ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching-Learning Process Self-Efficacy Beliefs Scale (TLPSEBS) for Academic Staff: A Scale Development Study
Author: Uygur, Mutlu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Attitude Measures,Self Efficacy,Beliefs,Teaching Methods,Learning Processes,Higher Education,Factor Analysis,Factor Structure,Construct Validity,Test Reliability

A valid and reliable measurement tool has been developed to measure the teaching-learning process self-efficacy of instructors in higher education institutions. During the scale development stage, the scale form was e-mailed to 305 instructors, who were selected through purposive sampling method, working at the faculties of health, social, science, fine arts and engineering of the randomly determined universities in 7 regions of Turkey. As a result of the explanatory factor analysis, the 8 items were excluded from the scale and the single-factor scale with remaining 40 items explained 58,309% of the total variance. The internal consistency coefficient (Cronbach's Alpha) of the scale was found to be 0.98 for the whole scale. It was concluded according to these findings that the scale developed in this study is a valid and reliable measurement tool that can be used to measure the teaching-learning process self-efficacy of the instructors working in higher education institutions.
Critical Thinking Dispositions of Social Studies Teacher Candidates
Author: Uslu, Salih
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Social Studies,Preservice Teachers,Public Colleges,Measures (Individuals),Foreign Countries,Student Characteristics,Personality Traits,Gender Differences,Thinking Skills

The main aim of this study is, to analyze critical thinking disposition of social studies teacher candidates. The study group is consisting of totally 250 teacher candidates voluntarily who are students of education faculty at social studies department in a state university. This study is used with descriptive survey method. The &quot;Personal Information Form&quot; was developed by the researchers used as data collection tools and The California Critical Thinking Disposition Inventory (CCTDI-R) which was developed by Facione, Facione, and Giancarlo (1998) and translated into Turkish by Kökdemir (2003) was used. Research data were analyzed with IBM SPSS 21.0 program. The independent samples t-test and One Way ANOVA were used for analyzing the datum. At the end of the study, it has been determined that in generally social studies teacher candidates have low level critical thinking disposition, obtained the average score related with subscales while the highest scores at the Analyticity subscale, the lowest average scores at Systematicity subscale. It has been seen that critical thinking disposition were not differentiated in terms of gender and class variables generally while significant differences were detected in the subscale dimensions. Some suggestions have been made in the light of these findings.
Determination the Level of Physical Activity and Eating Behaviors of University Students
Author: Düz, Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Eating Habits,Foreign Countries,Body Composition,Nutrition,Gender Differences,Psychological Patterns,Health Behavior,Young Adults,College Freshmen,Correlation,Emotional Response

The aim of this study was to determine the relationship between level of physical activity and eating behaviors of university students. 270 students attending to Inonu University in 2018-2019 academic year and volunteering were included in the study. A short form of the International Physical Activity Questionnaire (IPAQ-SF) and the Dutch Eating Behavior Questionnaire (DEBQ) were administered to the participants along with the socio-demographic information form. Data were analyzed by IBM statistics (SPSS, version 25.0, Armonk, NY) windows package program and independent samples t test, Kruskal Wallis H test and Mann-Whitney U test were used with descriptive statistics. The findings were evaluated at 95% confidence interval and 5% significance level. While there was no statistically significant difference between eating habits, departments, classes, monthly income and place of residence of university students, there was a significant difference between BMI, adequate and balanced nutritional status and the reasons for skipping meals. Moreover, there was no significant relationship between eating behaviors and physical activity levels of university students, but men were more physically active than women were. As a conclusion, the possible effects of mood on eating behavior and physical activity should be determined in more detail by face-to-face interviews with students who have high scores from DEBQ questionnaire. Moreover, awareness can be enhanced by organizing trainings and information meetings in order to gain healthy eating habits along with physical activity.
Reflections of Mathematical and Mathematics Educational Values on Pedagogical Formation Students&apos; Teaching Preferences
Author: Sahin, Seher Mandaci
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Public Colleges,Preferences,Constructivism (Learning),Student Centered Learning,Teaching Methods,Classroom Techniques,Educational Strategies,Student Attitudes,Educational Principles,Gender Differences,Foreign Countries,Educational Experience,Values

