ethanporcaro/eric-fulltext-meta huggingface dataset:
Road Map to Statewide Implementation of the Pyramid Model. Roadmap to Effective Intervention Practices #6
Author: Dunlap, Glen
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Program Implementation,Models,Social Development,Emotional Development,Interpersonal Competence,Infants,Young Children,Fidelity,Planning,Scaling,Evidence Based Practice,Sustainability,Leadership,Demonstration Programs,Specialists,Benchmarking,Professional Development

This document is a guide--a &quot;Road Map&quot;--for implementing widespread use of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children (http://www.challengingbehavior.org/do/pyramid_model. htm). It is a road map of systems change. The Road Map is written for statewide systems change, although it could be used for regions within a state or even for a large metropolitan area, as long as the administrative authority enables the necessary policy statements and resource allocations. The Road Map was written for use by a multi-agency team that is providing the initiative, the guidance, and the coordination for the systems change effort to implement the Pyramid Model. This paper begins by addressing three major elements that are instrumental in the process of planning and sustaining the high fidelity implementation of the Pyramid Model. It then provides a brief summary of the four stages of implementation: (1) exploration and planning; (2) installation; (3) implementation (initial to full); and (4) expansion and scale-up.
Teacher Assessment Related to the Use of Digital Media and Constructivist Learning in Primary and Secondary Education=Nastavnicke procjene upotrebe digitalnih medija i konstruktivisticke nastave u primarnom i sekundarnom obrazovanju
Author: Matijevic, Milan
Date: 2017-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Elementary School Teachers,Secondary School Teachers,Foreign Countries,Correlation,Learning Activities,Visual Aids,Teaching Methods,Technology Uses in Education,Information Technology,Teacher Evaluation,Teacher Motivation,Educational Environment,Likert Scales,Surveys,Questionnaires,Factor Structure,Factor Analysis,Statistical Analysis

The aim of this study was to examine the frequency of use and the motivation to use digital media in teaching and in the organisation of constructivist learning, as well as differences between teachers in elementary and secondary school (N = 368). The results of the study show that both subgroups of teachers only sometimes or rarely use various digital media, with the exception of the frequent use of PowerPoint presentations. On the other hand, all teachers are positively motivated to use digital media in teaching. Both elementary and secondary school teachers hold that the teaching they organise is constructivist learning; elementary school teachers assess such forms of learning somewhat more positively. More positive values and expectations from the use of digital media are correlated, in both groups of teachers, with the more frequent use of such media in teaching. The use of certain digital media by both elementary and secondary school teachers is correlated with teaching where pupils learn collaboratively and have control over their own process of learning. It is justified to conclude, based on the interpretation of the results of this study, that despite the positive motivation to use digital media in teaching and the assessment that the learning organised by teachers is constructivist, in general teachers still work to a great extent in a way that is focused on the teacher and the subject, which is confirmed by the frequent use of PowerPoint presentations (frontal teaching). Interpretation and the implications of the results are presented in this paper. [This article is presented in both English and Bosnian.]
Art-Based Research of Constructivist Teaching=Umjetnicki utemeljeno istraživanje konstruktivisticke nastave
Author: Topolovcan, Tomislav
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Constructivism (Learning),Teaching Methods,Epistemology,Learning Processes,Phenomenology,Qualitative Research,Grounded Theory,Ethnography,Case Studies,Interviews,Scientific Research,Participatory Research,Creativity

This paper provides a critical analysis of art-based research in education, that is, in constructivist learning and teaching. It presents the methodological features and advantages of art-based research in terms of the axiological, ontological and epistemological features of the constructivist, participatory and critical scientific paradigm, and the manifestations thereof in teaching and learning. In this respect, art-based research belongs to qualitative research with an emphasis on narrative research, phenomenology, grounded theory, ethnography and case studies, including a series of qualitative methods for collecting data, primarily the creative process, autoethnographic introspection and expression, but also interviews, recordings and participatory observation. An analysis of the said scientific paradigms, the features of constructivist teaching, and art-based research indicates their compatibility based on the co-construction of knowledge as a creative process. Such ontological and epistemological features of learning are suitable for art-based research, as it is used to study the introspective processes of constructing one's own knowledge as a creative process and its results. This paper examines the implications of art-based research in the practical and theoretical investigation of the research of learning and teaching. [This article is presented in both English and Bosnian.]
Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers
Author: Rupprecht, Silke
Date: 2017-10-00
Type: Journal Articles
Subjects: Metacognition,Intervention,Foreign Countries,Well Being,Qualitative Research,Interviews,Control Groups,Comparative Analysis,Pretests Posttests,Teacher Effectiveness,Pilot Projects,Quasiexperimental Design,Teacher Education,Faculty Development,Stress Management,Coping,Statistical Analysis,Self Efficacy

