communication,Questioning Techniques,Teaching Methods,Emergent Literacy,Child Behavior

Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.
Transformative Insights: A Synthesis of Threshold Concept Theory and Graduate Attributes
Author: Marsh, J. Dawn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Fundamental Concepts,College Graduates,Individual Characteristics,Undergraduate Study,Transformative Learning,Public Colleges

This theoretical study proposes a set of 'transformative insights' that transcend disciplinary boundaries and point to a common educational foundation at undergraduate level. It involved a review of disciplinary threshold concepts, followed by thematic analyses of institutional and programme level graduate profiles from New Zealand universities. Twelve common clusters of graduate attributes were identified, but their potential as cross-disciplinary threshold concepts was found to be problematic. This led to the alternative proposal that six transformative insights occur during undergraduate education: discernment of underlying beliefs, assumptions, values and expectations; epistemological positioning; linguistic nuance; engagement as a learner; thinking critically, analytically and creatively; and ethical awareness and integrity. Transformative insights reflect a synthesis of threshold concepts and graduate attributes, and support institution-wide approaches to teaching, learning and curriculum development. Further research to establish an empirical basis for the utility of transformative insights and explore their relationship to disciplinary threshold concepts is proposed.
A Case Study of Game-Based Learning in Interior Design Studios
Author: Alaswad, Zina
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Interior Design,Studio Art,Student Attitudes,Apprenticeships,Evaluation Criteria,Creativity,Feedback (Response),Progress Monitoring,Public Colleges,Undergraduate Students,Time Management,Affordances,Experiential Learning

The purpose of this paper is to understand perceptions of interior design students after using game-based learning (GBL) as an approach to address workload distribution, lack of clear assessment criteria, and deficiencies of the master-apprentice model during the process of solving several small-scale design problems along the course of a semester. A literature review of the instructional issues in design studios is presented along with an overview of the activity systems theory as an underpinning theoretical perspective. This research paper explains the research design behind the case study methodology used to perform data collection, analysis measures and organize coding schemes. Findings from the study conclude that GBL fits into the iterative and experimental nature of the design process, helps students focus on the design process through trial and error without a significant risk, changes the studio's feedback structure, and allows students to track their progress while having creative freedom. This paper provides empirical evidence supporting the existence of instructional issues in traditional design studios, provides considerations for using GBL to address these issues, and suggests directions for future research studies in fields of instructional technology, design pedagogy and higher education policy.
Constructivist Digital Design Studio with Extended Reality for Effective Design Pedagogy
Author: Islam, Zahid
Date: 2019-00-00
Type: Journal Articles
Subjects: Preferences,Constructivism (Learning),Cognitive Ability,Design,Individual Characteristics,Cognitive Style,Studio Art,Teaching Methods,Computer Simulation,Instructional Effectiveness,Age Groups,Information Technology,Life Style,Handheld Devices,Outcomes of Education,Technological Literacy,Technology Uses in Education,Learning Motivation,College Students,Student Attitudes,Physical Environment,Comparative Analysis

It is evident from previous research that learner preference, cognitive load and effective learning are interconnected. Designers' individual characteristics and preferred modality of information delivery in the design studio has direct relation to the effective use of the information delivered. This study evaluates and discusses possibilities of using XR (Extended Reality) technology within the framework of constructivist learning approach in the interior design studio by measuring its effectiveness as a pedagogical tool. The nature of the design studio and its pedagogy stayed nearly analogous throughout the past century (Bashier, 2014; Koch, 2006). The exponential advancement of information, communication technologies and generation Z's assertiveness toward electronic 'device' oriented lifestyle are the two major challenges that today's design studios yet to adopt for effective design education. With an overview of contemporary design pedagogy and the potential use of XR for a constructivist learning environment; this study explores students' learning styles and identifies how these learning preferences affect their learning outcome in traditional and Extended Reality based learning environment.
Design for the Well-Being of Domestic Animals: Implementation of a Three-Stage User Research Model
Author: Kaygan, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Animals,Well Being,Needs,Empathy,College Students,Industry,Design,Family Environment,Student Attitudes,Foreign Countries,Interaction

This paper presents how we, as design educators, integrated user-centeredness into a design studio course project that is concerned with improving well-being of domestic cats and dogs. Since the primary users of the project were identified as domestic animals, we carried out the project in collaboration with experts from a veterinary medicine school who study animal behavior. We developed a three-stage user research model to enable students to familiarize themselves with the physical and emotional needs of the animals at the beginning, and test their prototypes with the users in both the lab and home contexts during the project. The empirical basis of the paper comes from the interviews we conducted with 12 students who participated in the project, in order to explore their experiences of designing for animals. The paper shows that including animals in a design process as participants, through iterative trials in the real use context, serves as a good strategy to not only overcome the challenges of designing for animals, but also teach students the importance of user-centeredness and building empathy in design in a broader sense.
A Study on Novice and Experienced Teacher Perceptions of Professional Development in Fiji
Author: Mohan, Parmeshwar Prasad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Experienced Teachers,Teacher Attitudes,Faculty Development,Rural Schools,Urban Schools,Educational Needs,Teacher Improvement,Secondary School Teachers