As in all fields, values are an important component of classroom's affective environment in mathematics course, too, and have a significant impact on students' mathematical efforts. As it would directly affect classroom practices and learning, it is deemed important to determine preservice teachers' value profiles. This research aimed to address mathematical and mathematics educational values of mathematics students receiving pedagogical formation in terms of constructivist and positivist approaches and examine these values along with their opinions on the use of different teaching strategies, methods and techniques (SMTs) in courses. The participants were 288 mathematics students receiving pedagogical formation at two public universities. As data collection instruments, Mathematical and Mathematics Educational Values Scale and a written interview form were used to associate their values with their teaching preferences. The study concluded a significant difference in favor of constructivist values when comparing participants' levels of having positivist values with their levels of constructivist values. The findings achieved from the interview forms indicated that majority of participants preferred student-centered teaching strategies, methods and techniques; in other words, they regarded themselves rather as constructivists.
Adult Literacy Teachers&apos; Perspectives on Reading Difficulties and the Origins of These Perspectives
Author: Chapman, Elaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Literacy,Teacher Attitudes,Reading Difficulties,Reading Teachers,Reading Skills,Student Needs,Adult Students,Literature Appreciation,Educational Environment,Teaching Experience,Foreign Countries,Stress Variables,Self Esteem,Adult Reading Programs,Knowledge Level

Studies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers' perspectives, which attributed less-skilled reading respectively to: (a) learners' distinct needs not being met, (b) readers' &quot;life baggage&quot;, (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers' own experiences in learning reading, (b) teachers' general teaching experience, (c) teachers' experiences of teaching reading specifically, and (d) teachers' knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed.
Expectations, Distrust and Corruption in Education: Findings on Prevention through Education Improvement
Author: Milovanovitch, Mihaylo
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Improvement,Deception,Crime,Behavior Patterns,Economic Factors,Cross Cultural Studies,Trust (Psychology),Incentives,Guidance,Foreign Countries,Attribution Theory,Student Attitudes,Teacher Attitudes,Parent Attitudes,Administrator Attitudes,Public Officials,Elementary Secondary Education,Higher Education,Preschool Education,Integrity,Educational Administration,Educational Quality,Prevention,Educational Policy,Policy Analysis

In this article we present results from research on how education environments may influence the propensity of education participants to engage in corrupt practices. We approached this task with the help of a conceptual framework that draws on rational choice and routine activity theory, and on economic models of human behaviour. The framework guided a collection of evidence through desk research, numerous interviews and focus groups on behalf of authorities and civil society in five countries (Armenia, Kazakhstan, Serbia, Tunisia, Ukraine). Our findings suggest that circumstances in education influence problematic conduct in two major ways -- by opening opportunities for the abuse of regular processes in education, and by providing education participants with incentives to engage in it. This contribution offers some insights concerning the incentives of education participants to participate in corruption and discusses why research on corruption can be a valuable source of guidance for systemic improvement in education.
The PIAAC Literacy Framework and Adult Reading Instruction
Author: Trawick, Amy R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adults,Reading Instruction,Adult Educators,Adult Literacy,Curriculum Development,Instructional Development,Transfer of Training,Cognitive Processes,Definitions,Relevance (Education),Lifelong Learning

