ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Self-Regulation in Classroom Teachers
Author: Herring, Natashia
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Self Control,Classroom Environment,Teacher Behavior,Teacher Attitudes,Teacher Influence,Stress Variables,Well Being,Teacher Effectiveness,Teaching Conditions,Teacher Role,Time,Educational Resources

Self-regulation is the ability to adjust one's level of energy to match the situation; monitor, evaluate and modify one's emotion; shift attention or ignore various stimuli; engage in social interactions in a sustained way; and connect and empathize with other people. This research explored self-regulation among teachers as a factor in student learning and co-regulation in the classroom environment. A quantitative survey and qualitative interviews answered the following research question: Overall, what are the impacts of the education system on teacher self-regulation? Exploring teacher perspectives opens the door to including their opinions on all aspects of the educational system and its impact on their wellness on a personal and professional level. The research aimed to promote a better awareness of teacher needs and of ways to support them, and to motivate the development of better student supports as a result.
Creative Joy: Process and Product
Author: Seale, Jan
Date: 2014-00-00
Type: Journal Articles
Subjects: Creativity,Creative Thinking,Brain Hemisphere Functions,Imagination,Writing Instruction,Writing Processes

Creativity allows to see things in a new way--to go beyond the information given, recombining, thinking in unconventional ways, using little known or neglected means. To be clinical, it starts in the frontal lobe, that part of the brain which has the boundless capacity to dream up things. Feeding one's creativity both in the classroom and away from it makes one happier people and better teachers. Creating alongside their students gives them powerful examples when they see their teachers are unafraid to write a quatrain or a sonnet and furthermore, that they are enjoying the process. All creators go through six stages of creativity, whether they are inventors, scientists, entrepreneurs, educators, writers, or artists. Teachers can apply these stages in their classrooms as well as in their personal lives. This article examines the six stages of creativity.
Lacing Literature with Passionate Instruction
Author: Cooper-Edwards, Jacquelyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teaching Methods,English Language Learners,Low Achievement,Critical Thinking,Cultural Awareness,Direct Instruction,Prior Learning

In this article Jacquelyn Cooper-Edwards describes how she employed special strategies to help her students in a sixth grade class identified as &quot;6E,&quot; many of whom were English language learners. It was quietly understood that the students in the homerooms assigned higher letters such as &quot;6A&quot; were considered the high achievers. The students in the homeroom assigned the lowest letter &quot;6E&quot; were considered academically inferior and thus undesirable. The 6E students needed lively teaching to become actively involved in schoolwork, and Cooper-Edwards wanted to increase their opportunities to apply critical thinking skills. Herein, she describes three methods she focused on that would enhance 6E's learning environment: (1) promote understanding of cultural contexts; (2) incorporate explicit instruction; and (3) activate background knowledge.
Following Multiple Paths to Spelling Success: Differentiated Spelling in a Fourth-Grade Classroom
Author: Schaefer, Allyson
Date: 2013-00-00
Type: Journal Articles
Subjects: Spelling,Spelling Instruction,Individualized Instruction,Elementary School Students,Grade 4,Tests,Instructional Effectiveness

This study examines the progress fourth grade students made in spelling when using a differentiated spelling program. Twenty-two students participated in this 6-week study. The teacher administered a spelling inventory from Bear, Invernizzi, Templeton, and Johnston (2008). Using this data, students were divided into three leveled groups. Spelling groups then met three times a week for 15 minutes to study a specific word feature. Students were expected to complete word sorts and word hunts on their own. Data sources include weekly spelling tests, pre and post surveys from students and parents, and an upper-level spelling inventory administered at the end of the study. Results from the final inventory show that all but two students moved up at least one spelling level during the course of the study.
Fast Track to Fluency: Volunteers Promoting Oral Reading Fluency in Struggling Readers
Author: Atwater, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Volunteers,Reading Difficulties,Elementary School Students,Children,Time Management,Repetition,Program Implementation,Reading Strategies,Urban Schools,Public Schools,Grade 4,Curriculum Based Assessment,Reading Attitudes,Surveys