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method design. The sample was comprised of 32 German school teachers (93% female) which were distributed to a control and intervention group. Compared to the control condition, the intervention showed medium to high effect sizes on most outcome variables at post-test and results were sustained at follow-up. Mediation analyses showed that changes in mindfulness at post-test mediated changes in outcome variables at follow-up. Unexpectedly, the intervention seemed to negatively affect teacher engagement. Qualitative interviews highlighted the way mindfulness may influence teacher engagement and improve performance. Limitations of this study and future directions of research are discussed.
The Influence of Learning Management Technology to Student&apos;s Learning Outcome
Author: Adi Sucipto, Taufiq Lilo
Date: 2017-04-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Blended Learning,Vocational Schools,Foreign Countries,Academic Achievement,Outcomes of Education,Models,Quasiexperimental Design,Experimental Groups,Control Groups,Pretests Posttests,Hypothesis Testing,Statistical Analysis

The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students' time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few addressed the impact of the use of a learning management system to the performance of students involved in such learning model particularly within Indonesian educational systems context. A quasi-experiment approach was applied to an experiment class and another control class. Upon the analysis, the results emphasized previously held research outcomes. The use of Edmodo learning management systems enhances students' performance in the experiment class, relative to those of the control class.
A Model to Manage EFL Learners with ADHD and Dyslexia
Author: Akbasli, Sait
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Dyslexia,Attention Deficit Hyperactivity Disorder,Attention Span,Cognitive Processes,Metacognition,Vocabulary Development,Reading Comprehension,Teaching Methods,Diaries,Phonological Awareness,Protocol Analysis,Foreign Countries

In EFL or ESL classrooms there may be those learners labeled as &quot;slow learners&quot; who struggle to concentrate and thus experience failure inevitably. In this study, we deal with dyslexia and inattention (ADHD) because current research suggests behind the slowness of such learners may lie a disorder that can be controlled. We am going to focus on the inattention aspect of ADHD as it is more widely seen among adults rather than the hyperactivity aspect of that disorder (Volkow et al, 2013). Students with inattention and dyslexia show common symptoms and thus may have common problems (Marsha &amp; Camahalan, 2006). The study design aims to help both teachers in class management and learners with learning difficulties cope with the expectations from an EFL learner, especially in terms of vocabulary and reading development. The method that we are suggesting is CALLA method (Chamot &amp; O'Malley, 1996). We will specifically focus on explicit cognitive and metacognitive strategy training elements of this method, which will be executed and assessed through thinkaloud protocols. Among these strategies will be vocabulary training through collocations as well as strategies for reading comprehension (See Appendix 2). For vocabulary training strategies, we am going to adopt Lexical Approach (Lewis, 2000) because this approach suggests vocabulary can be better processed and kept in the long term memory when studied through chunks. We think it can be beneficial for learners struggling to learn vocabulary such as those with dyslexia and inattention disorders. The research methodology will be narrative inquiry as suggested by Clandinin &amp; O'Connelly (2000). So, in this model learners are asked to keep a diary throughout their treatment with CALLA method and think-aloud protocols. In the end, this design can help teachers gain some insight into understanding learners with learning difficulty and better their foreign language learning skills.
Why Do Primary School English Teachers Decide to Teach English?
Author: Amengual-Pizarro, Marian
Date: 2015-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Motivation,Elementary School Teachers,Preservice Teachers,Student Surveys,Student Attitudes,Teacher Education Programs,Foreign Countries,Career Choice

