ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens
Author: Fletcher, Jack M.
Date: 2021-08-00
Type: Journal Articles
Subjects: Dyslexia,Disability Identification,Screening Tests,Item Response Theory,Prediction,At Risk Students,Kindergarten,Grade 1,Grade 2,Reading Skills,Reading Difficulties,Vocabulary,Phonological Awareness,Phoneme Grapheme Correspondence,Test Construction,Barriers,Test Validity,Test Reliability

Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what constitutes a screening assessment, we summarize efforts to develop short (3-5 min), teacher-administered screens that used multivariate strategies for variable selection, item response theory to select items that are most discriminating at a threshold for predicting risk, and statistical decision theory. These methods optimize prediction and lower the burden on teachers by reducing the number of items needed to evaluate risk. A specific goal of these efforts was to minimize decision errors that would result in the failure to identify a child as at risk of dyslexia/reading problems (false negatives) despite the inevitable increase in identifications of children who eventually perform in the typical range (false positives). Five screens, developed for different periods during kindergarten, Grade 1, and Grade 2, predicted outcomes measured later in the same school year (Grade 2) or in the subsequent year (Grade 1). The results of this approach to development are applicable to other screening methods, especially those that attempt to predict those children at risk of dyslexia prior to the onset of reading instruction. Without reliable and valid early predictive screening measures that reduce the burden on teachers, early intervention and prevention of dyslexia and related reading problems will be difficult.
Playful Learning and Raising Successful Children in the Twenty-First Century: An Interview with Kathy Hirsh-Pasek and Roberta Michnick Golinkoff
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,College Faculty,Psychology,Departments,Child Development,Researchers,Language Acquisition,Literacy,Authors,Teacher Collaboration,Child Rearing,Preschool Children,Learning Processes,Scientific Research,Spatial Ability,Interviews

Kathy Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. She is the past president of the International Society for Infant Studies, served as the Associate Editor of &quot;Child Development&quot; and is on the governing counsel of the Society for Research in Child Development. In 2021 she was elected as a member of the National Academy of Education. She is on the advisory board for Nickelodeon, Vroom, the Boston Children's Museum, Disney Junior, and Jumpstart. Her research examines the development of early language and literacy as well as the role of play in learning. Roberta Michnick Golinkoff is the Unidel H. Rodney Sharp Chair and professor in the School of Education at the University of Delaware. She also holds joint appointments in the Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science. She founded and is the director of the Child's Play, Learning, and Development Lab at the University of Delaware. Golinkoff is the Treasurer of the International Congress on Infant Studies and was an Associate Editor of &quot;Child Development.&quot; She consults for numerous organizations (e.g., Jumpstart, the Delaware Children's Museums, and CHOICES for deaf children) and federal agencies. Her research focuses on language development, the benefits of play, and preschoolers' early spatial knowledge. In 2021 she was elected as a member of the National Academy of Education. As long-time collaborators, Hirsh-Pasek and Golinkoff have authored fourteen books, including &quot;How Babies Talk: The Magic and Mystery of Language in the First Three Years,&quot; &quot;Einstein Never Used Flash Cards: How Our Children Really Learn--and Why They Need to Play More and Memorize Less,&quot; and &quot;Becoming Brilliant: What Science Tells Us about Raising Successful Children.&quot;
Portrayals of Play-Based Learning: Misalignments among Public Discourse, Classroom Realities, and Research
Author: Pyle, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Kindergarten,Play,Educational Policy,Educational Practices,Teacher Attitudes,Teacher Role,Social Attitudes,Preschool Teachers,Barriers,Mass Media Effects,Newspapers,Foreign Countries,Electronic Publishing,Public Opinion

Policy makers around the world increasingly mandate play-based learning in kindergarten classrooms, a pedagogical approach backed by research espousing not only the developmental appropriateness of play-based learning for this age group but also the benefits to students' academic achievement. Despite these mandates, researchers continue to see a discrepancy between policy and practice. Using the lens of institutional theory, the authors reviewed the issue and discovered that, although free play seems ubiquitous, teacher involvement in play--often fundamental for academic learning--fails to occur in approximately half of the classrooms studied. The researchers found evidence of an entrenched and limited definition of play as being child directed, a definition perpetuated by media depictions. These findings have direct implications for teaching practice, suggesting a need to develop a broader understanding of play-based learning and its role in classrooms for media outlets and the stakeholders they influence.
Video Game Play: Myths and Benefits
Author: Markey, Patrick M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Educational Benefits,Interpersonal Competence,Visual Perception,Spatial Ability,Misconceptions,Violence,Aggression,Obesity,Scientific Research,Questionnaires,Item Analysis,Skill Development,Reaction Time,Children