Many elementary schools have volunteers who read with struggling readers, yet most have limited background knowledge on teaching reading or a framework to follow when working with students. This piece outlines &quot;Fast Track to Fluency,&quot; a method to ensure volunteer and students' time is used efficiently in the classroom. Data from &quot;Fast Track to Fluency&quot; suggests that repeated readings--even with volunteers guiding the reading--have a strong correlation with increased fluency in struggling readers.
Leading by Following: An Introduction to Verbal Mapping as &quot;Naming&quot; Abstract, Affective Realia
Author: Kinard, Timothy A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Arts,Integrated Curriculum,Early Childhood Education,Multicultural Education,Constructivism (Learning),Culturally Relevant Education,Emotional Intelligence,Play,Naming,Teaching Methods,Problem Solving,Prior Learning,World Views,Preservice Teachers

The article presents a metaphorical set of images that emerged from reflections on practice and the research gathered during that practice in an early childhood summer program. A metaphor is crafted of several blocks that &quot;click together&quot; as pieces of theory and practice intended to provide teachers and teacher educators with examples of success and failure for thinking about integrated, multicultural, and constructivist language arts curricula designed to enhance social and emotional learning and employ cultural knowledge(s). The authors introduce the concepts of &quot;abstract realia&quot; and &quot;verbal mapping&quot; as possible components of this type of curriculum.
Collaborating Online: Tools for Improving Teacher Preparation in Literacy
Author: Van Allen, Jennifer
Date: 2019-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Cooperative Learning,Student Attitudes,Teacher Student Relationship,Teaching Experience,Literacy Education,Pedagogical Content Knowledge,Computer Mediated Communication,Educational Improvement,Teaching Methods,Information Technology,Technological Literacy,Videoconferencing,Computer Software

Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals' understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for increased opportunities for practice-based teaching experiences within teacher preparation programs. This manuscript explores how online tools may be utilized in teacher preparation classrooms to support collaboration among teacher candidates within a program, as well as connect students in different programs and institutions to ultimately build literacy content and pedagogical knowledge.
Motion, Matter, Force, and Writing???: Creating Space for Writing in a Secondary Physics Classroom
Author: Javeed, Lubna
Date: 2019-06-00
Type: Journal Articles
Subjects: Scientific Concepts,Physics,Content Area Writing,Secondary School Science,Secondary School Students,Grade 11,Self Concept,Reflection,Suburban Schools,Public Schools,Writing Skills,Academic Language,Late Adolescents,Sentences,Resistance to Change,Student Journals,Writing Attitudes

This qualitative case study was an in-depth exploration into how writing may facilitate disciplinary literacy in an eleventh grade physics classroom. In response to the dearth of writing instruction in high school disciplinary classrooms, this study was an in-depth exploration into how writing may facilitate the cultivation of disciplinary writing in physics. The study focused on the perspectives of three participants during a semester of implementing writing by using sentence starters in physics. Findings showed participants were resistant to the change in curriculum and learning. Modelling effective disciplinary writing to support students may help improve attitudes and identities as writers.
Building Social-Emotional Competence of Elementary Students through Noncompetitive Basketball Embedded with Social Skills Training
Author: Vallis, Raisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Elementary School Students,Team Sports,Skill Development,Interpersonal Competence,Intervention,Program Effectiveness,Teacher Attitudes,Student Attitudes,Athletics