This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test Battery (AMBT) in order to investigate their main type of motivation (integrative or instrumental) (Gardner 1985). Results show that participants are clearly integratively motivated towards English language learning. However, in line with Dornyei's &quot;L2 motivational self-system&quot; theory (2009), results suggest a no longer clear-cut separation between integrative and instrumental motivation. [Paper presented at the 7th World Conference on Educational Sciences, (WCES-2015), 05-07 February 2015, Novotel Athens Convention Center, Athens, Greece.]
An Overview of the Needs of Technology in Language Testing in Spain
Author: Garcia Laborda, Jesus
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,High Stakes Tests,Language Tests,Needs Assessment,Educational Benefits,Barriers,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education

Over the few years, computer based language testing has become prevailing worldwide. The number of institutions the use computers as the main means of delivery has increased dramatically. Many students face each day tests for well-known high-stakes decisions which imply the knowledge and ability to use technology to provide evidence of language mastery. However, this situation is not the same everywhere. While countries like the United States or the United Kingdom are spearheads of this tendency, others like Spain, lag way behind. This paper addresses the needs of use of computer based language testing in the new Spanish educational system. To do so, this paper introduces the current situation in Spain, then proceeds to do a SWOT analysis emphasizing the lacks and opportunities for language based assessments and concludes by stating the positive issues involving them. [Paper presented at the 5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014.]
Designing a VOIP Based Language Test
Author: Garcia Laborda, Jesus
Date: 2015-00-00
Type: Journal Articles
Subjects: Test Construction,Telecommunications,Computer Mediated Communication,Computer Assisted Testing,Language Tests,Standardized Tests,Educational Benefits,Program Implementation,Foreign Countries,Internet,Assistive Technology,Speech Tests,Test Validity,Test Reliability

Assessing speaking is one of the most difficult tasks in computer based language testing. Many countries all over the world face the need to implement standardized language tests where speaking tasks are commonly included. However, a number of problems make them rather impractical such as the costs, the personnel involved, the length of time for interviews and many other factors. Additionally, reliability as compared to face-to-face tests is continually challenged by issues such as comfort with the interface, navigability and, among others and more important, the lack of visual interaction and the high anxiety created by interacting with a interlocutor with more than a limited interactional activity. This paper addresses a new approach to language testing by the use of VOIP devices. It also addresses its benefits and the way to implement it within the Spanish framework of nationally organized standardized tests. [Paper presented at the 7th World Conference on Educational Sciences, (WCES-2015), 05-07 February 2015, Novotel Athens Convention Center, Athens, Greece.]
Facilitating Language Tests Delivery through Tablet PCs
Author: Garcia Laborda, Jesus
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Handheld Devices,Language Tests,Delivery Systems,Second Language Learning,Computer Assisted Instruction,Pilot Projects,College Students,Educational Benefits,Usability,Computer Assisted Testing

Modern trends in educational technology have evidenced the increasing importance of mobile devices in language learning. The need of sophisticated devices that can facilitate lifelong learning wherever the students might be. Facilitating learning, however, implies that students have to be assessed through the same delivery models that are used in their learning mode. Mobile devices are commonly used to learn languages through mobile phones, iPads and Tablet PC's. However, testing methods remain the same as in the last 40 years. In most cases, computer based test tasks resemble too much to those used in pen and paper. This paper shows a pilot study done at the Universidad de Alcala (Madrid-Spain) with tablet PC's indicating its strong aspects as well as its weaknesses. The study concludes that more research is necessary to implement such convenient method of test delivery. [Paper presented at the 7th World Conference on Educational Sciences, (WCES-2015), 05-07 February 2015, Novotel Athens Convention Center, Athens, Greece.]
Educational Resources: An Integral Component for Effective School Administration in Nigeria
Author: Usman, Yunusa Dangara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Resources,School Administration,Classification,Relevance (Education),Barriers,Administrators,Elementary Secondary Education,Higher Education,Administrator Role,Resource Allocation,Educational Finance,Time Management,Human Resources,Technology Integration,Educational Technology

