ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Inclusive Middle-School Content Teachers&apos; Training, Perceptions, and Classroom Practice for Writing
Author: Mason, Linda H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Inclusion,Teacher Attitudes,Teaching Methods,Training,Writing (Composition),Social Studies,Science Education,Special Education Teachers,Paraprofessional School Personnel,Small Group Instruction,Individualized Instruction,Students with Disabilities,Teacher Collaboration,Instructional Materials,Teacher Education,Teacher Characteristics

Descriptive and qualitative research was used to explore teacher training, teachers' perceptions, and instructional practice for writing in inclusive middle school science (n = 22) and social studies (n = 27) classrooms. Data sources for the two parallel studies included questionnaires and interviews with 49 participating teachers as well as four observations within each teacher's class during content-area writing instruction, resulting in a total of 196 class observations. Teachers reported during interviews that special education teacher (or paraprofessional) support for students needing small group or individualized instruction and adaptations was essential for enhancing writing for students with disabilities. Teachers' responses during interviews and classroom observations corroborate findings that tools including graphic organizers and guided notes were commonly used and are beneficial for all students in their inclusive content classrooms. Findings suggest a need for increased pre- and in-service teacher training and professional development for how to strategically teach and incorporate additional writing instruction, beyond writing notes and short responses, into science and social studies classroom instruction. This article concludes with considerations for future research, professional development, and teacher preparation to support knowledge development and content-area instruction in written expression.
Special Education for Students with Learning Disabilities in Saudi Arabia: Reality and Challenges
Author: Aldousari, Ahmed Lowiheg
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Students with Disabilities,Learning Disabilities,Barriers,General Education,Special Education Teachers,Teacher Attitudes,Regular and Special Education Relationship,Resource Room Programs,Teaching Methods,Teacher Characteristics,Program Effectiveness,Student Placement

This mixed method study explored the perspectives of general and special education teachers in Saudi Arabia regarding special education services provided to students with learning disabilities. It identified what general and special education teachers prefer as the best suitable placement for educating students with learning disabilities, explored challenges that hinder the provision of appropriate education to these learners, and defined whether there are significant differences in their perspectives. Survey data were collected from 150 general and special education teachers; 10 were interviewed. Descriptive statistics were used to make initial comparisons in the data. Independent sample t-tests were also employed to determine the relationship between the variables and the given responses. The results of the study indicated that the majority of the teachers found special education services to be beneficial. Moreover, the study found that most teachers supported the use of general education classrooms with resource rooms as the best placement for students with learning disabilities. The results also indicated that the lack of an appropriate curriculum, poor parent-teacher relationships, lack of administrator support, and proper training were key challenges that teachers of students with learning disabilities faced in Saudi Arabia. Teachers recommended some strategies to improve the instructional delivery and effectiveness of teaching students with learning disabilities. Based on this study's findings, a comprehensive discussion about the implications for practice and overall recommendations for future research are offered.
Integration of Reading and Writing Instruction to Increase Foundational Literacy Skills: Effects of the &quot;Write Sounds&quot; Intervention on Handwriting, Decoding, and Spelling Outcomes
Author: Bazis, Pamela Shanahan
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Writing Instruction,Integrated Curriculum,Literacy Education,Intervention,Program Effectiveness,Handwriting,Decoding (Reading),Spelling,Reading Difficulties,Writing Difficulties,Elementary School Students,Feasibility Studies,Grade 2,Grade 3,Private Schools,Grade 1,Reading Skills,Short Term Memory

Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement interventions for both reading and writing. Interventions that combine instruction for both skills may help to mitigate time and resource constraints. This paper reports the results of two pilot studies designed to examine the effectiveness of the Write Sounds integrated handwriting intervention for students with word-level deficits in reading and writing. Study 1 included 33 students struggling with handwriting and word-level reading or spelling difficulties in second and third grade. We randomly assigned participants to receive the Write Sounds intervention or a business-as-usual control. At posttest, students who received the Write Sounds intervention (n = 17) significantly outperformed the control group (n = 16) on researcher-created measures of handwriting quality and overall legibility. In study 2, three first-grade students who showed difficulty with reading, spelling, and phonemic awareness received instruction with Write Sounds. We implemented a multiple-baseline design. Results showed that Write Sounds increased participants' word reading abilities. Results of both studies suggest that Write Sounds showed promise of effectiveness. Limitations such as small sample sizes and the COVID-19 pandemic may have impacted the findings.
Writing Interventions for Students with Learning Disabilities: A Scoping Review
Author: Young, Murphy K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Intervention,Students with Disabilities,Learning Disabilities,Literature Reviews,Elementary School Students,Secondary School Students,Student Characteristics,Writing Achievement,Outcomes of Education

