ethanporcaro/eric-fulltext-meta huggingface dataset:
Influences on Preservice Writing Instruction during the Secondary English as an Additional Language Practicum in Australia
Author: Nguyen, Minh Hue
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,Writing Instruction,Preservice Teacher Education,Preservice Teachers,English (Second Language),Secondary School Curriculum,Second Language Instruction,Qualitative Research,Lesson Plans,Mentors,Performance Factors,Educational Practices,Educational Strategies,Individualized Instruction,Teaching Methods,Student Teaching,Influences,Semi Structured Interviews

Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers' (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs' personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs' self-reflections, and analysis of the schools' EAL programs. Data analysis revealed that the main factors shaping PSTs' writing instruction included the EAL programs at the schools, school teachers and the mentors support, EAL students' background, proficiency levels and responses to tasks, and the PSTs' knowledge, prior education and work experiences. Based on the findings, the paper discusses implications for enhancing the quality of EAL teacher education, especially for promoting productive coursework and placement experiences for PSTs.
Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift
Author: Smith, Sean J.
Date: 2016-09-00
Type: Journal Articles
Subjects: Electronic Learning,Disabilities,Parent Role,Parent Attitudes,Experience,Parents as Teachers,Barriers,Parent School Relationship,Elementary Secondary Education,Semi Structured Interviews,Parent Student Relationship

This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students' households takes on added responsibilities for the child with disabilities to participate in schooling. In particular, parents take on the role of teacher. On the basis of this new teacher role comes a greater need for increased parent-teacher communication regarding their children's learning as well as greater parent time commitments. In addition, parents discussed several barriers to their ability to participate in their children's fully online learning experience. Implications of this study point to ways in which school administrators and online learning vendors can better support both parents and students with disabilities: clarify parent and teacher roles; understand the essential attributes needed for success in a fully online environment; realize the demands placed upon parents and their children with disabilities, including the need for frequent home-school communication; and require training to ensure that parents have skills needed to participate in their children's education via this online medium.
Examining the Effect of Our World Exhibit on Student Visitors: A Science Center Case
Author: Ayar, Mehmet C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Teaching Centers,Science Instruction,Science Education,Student Surveys,Observation,Field Studies,Notetaking,Interviews,Student Attitudes,Science Process Skills,Science Activities,Science Achievement,Foreign Countries,Exhibits,Middle School Students

This study is about the effect of the Our World exhibit at a science center on student visitors. It elicits students' views about the exhibits, zones, and activities, along with their level of interest and experiences. Data from students (n = 346) through a survey, field notes, observations and interviews (n = 18) were collected. The findings indicated that curiosity and interest were triggers for visiting the exhibits at the center. Visiting the exhibits helped students acquire science content knowledge. However, limited social interaction was observed among the student groups due to the control of tour guides within a limited period of time. It was concluded that time restriction and crowding played a crucial role in learning about science at the center. It was recommended to allocate more time for free visits, organize smaller group visits, and repair setups under maintenance in order to enhance the effect of the exhibits on students.
Action Research on College English Writing Based on Information Technology from the Perspective of MOOCs
Author: Guo, Xuan
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,College English,Information Technology,Online Courses,Writing Instruction,English (Second Language),Educational Change,Technology Uses in Education,Technology Integration,Questionnaires,Student Attitudes,Educational Practices,Foreign Countries

The educational reform based on information technology at college has been paid high attention recently in China, which aims at using educational informatization to drive educational modernization and bringing online education into the reform and development strategy of the overall higher education. To promote the educational informatization is not only the inevitable choice of the reform and development of Chinese education; it is also an important means and way to realize the internationalization of the education development. In the background of the development of education system, for the reality is that the teaching way in our university is basically the traditional teaching mode, the paper is to do action research on college English writing based on information technology from the perspective of MOOCs. This paper mainly discusses how to filter to use information technology in network teaching environment in order to help teachers build education concept in the information age, and guide students to truly put themselves into autonomous learning and mobile learning, so as to improve students' innovative writing ability.
Educational Reforms and Implementation of Student-Centered Active Learning in Science at Secondary and University Levels in Qatar
Author: Qureshi, Sheila
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Student Centered Learning,Critical Thinking,College Science,Secondary School Science,Foreign Countries,Active Learning,Problem Solving,Inquiry,Chemistry,Science Instruction,Science Education,Elementary Secondary Education,Science Teachers,Teaching Methods,Problem Based Learning,Workshops