Education as an investment constitutes the largest enterprise in Nigeria. It is the principal instrument for academic progress, social mobilization, political survival and effective national development of any country. Investment in education is a necessary condition for promotion of economic growth and national development. Educational institutions including schools are established and managed essentially to achieve certain stated goals and objectives. There is no way the goal and objectives of an educational institution can be achieved without putting in place certain mechanisms towards ensuring the success of such institutions. In the school system, part of the integral pre-requisites to be put in place towards the actualization of the educational goal and objectives requires adequate provision of resources, maximum utilization and appropriate management of education resources to avoid wastages and improve the quality of the teaching-learning process in the academic environment. This paper therefore examined the concept of school administration and education resources, classification of education resources, relevance of education resources in the school system, challenges associated with the availability and utilization of resources in the school. Solutions were adduced on how to overcome the identified challenges so as to ensure effective and efficient management of available resources in the school system.
Structural Analysis of a Tablet PC Based Language Test
Author: Magal Royo, Teresa
Date: 2015-00-00
Type: Reports - Research
Subjects: Handheld Devices,Computer Assisted Testing,Language Tests,Telecommunications,Second Language Learning,Second Language Instruction,Student Needs,Human Factors Engineering,Budgets,High Stakes Tests,Test Construction,Costs,Foreign Countries,Educational Change

Ubiquitous language learning and testing has become a new challenging trend. Budget constraints in Europe and the rest of the world have made this way of delivery very attractive for materials designers as well as language testing organizations. Ubiquitous testing has a very especial interest in low and medium stakes language testing in which mobile devices are supposed to serve both for delivering tests as well as for pre-test training. However, although the number of publications in language teaching increases rapidly, language testing through mobiles devices has had a limited interest in research. Purpose of Study: This research under the OPENPAU project intends to address the two main issues mentioned before emphasizing the design aspects. To do so, this paper presents the principles under which the mobile applications were designed, the mobile tool and the interface design. Sources of Evidence: To do this study we used the description of the ergonomics, and we also considered the students' needs and how those needs were incorporated in the interface design of the platform. Analysis and results: The study indicates that interface design is linked to issues of needs, technical constraints, purpose and budget. Overall, the paper evidences the tablet PC's have a tremendous potential to implement high-stakes tests in Spain at the moment dues to their versatility and limited cost. [Paper presented at WCES 2014.]
Accommodating Teachers&apos; Attitudes towards New Educational Testing Paradigms through the OPENPAU Project
Author: Garcia Laborda, Jesus
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Educational Testing,Foreign Countries,Grade 12,College Entrance Examinations,Attitude Change,Verbal Tests,Language Tests,English (Second Language),Second Language Learning,Models,Language Teachers

Testing is an issue of increasing importance. While for many teachers language learning should be communicative; in fact, they expect their students to provide evidence of their knowledge. Thus, there is a clear mismatch on the approach to language teaching and language testing. As a consequence, there is an evident need change the testing paradigms. Purpose of the paper: This paper suggests guidelines that are currently researched in the OPENPAU project to change the teachers' perspective towards oral testing. Sources of Evidence: Evidence was obtained through the interaction of four expert teachers with experience in oral testing. Analysis and results: The study indicates that teachers' should have positive interventions in tests rather than just trying to simply obtain data. [Paper presented at WCES 2014.]
Co-Participation in Oral Paired Interviews: Preliminary Findings of the OPENPAU Project
Author: García Laborda, Jesús
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,Foreign Students,College Students,College Entrance Examinations,Academic Achievement

The Ministry of Education is changing how Spanish University Entrance Examination (PAU) will be delivered in 2017. To test the construct, experimental oral interviews with potential candidates of the PAU were done. Purpose of Study: The research observed whether paired interviews favored the delivery and organization of the PAU test and if this type of delivery favors the students' performance. This paper studies how students in paired interviews outperform the individual. Sources of Evidence: About ten interviews were delivered in the US and about 40 in Spain. They all were recorded and analyzed from the interaction and output quality. Analysis and results: The study indicates that co-construction of output may favor communication and improve the student's individual performance. [Paper presented at WCES 2014.]