ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Typology: Four Perspectives of School Counselor Involvement with Families
Author: McCarthy, Shannon
Date: 2018-00-00
Type: Journal Articles
Subjects: Classification,School Counselors,Counselor Attitudes,Parent Participation,Family Involvement,School Counseling,Academic Achievement,Family School Relationship,Partnerships in Education,Family Role,Counselor Role,Caregivers

School counselors are called to collaborate with families to support student success and achievement. Although the need for collaboration is apparent in the ASCA National Model as well as research on family-school engagement, an organized view of what this collaboration between school counselors and families may look like and how existing or proposed approaches to collaboration impact school counselor practices is not available. The purpose of this article is to propose a typology for understanding ways school counselors engage families. This typology has specific implications for assessment, service delivery, school counselor training, and future research.
How Do Fluent and Poor Readers&apos; Endurance Differ in Reading?
Author: Bastug, Muhammet
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Difficulties,Coping,Grade 4,Narration,Oral Reading,Reading Rate,Accuracy,Video Technology,Achievement Gap,Comparative Testing,Comparative Analysis,Resilience (Psychology),Foreign Countries,Statistical Analysis

It was observed in this research how endurance status of fluent readers and poor readers changed as the text became longer. 40 students of the primary school 4th-grade, 20 were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilised in the data collection process. Students' oral readings were recorded with a voice recorder, and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analysed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text, whereas poor readers' reading rates differed in favour of the first parts of the text. Accordingly, the fluent readers read the text at the same rate all the way, while the poor readers' reading rates significantly dropped from the beginning towards the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favour of the last parts, while poor readers' reading accuracy percentages differed in favour of the first parts. As per the findings, fluent readers' reading accuracy percentages gradually increased, whereas poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors were also increased. These results were discussed in the light of the literature.
Turkish Primary Science Teachers&apos; Perceptions of an Ideal Teacher Education System
Author: Korkmaz, Hunkar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Elementary School Science,Elementary School Teachers,Preservice Teachers,Science Teachers,Student Attitudes,Preservice Teacher Education,Questionnaires,Teacher Educators,Faculty Development,Qualitative Research,Research Methodology

The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system components as perceived by pre-service science teachers. Descriptive statistics were used to analyse the data. The results of this study showed that the Turkish pre-service science teachers defined the ideal teacher education system components as the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum and professional development process. The results and implications of this study are discussed in the context of teacher education studies.
Justification and Critique of Educational Reforms in Austria: How Teachers and Head Teachers (Re-)Frame New Governance
Author: Graß, Doris
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Teacher Attitudes,Principals,Administrator Attitudes,Governance,Middle School Teachers,Decision Making,Expectation,Accountability,Change Agents,Adoption (Ideas),Administrative Organization,Neoliberalism,Politics of Education,Interviews,Qualitative Research,Hermeneutics

Purpose: Against the backdrop of a new governance regime of schools in Austria, which combines policies of decentralisation and school autonomy with an accountability program of standardised outcome control, this article explores how the so called &quot;agents of change&quot;--teachers and headteachers--take up these ideas and corresponding governance instruments and frame them on grounds of moral considerations. The aim is to present a theoretical framework for analysing--at the individual level--moments of critical evaluation and affirmative justification of more general political actions as well as of every day's work practices. Approach: Drawing on the concept of orders of justification and the pragmatist theory of conventions, a qualitative, interview-study with 15 teachers and head teachers in Austrian middle schools was conducted with the intention to discover a repertoire of educational conventions applied by the actors to criticise or justify reform-based decisions, expectations and subjective claims to work. Findings: Besides presenting seven conventions, the article puts a special focus on arguments and corresponding conventions that--on one hand--characterise an economic perspective on schools and education (the market, industrial and flexible convention) and are thus important in deciding whether the new education governance regime is supported by an &quot;economised&quot; constellation of frames that teachers and head teachers use to interpret their actions as well as others. One the other hand, the role of the civic convention receives special attention in relation to the aforementioned ones to include a further aspect into the diagnosis of an economisation of educational practices.
Cosmopolitan Citizenship Education: Realistic Political Program or Program to Disillusioned Powerlessness? A Plea for A Critical Power Perspective within Global Citizenship Education
Author: Eis, Andreas
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Civics,Teaching Methods,Role,International Law,Political Attitudes,Sustainable Development,Policy Analysis,Social Responsibility,Civil Rights,Social Action,Power Structure,Conflict,Democracy,Curriculum Development,Educational Policy,Foreign Countries,Criticism,International Organizations