Whether kids should be encouraged to play video games remains a topic of debate among many parents, who often entertain some of the myths associated with video game play. The authors review the latest scientific evidence to dispel worries that video game play contributes to obesity, desensitizes players to real-world violence, and causes aggressive behavior. They also discuss research that demonstrates video game play helps improve social skills and visuospatial cognitive abilities, aids in mood management, and even appears to decrease real-world violence. They conclude that playing video games can be a worthwhile activity for most children when balanced with other life responsibilities.
Examining the Reading and Cognitive Profiles of Students with Significant Reading Comprehension Difficulties
Author: Capin, Philip
Date: 2021-08-00
Type: Journal Articles
Subjects: Reading Comprehension,Listening Comprehension,Grade 4,Elementary School Students,Reading Difficulties,Cognitive Ability,Reading Skills,Reading Fluency,Word Recognition,Secondary School Students,Severity (of Disability)

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.
Building Confidence: Engaging Students through 3D Printing in Biology Courses
Author: Guenther, Courtney
Date: 2021-05-00
Type: Journal Articles
Subjects: Self Esteem,Learner Engagement,Printing,Undergraduate Students,Student Attitudes,Teaching Methods,Manipulative Materials,Disproportionate Representation,Anatomy,Physiology,Molecular Biology

3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs.
DNA Fingerprinting of &quot;Brassica Rapa&quot; Using SRAP--Sequence-Related Amplified Polymorphism DNA Fingerprinting: An Experiment for Use in a College Biology Course
Author: Dykes, Jeff
Date: 2021-05-00
Type: Journal Articles
Subjects: Genetics,Science Instruction,Biology,Botany,Plants (Botany),Identification,Teaching Methods,Science Experiments,College Students

We used a novel approach that combined direct PCR of plant tissue and SRAP DNA fingerprinting to seek to identify the crosses made in &quot;Brassica rapa&quot; used in the Wisconsin Fast Plants. Our goal was to develop a rapid method for students to use in a biology, botany, or genetics class to identify the parental types (purple stem, non-purple stem) and the F1 generation for &quot;Brassica rapa.&quot; Our data indicates that there is detectable polymorphism in the &quot;Brassica Rapa&quot; plants with which to identify the three types of plants.
Wildlife and Waders: Experiences from a Biology Capstone Course
Author: Martin, Kirsten
Date: 2020-04-00
Type: Journal Articles
Subjects: Capstone Experiences,Biology,Wildlife,College Students,Problem Based Learning,Active Learning,Student Projects,Service Learning,Curriculum Development,Curriculum Design

In fall of 2019, a new capstone course, wildlife biology, was offered as part of the biology curriculum at the University of Saint Joseph. The course fully embraced problem-based learning (PBL), project-based learning, and service-learning strategies. It provided a service to the campus community through the task of creating a management plan for two wetlands located on the campus given the problem of invasive plants. Student engagement in the topic and project was enhanced through the development of student teams and the opportunity to work with stakeholders. In responding to stakeholder project requests, students showed increased motivation, ownership in the project, and skill development. Through implementing this course, we unexpectedly observed increased development of students' leadership, maturity, and scientific curiosity.
Factors Influencing Teachers&apos; Cognitions and Practices Underpinning Listening Instruction in Iranian Private English Language Institutes
Author: Bagheri, Morteza
Date: 2021-07-00
Type: Journal Articles
Subjects: Schemata (Cognition),Language Teachers,Second Language Learning,Second Language Instruction,Listening Comprehension,Teaching Methods,English (Second Language),Recall (Psychology),Teacher Attitudes,Experienced Teachers,Faculty Development,Educational Improvement,Teacher Education,Context Effect,Foreign Countries,Private Schools

Exploration of second language teacher cognition in general and factors influencing it in particular has attracted the attention of many researchers over the last four decades. The study presented here explored potential factors that influenced teachers' cognitions and practices with regard to listening instruction and the development of this skill among learners in the thus far under-researched context of Iran. An exploratory and interpretive approach was adopted. Data were collected over a four-month period in private English Language institutes in Iran. Eight teachers' classes were observed 64 times, followed by 32 stimulated-recall interviews. Findings indicated that contextual factors, followed by learner variables and teachers' teaching experiences, were the most influential elements in shaping teacher cognitions and listening classroom practices. Teacher education was ranked as the least influential factor. There are some implications for strengthening the development of listening skills. These include the importance of experienced teachers' cognitions in improving teacher education and professional development courses, and being more consciously aware of the exacerbating effects of some contextual factors on listening instruction.
The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners&apos; Vocabulary Learning and Retention
Author: Kaivanpanah, Shiva
Date: 2021-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Direct Instruction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Retention (Psychology),Males,Children,Adolescents,Young Adults,Language Proficiency,Linguistic Input,Foreign Countries