This article is excerpted (with slight adaptations) from the reports &quot;Using the PIAAC Literacy Framework to Guide Instruction: An Introduction for Adult Educators&quot; (Trawick, 2017) and &quot;Bringing Reading Instruction to Life: Supplement to the Introductory Guide&quot; (Trawick, 2018). The Programme for the International Assessment of Adult Competencies (PIAAC) conducted an international literacy assessment for adults in 2012 and 2014, and this article describes how adult educators can use its literacy framework to frame instruction as well. Key aspects that can guide teaching and learning include a &quot;literacy-in-use&quot; orientation to reading, the definition for &quot;literacy&quot; adopted by the literacy expert group, and how PIAAC operationalized Context, Content, and Cognitive Strategies. A model of contextualized reading instruction is proposed as a way to organize reading instruction.
The PIAAC Numeracy Framework: A Guide to Instruction
Author: Curry, Donna
Date: 2019-00-00
Type: Journal Articles
Subjects: Adults,Numeracy,Adult Learning,Mathematics Skills,Mathematics Instruction,Individualized Instruction,Problem Solving,Definitions,Word Problems (Mathematics)

The Program for International Assessment of Adult Competencies, better known as PIAAC, developed a numeracy assessment framework that was used internationally to assess adults' numeracy skills. The assessment gauged adults' (aged 16-65 years) numeracy skills across a full range, from adults with very low levels of numeracy to college level math ability. PIAAC's assessment framework is based on two concepts: math as being use-oriented and math proficiency as a continuum. While this framework was designed to measure adults' numeracy ability in a structured assessment environment (including adults' home with trained evaluators), it is useful beyond its original intent. This framework can be used to help teachers better understand how to differentiate instruction while still focusing on a particular theme or topic in a classroom, ensuring rich discussions about topics of interests to students. In this article, the author will discuss several key elements of the PIAAC assessment framework, including the definition of numeracy and numerate behavior, facets of numerate behavior, enabling processes that support such behavior, and complexity factors that determine the difficulty of the task requiring numerate behavior. With a better understanding of the underpinnings of the PIAAC numeracy framework, teachers can efficiently differentiate instruction by adjusting features of a numeracy task.
Linking Root Words and Derived Forms for Adult Struggling Readers: A Pilot Study
Author: Gray, Susan H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Reading Instruction,Reading Difficulties,Adult Literacy,Adults,Vocabulary Development,Semantics,Syllables,Outcomes of Education,Word Recognition,Instructional Effectiveness,Nonverbal Ability,Intelligence Tests,Verbal Ability,Reading Tests

The goal of this pilot study was to investigate the effects of morphological instruction on component literacy skills of adult struggling readers. Sixteen adults, most with decoding and encoding deficits, were randomly assigned to tutoring in either morpheme or syllable analysis to learn academic vocabulary and increase component literacy skills. Those taught semantic connections between Latin and Greek root words and their derived forms outperformed those taught syllable types on a standardized test of word recognition, though both groups demonstrated large gains for learning target words. Results support connectionist theories that promote teaching morphological links in literacy instruction.
Fostering Transformative Learning in Educational Settings
Author: Baumgartner, Lisa M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Transformative Learning,Reflection,Sociocultural Patterns,Literacy Education,Adult Basic Education,Adult Educators,Critical Thinking,Teaching Methods,Questioning Techniques,Role Playing,Art Activities,World Views,Critical Incidents Method,Simulation,Social Support Groups,Group Activities,Adult Literacy

Transformative learning refers to a perspective transformation or change in worldview. Teachers in literacy education and adult basic education as well as GED instructors can learn how to foster transformative learning. These techniques can help learners engage in critical thought and discussion with others and may gain a broader, more inclusive view of themselves and their world. This article describes six elements that promote transformative learning. These elements are: individual experience, critical reflection, dialogue, seeing transformative learning as a holistic experience, the importance of sociocultural and personal factors, and authenticity. Some tools that teachers can use to foster transformative learning in an educational setting include: asking questions that cause learners to reflect on what they are doing and why they are doing it, role-playing, simulations, arts-based activities, using the critical incident technique, and encouraging learner support groups and group-based activities. These elements and activities will provide learners opportunities to expand their worldviews.
Journeys of Transcultural Literacies: Working toward Transformative Learning in Adult Literacy Education
Author: Magro, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Transformative Learning,Adult Literacy,Adult Education,Cultural Awareness,Immigrants,Social Justice,Perspective Taking

Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke &amp; Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners' unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study.
Immigrants Learning English in a Time of Anti-Immigrant Sentiment. Forum: Immigration and ESL
Author: Larotta, Clarena
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Public Policy,Thinking Skills,Small Businesses,Productivity,Job Skills,Work Ethic,Cognitive Ability,Abstract Reasoning,Undocumented Immigrants,English (Second Language),Second Language Learning,Language Proficiency,Adult Education,Adult Literacy,Second Language Instruction,Political Attitudes,Literacy Education,Safety,Educational Practices,Law Enforcement,Program Administration

Immigrants bring a wide variety of skills that favor the market productivity and add to the economic life of the country. They contribute to the development of the U.S. economy through the skills they bring to the market (cognitive skills such as abstract thinking, non-cognitive skills such as motivation and initiative, and specific skills such as the ability to operate machinery) and through the small business they own. [The article is Part 1 of 3 in the series.]
Showing up for Immigrant Learners (and Each Other). Forum: Immigration and ESL
Author: Nash, Andy
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Refugees,Public Policy,Educational Practices,Adult Basic Education,English (Second Language),Second Language Learning,Second Language Instruction,Safety,Teaching Methods,Media Literacy,History,Units of Study,Advocacy

We are witnessing a mounting campaign in this country to blame immigrants and refugees for our economic insecurity, rampant violent crime, and a diminished social safety net. Under this banner, our government is using immigration policy to turn away asylum seekers and refugees, separate children from parents, and threaten the Temporary Protected Status (TPS) of communities that have lived in the US. [The article is Part 3 of 3 in the series. For Part 2, &quot;How Policy Changes Affect Local Immigrant Learners,&quot; see EJ1246093.]
Intensifying Reading Instruction for Students with Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family-School Collaboration
Author: Roberts, Garrett J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Instruction,Attention Deficit Hyperactivity Disorder,Family School Relationship,Family Involvement,Teaching Methods,Self Management,Reflection,Peer Influence,Peer Teaching,Accountability,Homework,Cooperative Planning,Elementary Secondary Education

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family-school collaboration.
Administrators&apos; Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
Author: Bettini, Elizabeth
Date: 2020-04-00
Type: Journal Articles
Subjects: Special Education Teachers,Administrator Role,Teacher Administrator Relationship,Professional Development,Instructional Effectiveness,Reading Instruction,Students with Disabilities,Behavior Disorders,Emotional Disturbances,Teaching Conditions,Educational Quality,Teacher Collaboration,Collegiality,Time Management,Educational Resources,Teacher Responsibility

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings.
How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students with High-Functioning Autism Spectrum Disorder
Author: Cravalho, Danielle A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Vocabulary Development,Reading Comprehension,Reading Instruction,Autism,Pervasive Developmental Disorders,Reading Fluency,Teaching Methods,Student Behavior,Intervention,Direct Instruction,Sentences

This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary instruction, repeated reading with sentence-level comprehension, question-answering relationships, and main idea summarization. Included in the article are explicit instructional routines and curricular materials supported by empirical evidence for the intervention elements.
Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation within Residential and Juvenile Facilities
Author: Boden, Lauren J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Juvenile Justice,Institutionalized Persons,Correctional Institutions,Residential Programs,Sustainability,Behavior Modification,Positive Behavior Supports,Program Effectiveness,Staff Development,Attitudes,Youth,Positive Reinforcement,Youth Programs,Teamwork,Leadership Responsibility

The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in its early stages. While many FW-PBIS leadership teams report improved outcomes when implementing FW-PBIS, many continue to struggle to gain initial buy-in from youth and staff as well as sustain buy-in after initial implementation. We offer suggestions from the field to promote buy-in from key stakeholders within residential and juvenile settings.