Approximately 30% of children and adolescents experience emotional and behavioural problems, with girls exceeding boys in all age categories (Pathak et al., 2011); and there has been a rise in the prevalence of mental illness and maladaptive behaviours in adolescence. To address these growing concerns, this study approached the task of enhancing the social emotional competencies of children through noncompetitive basketball embedded with social skills training. Twelve female students in grade 4 participated in a 5-week program consisting of 10 sessions of noncompetitive basketball embedded with social skills training. Commercially produced surveys were completed before and after the intervention to measure student change in social-emotional competence and to evaluate the program's effectiveness. Analyses of the data revealed positive changes to students' social emotional competence scores, indicating that the intervention program was effective as a means for social skill remediation. A slight increase in the average level of basketball interest was observed across all participants. Furthermore, the program was evaluated positively by teachers enhancing its social acceptability and validity. Positive results from this study may be used in future educational practices to proactively identify and provide preventative support to children and adolescents who experience emotional and behavioural problems and provides current educators and clinicians with an alternative social skill instruction method to the programs currently available.
Evaluation of a Blended Learning Model for Pre-Service Teachers
Author: Martín-Martínez, Laura
Date: 2020-06-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,College Freshmen,Teacher Education Programs,Factor Analysis,Web 2.0 Technologies,Teacher Student Relationship,College Faculty,College Students,Learning Processes,Feedback (Response),Cooperative Learning,Peer Relationship,Prediction,Instructional Effectiveness,Expectation,Foreign Countries,Age Differences,Student Attitudes

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.
Examining University Students&apos; Attitudes towards Using Web-Conferencing Systems in Distance Learning Courses: A Study on Scale Development and Application
Author: Basaran, Bulent
Date: 2020-06-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Synchronous Communication,Computer Mediated Communication,Distance Education,Online Courses,Electronic Learning,Test Construction,Integrated Learning Systems,Attitude Measures,Factor Analysis,Test Reliability,Expectation,Preferences,Student Problems

The study aimed to develop a scale to assess students' attitudes towards using interactive web conferencing systems in distance learning courses. An item pool was formed based on a review of the literature and the participants' written views. A draft scale was developed with 29 items selected from this item pool. It was applied to 1100 undergraduate students in a distance program in theology, who took courses using Adobe Connect as a video conference system, together with Moodle as a learning management system. After removing incomplete or improperly filled questionnaires, a total of 596 participants' responses were used for factor analysis. The scale was made up of four factors: user expectations on web-conference systems, user preferences for web-conferencing system, user attitudes towards using web-conferencing systems, and user problems experienced while using web-conferencing systems.
Validation of Instruments for Measuring Affective Outcomes in Gifted Education
Author: Callahan, Carolyn M.
Date: 2020-11-00
Type: Journal Articles
Subjects: Gifted Education,Affective Measures,Test Validity,Elementary School Students,Academically Gifted,Rural Schools,Learner Engagement,Self Efficacy,Cognitive Structures,Stereotypes,Psychological Patterns,Factor Structure

With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention.
An Approach to Improving the Analysis of Literature Data in Chinese through an Improved Use of Citespace
Author: Jia, Weichen
Date: 2020-06-00
Type: Journal Articles
Subjects: Visualization,Data Analysis,Trend Analysis,Chinese,Computer Software,Data Collection,Accuracy,Citation Analysis,Social Science Research,Information Retrieval

Citespace, a visualization-based analysis tool, has been used to analyze the literature data by visualizing the patterns and potential trends of a field. Previous studies show that when used for analyzing the literature in Chinese, Citespace could only conduct very basic analysis, different from its use in analyzing the literature data in English. To address this limitation, this study presents an approach to improving the use of Citespace for effective analysis of literature data in Chinese. The approach employs data-processing and data-analysis scripts in data collection, knowledge map generation, and interpretation steps to improve the accuracy and comprehensiveness of analysis of literature data in Chinese. An empirical evaluation has been conducted to demonstrate the effectiveness of the approach.
Developing Literacy Skills for Global Citizenship: Exploring Personal Culture and Mining Cultural Gems from Classroom Experts
Author: Sarker, Amie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Secondary School Students,Letters (Correspondence),Intercultural Communication,Cultural Awareness,Foreign Students,Citizenship Education,Diversity,Culturally Relevant Education