This scoping review provides a comprehensive overview of available experimental research on writing interventions for K-12 students with learning disabilities (LD). After conducting a systematic search across multiple databases, journals, and previous meta-analyses, we located a total of 194 studies. Each study included in this review met the following criteria: (1) used an experimental, quasi-experimental, or single-subject design; (2) involved a writing intervention; (3) focused on participants who were K-12 students with LD; (4) reported at least one assessment of student writing outcomes at posttest; and (5) was published in English. We coded each study for study-level, participant, intervention, and outcome characteristics. We found a declining rate of publication in the studies we reviewed. A majority of studies (58%) involved group designs, and, on average, study participants were in the middle grades (M = 6.48, SD = 2.36). Half of all studies were conducted in special education settings and most (76%) focused on discourse-level (i.e., extended composition) writing interventions. However, many of the included studies did not report important demographic, setting, and interventionist characteristics. Results from this scoping review provide a wide-angle view of the current field of writing interventions for students with LD and highlight areas where additional research may be necessary.
Fluency Instruction for Adolescents: Evidence from Research and Practice
Author: Reed, Deborah K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Instruction,At Risk Students,Reading Difficulties,Learning Disabilities,Teaching Methods,Grade 4,Grade 7,Reading Tests,Reading Materials,Reading Strategies,Repetition,Elementary Secondary Education

This conceptual paper addresses fluency instruction and assessment for students with or at risk for reading disabilities. Although a multidimensional construct, fluency tests more often have been limited to measuring students' reading rate and accuracy. The reasons for this are explained as well as how fluency tests have influenced classroom instruction in ways not supported by research. Specifically, an argument is presented against using fluency scores to restrict the texts that students are assigned to read. Then, the basis for having students repeatedly read a single text is described along with literature suggesting this common practice may not lead to expert reading performance. Finally, the paper presents recommendations for forms of fluency instruction that are supported by research as well as a promising practice aligned to those recommendations, called Varied Practice Reading (VPR). The basis of VPR, its components, and the early results of implementation studies in Grades 4 and 7 also are described.
Attitudes of Turkish Language Teaching and Primary Education Pre-Service Teachers towards Digital Reading
Author: Kemiksiz, Ömer
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Instruction,Elementary Education,Preservice Teachers,College Students,Reading Strategies,Electronic Books,Sex,Instructional Program Divisions,Grade Point Average,Time on Task,Access to Computers,Foreign Countries,Nonprint Media

The study aims to investigate the attitudes of Turkish language teaching and primary education pre-service teachers towards digital reading in terms of various variables. The study was carried out in the relational survey model, one of the quantitative research methods. The sample of the study consisted of a total of 330 pre-service teachers, 230 of whom were female, and 100 were male, studying in the departments of Turkish Language Teaching and Primary Education programs at the Faculty of Education of Bartin University. The study analysed the digital reading attitudes of pre-service teachers according to their gender, departments, grade level, GPA, average daily digital reading time, having a personal computer and the average number of books read monthly. The data were collected by the &quot;Attitude Scale Towards Digital Reading&quot; developed by Yurdakal and Susar Kirmizi (2021). SPSS Package Program was used to analyse the data. Non-parametric tests were performed in the data analysis because normality could not be achieved in the distribution of the data. Mann-Whitney U tests were run for two variables, and Kruskal Wallis tests were run for more than two variables. According to the research findings, there was no significant difference in the digital reading attitudes of Turkish language teaching and primary education pre-service teachers according to gender, department, grade level, GPA, average daily digital reading time, having a personal computer, and the average number of books read monthly. It was determined that there was a significant difference in favour of primary education pre-service teachers only in the dimension of digital reading preferences of the scale.
Preservice Social Studies Teachers&apos; Views of the Use of Quizlet in a Physical Geography Course
Author: Çaglar, Ayse
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Social Studies,Geography,Foreign Countries,Instructional Materials,Geographic Concepts,Courseware