Purpose: The aim of the research is to determine to what extent one can talk about &quot;cosmopolitan citizenship&quot; not only programmatically, but also as an already functioning entity. And what role can and should civic education play in the development of such a citizenship? Methods: A working definition of citizenship at the national, supranational, and global level is developed with the help of political theory and European and international law. Several theses on the understanding of cosmopolitan citizenship in Global Citizenship Education and Education for Sustainable Development programs are discussed thanks to a policy analysis of, for example, UNESCO documents. Findings: Supranational programs and German curriculum-recommendations are mostly reduced to the level of rightsholders and if &quot;political action&quot; is envisaged then it is mostly focused on its individual dimension of (private) social responsibility i.e. in its post-political dimension. This lacks analysis of global power conflicts and of the question of democratic participation on supranational policy regulation. Practical implications: There are implications for curriculum development and implementation of educational policy.
Finance-Informed Citizens, Citizen-Informed Finance: An Essay Occasioned by the International Handbook of Financial Literacy
Author: Willis, Lauren E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Money Management,Literacy,Well Being,Retirement,Debt (Financial),Financial Exigency,Social Problems,Educational Objectives,Teaching Methods,Financial Problems,Public Policy,Economic Factors,Civics

Purpose: Throughout the world, the dominant discourse treats &quot;financial literacy&quot; as both necessary and sufficient to improve the well-being of individuals and society. Findings: This essay argues that financial literacy is neither, and that promoting financial literacy is a perverse way to address the inadequate retirement funding, overindebtedness, financial crises, and other social ills that have inspired governments and educators to pursue it. In its place, this essay suggests that the aim of financial education ought to be to foster finance-informed citizens, who have the capacity for civic engagement that can create citizen-informed economic policies and financial regulation.
Learn by Yourself: The Self-Learning Tools for Qualitative Analysis Software Packages
Author: Freitas, Fábio
Date: 2017-12-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Research,Independent Study,Profiles,Courseware,Research Tools,Computer Assisted Design,Use Studies,Guides,Computer Software Evaluation,Content Analysis,Technology Uses in Education

Computer Assisted Qualitative Data Analysis Software (CAQDAS) are tools that help researchers to develop qualitative research projects. These software packages help the users with tasks such as transcription analysis, coding and text interpretation, writing and annotation, content search and analysis, recursive abstraction, grounded theory methodology, discourse analysis, data mapping, and several other types of analysis. This paper focus the new paradigm of self-learning, that presents itself increasingly as a competence to support learning in a proactive way. It further analyses education and CAQDAS with emphasis on the use of CAQDAS in educational research and the self-learning of CAQDAS. The study conducted had two main goals: (1) analyse the self-learning tools of CAQDAS and (2) identify CAQDAS's users learning profile . Six software packages were selected: NVivo, Atlas.ti, Dedoose, webQDA, MAXQDA, and QDA Miner. They were reviewed, taking into account their transversality, language, (self-learning) tools, among other criteria. The results show that there is a considerable demand for information from users regarding the execution of processes in CAQDAS, and that the packages analysed do not guide users towards the self-learning tools that best fit their learning style.
The Impact of Wikis and Discussion Boards on Learning English as a Second Language. A Mixed Methods Research
Author: Sánchez-Gómez, Ma. Cruz
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Second Language Learning,English (Second Language),Student Attitudes,Writing Skills,Skill Development,Collaborative Writing,Electronic Publishing,Electronic Learning,Computer Mediated Communication,Cooperative Learning,Mixed Methods Research,Learning Activities,Problem Solving,Pretests Posttests,Semi Structured Interviews,Outcomes of Education,Statistical Significance

In the field of teaching a second language (L2), technology has always occupied a relevant position. The development of new technological tools has allowed the convergence of two learning environments, traditional face-to-face learning and virtual learning. This convergence has fostered the advantages of both types of instructions and the possibilities to learn a L2. In this study, researchers tried to explore pre-service teachers' perspectives towards the use of wikis and discussion boards to improve writing skills in English and promote autonomous and collaborative learning in a B-learning environment. 358 preservice teachers participated in the study in which a mixed methods research approach was adopted to integrate results and have a broader vision of the phenomenon. The results suggested pre-service teachers' positive perception of the e-activities developed to improve the quality of their English, feeling more confidence in that language. They highlighted the opportunities afforded by wikis to create collective texts based on their agreements and individual contributions that promoted individual and cooperative learning, and by discussion boards to communicate, solve problems, get consensus or support a dynamic process. The fact of using a mixed methods research approach enhanced the validity and reliability of data, and added rigor to the study.
Political Science and the Good Citizen: The Genealogy of Traditionalist Paradigm of Citizenship Education in the American School Curriculum
Author: Ahmad, Iftikhar
Date: 2017-00-00
Type: Journal Articles
Subjects: Political Science,Citizenship Education,Curriculum Development,Primary Sources,Teaching Methods,Educational History,Advisory Committees,Reports,Professional Associations