In our quest to help students develop global competence, starting with awareness of and empathy toward perceived &quot;others&quot; across the globe, the authors of this article guided students in navigating particular authentic literacy activities that cultivated such dispositions. A focus on international contexts and social conditions opened both windows and mirrors for students, taking digital and print forms as students responded to international children's literature selections and utilized the Internet in their inquiry. Adolescent students in a diverse U.S. classroom and young students in Bangladesh engaged in a pen pal exchange that fostered intercultural communication skills and understanding. Students demonstrated heightened interest and concern for global issues, and U.S. classroom &quot;experts&quot; who were recent immigrants from Bangladesh themselves provided valuable cultural insights that supported the competency development of their classmates. Culturally and linguistically diverse students were not only empowered while sharing their expertise regarding their home country and culture, but a &quot;global community&quot; of respect developed within the diverse classroom itself. Through activities focusing on the development of global citizenship competencies, educators have the opportunity to transform their classrooms into learning communities that prepare students for an increasingly interconnected, interdependent world, developing citizens that can produce compassionate, positive impact.
The Beliefs and Practices of Second Grade Teachers Who Implement Independent Reading and Its Effect on Students&apos; Reading Achievement and Reading Volume
Author: Brannan, Lauren R.
Date: 2020-05-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Teachers,Reading Instruction,Reading Achievement,Independent Reading,Teacher Attitudes,Reading Material Selection,Social Influences,Conferences (Gatherings),Reader Response,Program Effectiveness,Time,Reading Motivation,Sustained Silent Reading,Computer Assisted Instruction,Reading Programs,Elementary School Students,Teaching Methods

The purpose of the present study was to explore the beliefs and practices of teachers who implement independent reading in their classrooms. Results showed that teachers who implemented independent reading believed in the importance of both the quantity and quality of student reading. The teachers' practices of independent reading showed students selecting books that were &quot;just-right&quot; for them to read, social experiences around reading, guided practice through reading conferences with the teacher, and setting a purpose for reading through response activities. A nonexperimental comparative design was used to examine the effects of independent reading on reading volume and reading achievement. Results indicated that there were no statistically significant effects between the independent reading group and the no independent reading group for reading achievement or reading volume. Additionally, there was no statistically significant difference in growth of reading achievement between higher and lower readers in the independent reading group.
Factors That Affect Grade Nine Students in Rawalpindi, Pakistan
Author: Malik, Amjad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,High School Students,Adolescents,Video Games,Telecommunications,Handheld Devices,Student Behavior,Correlation,Parent Child Relationship,Extracurricular Activities,Self Concept,Gender Differences,Peer Relationship,Leisure Time

The authors conducted the research in partnership with two schools in Rawalpindi, Pakistan, in response to concerns over the effects of non-educational video gaming and texting on students' school experiences. Educational professionals wanted to refer to research findings when they advised parents to monitor their children's video gaming and texting activities. The research purpose was therefore to examine the correlations between various factors and school experiences in grade 9. The factors included social relations (e.g., friends), extra-curricular activities (e.g., work), and leisure-time activities (e.g., playing video games and texting). Because of the nature of data collected by Likert-scale surveys, and because the quantitative survey questionnaire was &quot;homemade,&quot; the authors did not anticipate collecting statistically significant findings. The research was essentially testing the waters to see whether any correlations would arise. It is recommended that the research should be repeated, preferably with an enhanced instrument, using a longitudinal research design.
Factors That Influence Learner Engagement and Completion Rate in an xMOOC on Energy and Sustainability
Author: Canchola González, José Antonio
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Academic Persistence,Learner Engagement,Predictor Variables,Energy,Sustainability,Student Characteristics,Age Differences,Occupations,Educational Attainment,Employment Level,Grades (Scholastic),Student Attitudes,Correlation

In Mexico, there has been a rise in Massive Open Online Course (MOOC) enrollments through platforms such as MexicoX. However, this rise in interest has not been accompanied by a corresponding increase in completion rates. This article examines the factors that influence Mexican learners' retention rates and learner engagement to determine the extent to which a student´s profile can predict his or her ability to engage with and complete an xMOOC on energy and sustainability. Correlation and multiple regression analysis methods were employed to analyze a sample dataset (n = 844) of participants who had completed the xMOOC. It was found that the critical factors affecting completion rate were age, education level, and primary occupation and that participants who were most likely to complete an xMOOC were 34 years of age or older, had a bachelor's degree or higher, and were in a full-time job.