This study aims to examine the views of preservice social studies teachers on the use of Quizlet in a physical geography course. The participants of the study consisted of 56 preservice social studies teachers who were secondyear students in the social studies education program of the educational faculty of a state university and were taking the &quot;physical geography of Turkey&quot; course. At the end of a 5-week-long application of Quizlet, the qualitative data were collected using a questionnaire consisting of open-ended questions that were designed by the researcher. Participants' responses to the open-ended questions on the questionnaire were analyzed using qualitative descriptive analysis. Results showed that preservice social studies teachers found the use of Quizlet in the physical geography course as useful mostly because it was instructive and easy to use, allowed revising and permanence of knowledge, and the presentation of geography terms with visuals in Quizlet sets helped them to learn geography concepts. The most preferred modes among the categories in Quizlet sets by the participants were &quot;flashcards&quot;, and their &quot;match&quot; in the games category. The majority of the participants did not have any problems when using the Quizlet study sets, but concerning the modes, some students had problems with the device, and they had problems with the internet connection. Based on the results of this research, using Quizlet in teaching the physical geography course and for teaching geography concepts are recommended.
On the Catholic Identity of Students and Schools: Value Propositions for Catholic Education
Author: Lapsley, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Declining Enrollment,School Closing,Religion,Spiritual Development,Moral Development,Student Needs,Academic Achievement,Instruction,Individual Development

The Catholic school sector is under significant stress with declining enrollments and schools closing in virtually every diocese in the United States. This paper examines two value propositions for Catholic education. One is its role in providing foundational support for the development of a personal, chosen religious-spiritual identity across the life course. The second is the contribution of Catholic education to moral-character formation. Both propositions are relatively underdeveloped. The question of students' personal spiritual identity is overshadowed by the understandable concern with the Catholic identity of schools. The question of moral-character formation is subsumed by catechesis and liturgy but is often remanded to the hidden curriculum. We argue that Catholic education can make a powerful claim on parents and students to the extent that explicit attention is drawn to religious-spiritual identity and moral-character formation. Several features of the Catholic school advantage with respect to school ethos can be recruited to this end. Directions for future research are noted.
Views of Catholic Middle School Students on Handling Peer Aggression
Author: Khemka, Ishita
Date: 2022-00-00
Type: Journal Articles
Subjects: Aggression,Bullying,Middle School Students,Catholic Schools,Participation,Educational Environment,Responses,Student Reaction,Student Attitudes,Decision Making,Social Emotional Learning,Group Dynamics,Moral Development,Inclusion,Child Advocacy

Aggression toward peers who are perceived as weaker or different is a widespread problem for middle school students including those attending Catholic middle schools. Middle school students' normative beliefs about the acceptability of various types of aggressive behavior influences their own potential involvement in bullying. Therefore, how middle schoolers decide to respond to situations of peer aggression may affect their standing as either victims, bystanders to bullies, or as bully-victims in school environments over time. This study looks at how middle schoolers (sixth, seventh, and eighth grade girls and boys) in Catholic schools think it best to respond to peer aggression by examining their decision-making preferences for how targeted peers (from a vulnerable group) should respond to physical, verbal, or cyber aggression situations. Although significant effects regarding gender, grade, and type of peer aggression were found for the decision-making of the middle schoolers, findings reveal that overall middle schoolers' preferences were well developed for resisting peer aggression. The study provides important insights for how to supplement commonly existing curricula on social emotional learning in Catholic Schools with decision-making training inputs for the design of future school-based bullying prevention programs. Preparing middle schoolers in Catholic schools to respond to stop peer aggression in a proactive way supports the mission of Catholic schools to create safe and caring school environments.
Educational Processes and Learning at Home during COVID-19: Parents&apos; Experiences with Distance Education
Author: Demir, Mehmet Raci
Date: 2022-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Parent Attitudes,Foreign Countries,Socioeconomic Background,Public Schools,Private Schools,Student Problems,Academic Achievement,Social Life,Parent Child Relationship,Outcomes of Education,Educational Technology,Teaching Models,Emotional Problems,Psychological Patterns,Equal Education,Behavior Problems

Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents' views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the process of distance education were investigated under three subheadings: problems related to the child's academic and social life, problems related to parents, and problems related to parent-child relationships. Data under the main theme, outcomes of distance education, were defined as positive or negative outcomes in terms of the child and parents. Results revealed that at the beginning of the process, during the process, and during the outcomes of distance education, parents experienced problems with digital technology, the new education model, teachers, themselves, and their children, as well as economic, social, and psychological problems. Parents also had various constructive suggestions about distance education during COVID-19.
How Secondary Students Develop Multi-Task and Collaborative Skills through Online Video Games: A Case of Nepal
Author: Paudel, Rajendra
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Cooperation,Video Games,Electronic Learning,Foreign Countries,Parent Attitudes,Study Skills,Personal Autonomy,Learning Activities,Student Experience

Online video games have become popular among teenage students and have drawn the attention of both parents and teachers in Nepal. We report an analysis of secondary students' experiences of playing online video games and parents' perception of their children's game behaviour. We employed online semi-structured interviews with students and parents, and observation of students' game activities. This paper reports on how online video games developed students' independent study skills and autonomous learning abilities. Video games can be an assistive tool to engage teenage learners in collaborative and autonomous learning activities. Parents, however, perceived that video games unless specifically designed for educational purposes, can negatively impact students' health. Findings suggest that the appropriate integration of video games into educational practices can strengthen students' self-learning habits and develop their capabilities.
Augmented Reality Experiences of Preservice Classroom Teachers in Science Teaching
Author: Atalay, Nurhan
Date: 2022-06-00
Type: Journal Articles
Subjects: Computer Simulation,Preservice Teachers,Science Instruction,Technology Uses in Education,Elementary School Science,Lesson Plans,Student Attitudes,Barriers,Affordances,Foreign Countries

Using technology in the learning and teaching process enables students to learn effectively and meaningfully. Augmented reality, one of the applications used in education, can meet students' needs in the learning process. Especially in science lessons, augmented reality enables students to understand the nature of science. It is important to have teachers who can reflect technology to learning environments effectively and efficiently. In line with this purpose, preservice classroom teachers were asked to create lesson plans for 3rd - and 4th -grade science topics and gains using the augmented reality application. The researcher prepared a structured interview form to collect preservice teachers' experiences in creating augmented reality products and determining their opinions on using this science teaching application. The interviews were analyzed using the descriptive analysis technique. As a result, preservice teachers stated that both science lessons and other lessons should include the augmented reality application; the application draws attention to the subject as it is fun, interesting, and intriguing, thus providing meaningful learning. Preservice teachers stated that they would benefit from augmented reality applications in their professional lives, augmented reality will be effective in science teaching. They realized the importance of using technology in science lessons with these applications. [This study was presented as an oral presentation of the conference 2nd International Congress of Pedagogical Research.]
Analysis of the Faculty of Education Students&apos; Academic Performance in Distance Education Model with Students&apos; Opinions
Author: Saglam, Mehmet
Date: 2022-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Academic Achievement,Distance Education,Foreign Countries,In Person Learning,Instructional Effectiveness,Educational Technology

The aim of this study is to determine the effect of distance learning system on academic standing of education faculty's students at Yozgat Bozok University. Education faculties are one of the leading educational institutions where students and teachers' interaction is at the highest level. The education provided in these institutions is highly important due to training the teachers who are accepted to have been the pioneer of the society in terms of its change and transformation. The study focuses on to find how there is a relationship between distance education commonly given due to pandemic and academic success of students of the educational institutions training teachers. The descriptive content techniques that are to be evaluated as parts of the qualitative research techniques have been implemented as the method of the study. Within the scope of the research, 223 pre-service teachers studying in different programs of Yozgat Bozok University Faculty of Education have been determined as the study group. 223 students participating in the study have been asked to answer the fourteen questions previously provided in interview through online. In line with the data obtained, it has been noticed that face-to-face education is more efficient compared with the distance education, in spite of the high academic success of the teacher candidates. As a general opinion, even though it is a comfortable education, it has been revealed that distance education can be an alternative rather than a choice to face-to-face education. Along with the advantages and disadvantages of distance education, the opinions of teacher candidates for the development of this system are also presented in the study.