Purpose: The purpose of this article is to chronicle paradigm shifts in American political science during the twentieth century and their influence on political scientists' perspectives on pre-collegiate citizenship education curriculum. Methodology: The research questions explored in this article are concerned with the history of political scientists' ideas about citizenship education. Therefore, historical method is used which involves an examination of evidence--primary sources. Those sources are the APSA's ten reports and statements. Findings: In different decades of the twentieth century, the APSA committees and one taskforce prepared ten (10) reports and statements on pre-collegiate citizenship education which reflected three different paradigms in political science--Traditionalism, Behavioralism, and Post-behavioralism.
Inspecting School Social Quality: Assessing and Improving School Effectiveness in the Social Domain
Author: Dijkstra, Anne Bert
Date: 2017-00-00
Type: Journal Articles
Subjects: School Effectiveness,Models,Inspection,Outcomes of Education,Educational Improvement,Quality Assurance,Social Characteristics,Social Development

Purpose: School inspection of school social quality is, in contrast to inspection in the cognitive domain, still in its early phase of development. While schools are shown to affect social outcomes, the interplay of mechanisms makes it difficult to isolate the effect of the school. This paper aims to evaluate different approaches to inspecting school social quality. Methodology: Based on a school effectiveness model, we consider what aspects could be taken into consideration to evaluate school social quality. Findings and implications: Using insights from inspection of cognitive outcomes, we present three ideal-type models of inspection, focusing on outcomes, school improvement, or process. There is as of yet no clear best approach to inspecting school social quality, as inspection of school quality can influence school performance in a range of ways. Implications of the described models and possible strengths and weaknesses are discussed.
Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective
Author: Guerra, Cecilia
Date: 2017-12-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Inservice Teacher Education,Interviews,Questionnaires,Participant Observation,Portfolios (Background Materials),Focus Groups,Educational Technology,Educational Trends,Faculty Development,Course Evaluation,Curriculum Design,Research Methodology,Foreign Countries

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers' professional portfolios. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers' TPCK are put forward.
The Contribution of Qualitative Methods for Identifying the Educational Needs of Adults
Author: Boz, Hayat
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Needs,Adults,Needs Assessment,Learning Activities,Andragogy,Semi Structured Interviews,Data Collection,Foreign Countries

This study addresses the contribution of applying qualitative research methods for identifying the educational activities planned for adults. The paper is based on the experience gained during in-depth interviews with 39 elderly and 33 middle-aged participants, by purposive sampling method and maximum variation technique, within a needs analysis study in phenomenology design. Qualitative research techniques for assessing the opinions of elderly and middle-aged adults about the necessity and content of training programmes for ageing, and preparing androgogy-based and need-based educational programmes in compliance with the results was evaluated. In the scope of the study, the fact that applying qualitative research techniques such as in-depth interviews with exploratory questions and observation facilitated reaching more descriptive and more elaborative results compared to applying the quantitative research techniques such as questionnaires with short questions and numeric data analysis in the surveys on adults with divergent life experience, traits and expectation was concluded.
A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region
Author: Mahmood, Ayad Hameed
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Self Concept,Likert Scales,Questionnaires,Learning Processes,Student Attitudes,Foreign Countries,Ethnic Groups,Undergraduate Students,Reliability,Statistical Analysis,Psychological Studies

This paper is an extract from a PhD dissertation on the impacts of learning English on the self-identity of Kurdish EFL learners. Language is a distinctive feature of human being. Similarly, identity is considered as a sign humans are recognized by. So, scrutinizing the relationship between these two related components of human life is revealing. Most of the research papers in this area focus on how language is used as a tool to express someone's identity. However, this research focuses on how the process of learning English makes possible changes, if any, in the learners' self-identity. A Likert-questionnaire of 30 questions is given to 150 EFL learners from three main universities to understand the differences that might happen in the learners' self-identity as a result of learning English. Finally, some conclusions are drawn based on the collected data and the references are documented.
The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers
Author: Kabooha, Raniah
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Multimedia Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Vocabulary Development,Experimental Groups,Control Groups,Universities,Reading Instruction,Teaching Methods,Pretests Posttests,Comparative Analysis,Questionnaires,Student Attitudes,Females,Teacher Attitudes,Language Teachers,Statistical Analysis,Achievement Gains,Undergraduate Students

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students' vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.
Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco
Author: El Mortaji, Latifa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Speaking,Goal Orientation,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Teaching Methods,Feedback (Response),Language Teachers,Speeches,Scoring Rubrics,Skill Development,Role,Grades (Scholastic),Pretests Posttests,Case Studies,Qualitative Research,Statistical Analysis

Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students' public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students' public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semester. They also clearly showed that the teacher's weekly goal-setting strategy played a major role in building speakers' confidence and overall improvement. Considering the linguistic and cultural background of the students involved, together with the speech genres and the instructor's task requirements, new public speaking competency dimensions and sub-dimensions have been identified.