The present study examined the effect of different vocabulary instruction methods on EFL learners' vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two levels). The learners in the explicit group received vocabulary awareness-raising and pushed output activities. The implicit group was exposed to input flooding, while the modified-implicit group received the pushed output activity and input flooding. The vocabulary learning of the participants was measured using teacher-developed vocabulary tests. The results indicated that learners receiving explicit as well as modified-implicit activities outperformed those exposed to implicit instruction on vocabulary tests. This implies that awareness-raising as well as pushed output activities help learners notice, learn vocabulary better, and retain them longer. Several implications for teachers, materials developers, and syllabus designers on including pushed output activities with more involvement, and areas for further research are discussed.
The Setbacks for Research Practice in Higher Education: A Perspective from English Language Teaching in Iran
Author: Rahimi, Masoud
Date: 2021-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,College Faculty,Higher Education,Graduate Students,Masters Programs,Doctoral Students,State Universities,Teacher Attitudes,Student Attitudes,Research Projects,Barriers,Foreign Countries

While research is abundant on academics' research engagement in higher education, very little has been done to study the setbacks for research practices in English language teaching (ELT) in higher education. Adopting a qualitative research design, the present study explored the research setbacks for ELT in higher education. To this end, 10 masters students, 10 doctoral students, and 10 university instructors of ELT in different state universities in Iran took part in the study. A narrative frame was applied to collect initial data, followed by conducting individual semi-structured interviews to gain more in-depth knowledge about the participants' research practices. Thematic analysis, used to analyse the data, uncovered a number of themes and categories addressing the masters and doctoral students' and university instructors' research setbacks in higher education. A number of themes were generated for the following categories of research setbacks: issues with research projects, insignificant contribution, and pressures from the immediate context. The findings are discussed in the light of the literature and the status of research practice in higher education, and implications are suggested for research practice in higher education.
Mathematics Learning Community: A Case Study
Author: Hoon, Teoh Sian
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,21st Century Skills,Mathematics Teachers,Parent Teacher Cooperation,Parent Participation,Mathematics Skills,Lifelong Learning,Communities of Practice,Best Practices,Teacher Role,Parent Role,Educational Development

The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students' knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills.
Promising Digital Schools: An Essential Need for an Educational Revolution
Author: Yehya, Fouad Mounier
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Educational Technology,Secondary Schools,Traditional Schools,Electronic Learning,Technology Integration

This paper endeavors to propose a clear framework to show how the Lebanese traditional schools will be transformed to digital schools to benefit from digital technology. Digitalization is prompting education at a very fast pace. Educational institutions are in vital need of technology implementations to stay digitally relevant to Net-generation learners. Though many schools have digital initiatives and plans, the implementation of these up to a well-studied framework is something many institutions still lack. This study adopts the instructional design theory, which aims to propose a clear technology implementation framework to promote schools' digital transformation. The study emphasizes that schools are in need to deal with a well-defined framework in their establishment for digital institutions and proposes a digital framework for schools to implement educational technology tools and strategies to gain the benefits attached to technological progress. The suggested framework highlights the need for mutual interaction between schools' visions, teachers' professional development, some appropriate tools, learners' beliefs, and the learning society's support in guiding schools to attain the opportunities of digitalization in reforming education. Researchers, policymakers, and educators need to contribute to this developed framework and identify strengths, weaknesses, opportunities, and threats (SWOT analysis) of the suggested model on schools' digitalization process. However, additional research should be conducted regarding the impact of the model on enhancing the educational revolution. Hence, a call is made for researchers to continue testing the model in different contexts with the intent of refining it.
Reforms of Mathematics Curriculum Guidelines for Middle Education in Brazil and Paraguay
Author: Dias, Marcelo de Oliveira
Date: 2021-00-00
Type: Journal Articles
Subjects: National Curriculum,Mathematics Instruction,High School Students,Mathematics Curriculum,Cross Cultural Studies,Educational Change,Political Influences,Ideology,Comparative Analysis,Comparative Education,Standards,Educational Administration,Teaching Methods,Foreign Countries,Curriculum Development

The construction of the National Common Curricular Base (NCCB) for the area of Mathematics and its High School Technologies in Brazil and the last update of the Mathematics Program for High School in Paraguay are prescribed curriculum documents in force for the teaching of Mathematics in these countries. The construction of each one of them exposed intense political elements and has been a constant target of conflicts and tensions in these countries. The policy cycle approach, established by sociologist Stephen J. Ball and collaborators, has usually been applied by curriculum policy researchers, as well as from other sectors. Therefore, it has been configured in an important methodological bias for the understanding of the documents' approval processes from the contexts of production and influence, as well as the standards that guided this construction and the ideological constraints that emanate from the involvement of multilateral organisms. In order to achieve this objective, this article presents a comparative analysis of documents in specific circumstances during the processes of the recent reforms of the prescribed documents for mathematical learning in Brazil and Paraguay. It starts from the methodological phases of Comparative Education, summarized by Pilz (2012), by which it reflected on the vertical models and the reductionism and emptying of the area, as well as the contents as instruments of management and performance to meet the varied demands of the globalized world. The theoretical hybridization carried out in the study also pointed to a greater number of specific competences prescribed for the teaching of Mathematics in Brazil, and in Paraguay, a curriculum that prioritizes more functional Mathematics.