This research examines novice and experienced teacher perceptions of school-based professional development (PD). Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 10 novice and 10 experienced teachers from two case study schools (one rural and one urban). The major findings to emerge are: first, the PD needs of novice teachers and experienced teachers differ, secondly, all teachers need PD to sustain the changes made to their teaching practice regardless of their difference in experiences; and finally, teachers' PD should be well planned to meet the teachers' needs. Overall, both the novice and experienced teachers' perception is that PD enables them to work on improving their practice to ensure more effective facilitation of students learning and teaching. This study, by providing information on the PD of the novice and experienced teachers in Fiji, could be of interest to schools and the Ministry of Education (MoE).
Connection of a Different Kind: Teachers Teaching Mindfulness with Children
Author: Albrecht, Nicole Jacqueline
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Phenomenology,Elementary School Teachers,High School Teachers,Teaching Methods,Experience

Mindfulness programs are being used with increased frequency in schools, hospitals, clinics and community settings around the world. Research in school populations has predominately focused on assessing how the practice impacts students, using outcomes-based study designs. In the current study the author explored how experienced mindfulness instructors made sense of teaching children mindfulness, with a focus on exploring, understanding and interpreting the teacher's experiences. The methodology of Interpretative Phenomenological Analysis was employed to interview eight teachers teaching mindfulness with children from the United States and Australia. A number of themes emerged from the interviews; one being that spirituality plays an integral role in a teacher's mindfulness practice. Implications for future research, practice and policy are discussed.
Creating Spaces for Whanau Wellbeing, Literacy and Numeracy in the Context of Neoliberalism in Aotearoa, New Zealand
Author: Taupo, Katrina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Numeracy,Neoliberalism,Adult Education,Pacific Islanders,Adult Students,Self Esteem,Adult Literacy,Program Effectiveness,Educational Policy

This article reviews current research about three short focused literacy, language and numeracy programmes designed to assist New Zealand Maori (indigenous) adult students and their whanau. Whanau is a complex Maori concept that includes physical and metaphysical dimensions based on the Maori worldview of whakapapa (genealogy) and is at the heart of whanau adult literacy programmes. The programme's success was measured by the way students grew self confidence in their own literacy and numeracy abilities that translated into positive impacts for their whanau wellbeing. For example, students who did not have books in the home prior to participating in a programme now created spaces with books in the home for quiet reading as a result of attending an introduction to the public library. Through embedding appropriate literacy and numeracy techniques, Literacy Aotearoa tutors developed a reliable baseline to capture students' progress in their formative and summative stages of the programmes against a backdrop of neoliberal ideologies. Dominant neoliberal policies impact and outweigh educational policies through the demands for more transparency, efficiency and accountability as part of a quality improvement shift to market adult education in New Zealand. Despite this shift in policy, this article focused on ways to co-opt strategies that at a basic level may counter the disconnect between factors that drive the achievement gaps for vulnerable students learning to learn and the tensions that arise in order to comply with neoliberal policies that underpin New Zealand's changing adult education sector.
Examining Estonian Schoolteachers&apos; Attitudes towards the Use of Applied Science Knowledge within Craft Education
Author: Thorsteinsson, Gisli
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Handicrafts,Science Instruction,Mathematics Instruction,Physics,Interdisciplinary Approach,National Curriculum,Educational Benefits,Teaching Methods,Pedagogical Content Knowledge,Foreign Countries,Educational History,Teacher Role,Learning Processes,Course Descriptions,Teacher Collaboration,Technology Education,Elementary Secondary Education,Design,Vocational Education,Higher Education,Transfer of Training

This article examines the possibility of supporting craft education by incorporating knowledge students have gained via science lessons: such knowledge largely refers to the mathematics and physics taught in Estonian comprehensive schools. Results were gleaned from interviews with craft teachers in Estonia, in order to establish their attitudes to the idea of integrating science with craft. Their ideas are presented here, along with a comparison of their understanding of the pedagogy. The results of the study address the following research questions: (1) Do teachers consider the National Curricula supportive, in terms of integrating science knowledge in order to support craft education?; (2) How do teachers recognise knowledge of science during craft processes?; (3) Are teachers aware when science is integrated into their teaching?; and (4) What do teachers consider the benefits of such integration? The research demonstrated the pedagogy of integrating knowledge of science with craft as a novel idea, based on a process of merging the two knowledge models. The result of this process is a development of a new area of knowledge that can both enable students' understanding and their design and fashioning processes. Moreover, it relates to realworld phenomena and thus helps students with their ideation. Such new knowledge is achievable when knowledge from one of the fields is used in the other field, whether science or craft. The integration of science with general craft education is dependent upon both the National Curricula and a teacher's method of teaching.