The Qatari government has made significant changes in the organization and staffing of schools over the past decade in an effort to improve the academic performance of school-aged citizens. Of interest is the need to encourage teachers to move from a didactic teacher-led mode of instruction to one that is more student-centred, but also teacher-guided, which encourages the development of critical thinking, problem solving, inquiry, and investigative skills. In this article, we discuss past and current educational changes and developments in Qatar with an emphasis on an initiative in chemistry that explored the utility and cultural transferability of student inquiry learning approaches to improve student conceptual understanding as well as their attitudes and self-efficacy. Based on the current activities described in this article, we argue that the developments and commitment to educational reform in Qatar can act as a guide for other nations that wish to move from a didactic teaching to a more student-centred approach.
10 Research-Based Tips for Enhancing Literacy Instruction for Students with Intellectual Disability
Author: Lemons, Christopher J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Literacy Education,Intellectual Disability,Children,Adolescents,Reading Achievement,Reading Instruction,Individualized Education Programs,Reading Skills,Outcomes of Education,Functional Reading,Reading Improvement,Emergent Literacy,Elementary School Students

In the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations for individuals with ID, advocacy efforts, and legislative priorities (e.g., strengthened accountability standards). Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, &amp; Al Otaiba, 2014). Provided is a Literacy Instruction and Support Planning tool, and 10 tips for enhancing literacy success are outlined. The hope is that IEP teams who consider the 10 tips will be more reflective and will plan more intensive and effective instruction, and will see increasingly positive student outcomes.
Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course
Author: Kadayifci, Hakki
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Models,Science Education,Science Instruction,Science Laboratories,Chemistry,Preservice Teachers,Science Teachers,Active Learning,Critical Thinking,Science Experiments,Scientific Principles,Science Process Skills,Science Activities,Control Groups,Foreign Countries,Interviews,Statistical Analysis,Pretests Posttests,Qualitative Research,Questionnaires,Likert Scales

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science process skills, changes in their argumentativeness, their ability to identify flaws in an argument and their views on ADI are assessed. Results show that the participants' oral and written remarks shed light on the effectiveness of the model and provide positive and negative characteristics associated with the model. Recommendations are put forward regarding the usability of the ADI model by professionals who may consider applying it in practice.
Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review
Author: Lubin, Jacqueline
Date: 2016-00-00
Type: Journal Articles
Subjects: Mnemonics,Social Studies,Learning Problems,Learning Disabilities,Teaching Methods,Literature Reviews,Science Instruction,Scientific Concepts,Educational Practices

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is placed on research on mnemonic strategies in the content areas of science and social studies. The paper concludes with a discussion of how mnemonic strategies can be effectively used with students with learning problems to enhance performance.
The Application of School Science by Urban High School Youth through Problem-Solving in Everyday Life
Author: Gitari, Wanja
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Secondary School Science,Urban Schools,High School Students,Problem Solving,Qualitative Research,Youth,Foreign Countries,Cognitive Processes,Adolescents,Focus Groups

This qualitative study investigated non-guided applications of school science by high school youth in Ontario in non-school contexts. Although science education (in Ontario and elsewhere) mostly focuses on the meaningful learning of science, learning that can lead to knowledge application, non-guided application of acquired knowledge is rarely documented. The data were obtained from demographic questions and focus group discussions, based on sociocultural theory of learning and complex cognitive processes. The findings demonstrate that youth had the sociocultural and cognitive knowhow to serve as a springboard for independent knowledge application through problem solving, and noted the youth's apparent affinity for personal relevance, absence of initiative for societal problems and collaboration, and lack of integration of indigenous knowledge.
The Role of Teacher Preparation in Promoting Evidence-Based Practice in Schools
Author: Scheeler, Mary Catherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Evidence Based Practice,Special Education Teachers,Teacher Competencies,Teacher Qualifications,Teacher Educators,Teacher Role,Skill Development,Teaching Methods,Barriers,Expertise,Knowledge Level,Educational Innovation,Fidelity

It is paramount that teacher preparation programs continually strive toward the mission of preparing effective special educators. Through coursework and fieldwork, graduates must be well-informed professionals capable of improving student outcomes by understanding, selecting, and engaging in evidence-based practice (EBP). Evidence suggesting special educators are not implementing EBP with fidelity underscores the necessity for teacher educators to reexamine our role in promoting EBP in schools. Following an analysis of current challenges, ranging from lack of reinforcement provided to teachers who use EBP to the breadth of expertise needed as contemporary special educators, we offer a path forward. Starting within our own college classrooms, we explore traditional and innovative methods of enhancing knowledge and skills that rely on EBP. Next, we highlight the transition from coursework to fieldwork and the importance of building teacher preparation programs around clinically-rich teaching experiences. We then unpack issues related to fidelity and generalization of EBP by preservice teachers and provide a model for its promotion. We conclude with the critical role teacher educators have in elevating the status of teacher preparation by ensuring our preservice teachers know and use EBP in their own classrooms.
Leveraging Evidence-Based Practice through Partnerships Based on Practice-Based Evidence
Author: Cook, Bryan G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Evidence Based Practice,Partnerships in Education,Special Education,Program Implementation,Communities of Practice,Faculty Development,Teacher Education,Educational Policy,Stakeholders

Evidence-based practice is among the most influential and compelling reforms in contemporary education. Despite their potential to improve the outcomes of students with disabilities, adoption and implementation of evidence-based reforms have been disappointing, with the gap between research and practice remaining wide. Practice-based evidence provides an alternative perspective on evidence grounded in the realities of classroom teaching in authentic settings, which practitioners find compelling when making instructional decisions. We propose that practitioners and other special education stakeholders (e.g., researchers) can form partnerships around practice-based evidence to leverage the implementation of evidence-based practice, and provide examples of such partnerships.
Role of Professional Development and Multi-Level Coaching in Promoting Evidence-Based Practice in Education
Author: Wood, Charles L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Faculty Development,Teaching Skills,Evidence Based Practice,Response to Intervention,Positive Behavior Supports,Coaching (Performance)

Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers' instructional skills. Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching, and provides implications for practice and research.
The Systemic Impacts of an Educational Project Conducted by One University in Partnership with Fifteen Organizations
Author: Arantes do Amaral, João Alberto
Date: 2016-00-00
Type: Journal Articles
Subjects: School Business Relationship,Partnerships in Education,Foreign Countries,Nongovernmental Organizations,Questionnaires,Interviews,Documentation,Observation,Active Learning,Student Projects,Video Technology

The systemic aspects of educational projects that involved universities, organizations and communities are issues that concern a number of researchers. In this paper, the authors present the processes and findings related to a one-year educational project. The educational project is accomplished through two sequential courses, which are taught by representatives of one university and fifteen organizations--schools, art galleries, foundations, NGOs, hospitals, humanitarian organizations, and corporations--that provide educational opportunities to people from poor communities of São Paulo, Brazil. The seventy-six course members are individuals involved in the social projects accomplished by these organizations. The courses follows a project-based learning educational approach. The research objective is revealing the systemic impacts of this educational project. In this study, the authors follow a systemic action research approach. They develop a qualitative study based on document review, questionnaires, interviews, videos and observations. The main findings are as follows: (1)Coordinated actions between the university and the diverse organizations may create synergies that promote intense knowledge sharing, contributing to the development of the skills in the course participants; (2) The use of project-based learning techniques improves the learning and strengthens the ties between the course participants; and (3) The educational project leads to the empowerment of the course participants, allowing them to promote meaningful actions in their communities.
Using Thinking Routines as a Pedagogy for Teaching English as a Second Language in Palestine
Author: Dajani, Majida
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Action Research,Grade 4,Grade 5,Video Technology,Thinking Skills,Teaching Methods,Cognitive Processes,Qualitative Research,Observation

This study examined the results of promoting Palestinian students' engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014-2015. The researcher videotaped a number of classes, collected and discussed teachers' and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students' learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students' engagement and foster their understanding.
Identifying Evidence-Based Educational Practices: Which Research Designs Provide Findings That Can Influence Social Change?
Author: Schirmer, Barbara R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Practices,Research Design,Social Change,Influences,Guidelines,Instructional Effectiveness,Educational Research,Best Practices,Teaching Methods

We conducted this conceptual study to determine if the Institute of Education Sciences/National Science Foundation pipeline of evidence guidelines could be applied as a protocol that researchers could follow in establishing evidence of effective instructional practices. To do this, we compared these guidelines, new drug development process, and our own research on major methodological designs and found that they show remarkable consistency in the process by which types of studies intended to answer different research questions build a body of evidence for practice, whether that practice is in the instructional environment or health care environment. However, none of the protocols offers a constellation of studies at each stage that would be essential for movement to the next stage or the indicators of quality for each type of study. The goal of this effort is to develop consensus in the educational research community about a pipeline of evidence protocol that provides educators with confidence that the instructional practices they employ have a high likelihood of success and will enable a positive impact on the student's learning and, in the broader context, the student's ability to contribute to society.
The Promise and Limits of Service Learning: How Are Aspiring Teachers of Color and Those Who Are Children of Immigrants Affected?
Author: Gomez, Mary Louise
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Immigrants,Low Income Students,College Applicants,Preservice Teacher Education,Training Methods,Interpersonal Competence,Intercultural Programs,Social Class,Race,Student Attitudes,Attitude Change,African American Students,Semi Structured Interviews

This text explores how service learning may offer aspiring teachers' (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators' practices when mentoring university students conducting service in communities of which they are not a part are offered.