ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts
Author: Peterson, Shelley Stagg
Date: 2017-00-00
Type: Journal Articles
Subjects: Dramatic Play,Literacy,Oral Language,Intervention,Educational Principles,Teacher Role,Action Research,Childrens Writing,Classroom Techniques,Video Technology,Scaffolding (Teaching Technique),Protocol Materials,Protocol Analysis,Teaching Methods,Early Childhood Education,Foreign Countries,Observation

A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's language, literacy, and conceptual learning, and to propose additional ways to extend children's learning. The principles are observing what the children are interested in and following the children's lead, building on children's funds of knowledge to keep the conversation going, and posing a problem to invite deeper thinking about the problem and propose possible solutions. We conclude with suggestions for teachers in grades one and five to address social studies and health curriculum objectives from the Texas curriculum, while at the same time supporting and extending children's language.
Early Readers' Perceptions of the Value of Literacy in Their Lives
Author: Kinkead-Clark, Zoyah
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnography,Interviews,Emergent Literacy,Early Reading,Play,Participant Observation,Qualitative Research,Transcripts (Written Records),Grounded Theory,Childhood Attitudes,Childhood Interests,Childhood Needs,Educational Benefits,Elementary School Students,Foreign Countries

The following article aims to present, from children's perspectives, the value of literacy and how they use it in their everyday lives. Through the use of ethnographic methodology, including observations, interviews and collection of artifacts, it seeks to examine how children rely on their literacy skills authentically, as they play and move between spaces and respond to stimuli in their environment. I followed six children as telling cases and used Strauss and Corbin's (1990) Grounded Theory to illuminate the findings. Two dominant themes emerged: connecting and participating in significant moments. These findings provide much guidance on how teachers and parents can more readily support young children in their literacy development. It also supports the notion that children's perceptions of the value of literacy are inextricably linked to how they use it within their personal contexts: at home, school, and the wider community. This also supports children's use literacy as a means of bonding with and participating in social experiences.
Analysis of Performance Factors for Accounting and Finance Related Business Courses in a Distance Education Environment
Author: Benligiray, Serdar
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Business Administration Education,Accounting,Performance Factors,Distance Education,Online Courses,Scores,Correlation,Factor Analysis,Regression (Statistics),Comparative Analysis,Communication Skills,Mathematics Skills,Management Development,Introductory Courses,Advanced Courses,Statistical Analysis

The objective of this study is to explore business courses performance factors with a focus on accounting and finance. Course score interrelations are assumed to represent interpretable constructs of these factors. Factor analysis is proposed to identify the constructs that explain the correlations. Factor analysis results identify three sub-groups of business core courses. The first group is labeled as management-oriented courses. Accounting, finance and economics courses are separated in two groups: the prior courses group and the subsequent courses group. The clustering order of these three groups was attributed to underlying performance factor similarities. Then, the groups are compared by the pre-assessed ratings of course specific skills and knowledge. The comparison suggests that course requirements for skills and knowledge were the latent variables for the factor analysis. Moreover, multivariate regression analyses are employed to reveal the required level of verbal and quantitative skills for the groups. Management-oriented courses are differentiated from others with requiring verbal skills, managerial skills and knowledge more. Introductory courses require quantitative and analytical reasoning skills more than the subsequent courses in accounting, finance and economics. Mathematics course score fails to be a suitable proxy of numerical processing skills as an accounting course performance factor.
Cloud Computing Technologies in Writing Class: Factors Influencing Students' Learning Experience
Author: Wang, Jenny
Date: 2017-07-00
Type: Journal Articles
Subjects: Electronic Learning,Internet,Computer Software,Information Storage,Computer Uses in Education,Writing Instruction,Collaborative Writing,Writing Assignments,Learning Experience,Curriculum Design,Cognitive Style,Business Communication,College Seniors,Scores,Questionnaires,Student Attitudes,Foreign Countries,Factor Analysis,Multiple Regression Analysis,Qualitative Research,Statistical Analysis

The proposed interactive online group within the cloud computing technologies as a main contribution of this paper provides easy and simple access to the cloud-based Software as a Service (SaaS) system and delivers effective educational tools for students and teacher on after-class group writing assignment activities. Therefore, this study addresses the implementation of the most commonly used cloud applications, Google Docs, in a higher education course. The learning environment integrated Google Docs that students are using to develop and deploy writing assignments in between classes has been subjected to learning experience assessment. Using the questionnaire as an instrument to study participants (n = 28), the system has provided an effective learning environment in between classes for the students and the instructor to stay connected. Factors influencing students' learning experience based on cloud applications include frequency of interaction online and students' technology experience. Suggestions to cope with challenges regarding the use of them in higher education including the technical issues are also presented. Educators are therefore encouraged to embrace cloud computing technologies as they design the course curriculum in hoping to effectively enrich students' learning.
What Happens to Students Placed into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies
Author: Valentine, Jeffrey C.
Date: 2017-08-00
Type: Journal Articles
Subjects: Meta Analysis,Developmental Studies Programs,Student Placement,Outcomes of Education,Probability,Remedial Instruction,College Credits,Educational Attainment,College Students,Two Year College Students,Universities,Community Colleges,Reading Instruction,Writing Instruction,Mathematics Instruction,Regression (Statistics),Literature Reviews

This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the meta-analytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college students have the skills needed to meet their goals.
E-Mentoring at a Distance: An Approach to Support Professional Development in Workplaces
Author: Tanis, Hasan
Date: 2017-07-00
Type: Journal Articles
Subjects: Web Based Instruction,Mentors,Distance Education,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Constructivism (Learning),Workplace Learning,Transformative Learning,Public Agencies,Case Studies,Videoconferencing,Electronic Mail,Models,Teacher Student Relationship,Coaching (Performance),Information Storage,Scheduling,Electronic Learning,Foreign Countries,Technology Uses in Education,Program Implementation,Active Learning,Professional Development

The rapid growth of technology has had a significant effect on educational activities. As a result of this growth, a shift has taken place from a behaviorist teaching style to a constructivist perspective which enables adult learners to build up knowledge collaboratively. Mentoring, a valuable tool within the constructivism approach, can offer a two-way knowledge-sharing environment in which participants can adopt what they learn into their workplaces through a process called transformative learning. Mentoring has now embraced technological advances so that participants can contact each other with synchronous and asynchronous communication tools such as Skype and e-mail respectively. This research project was conducted in a governmental company as a case study in order to study how the participants of mentoring understand their roles, and how they perceive these roles when communicating through Skype and e-mail. The project culminates in suggestions for a new e-mentoring model for practitioners. One of the findings in the research shows that the understanding of the mentoring relationship is diverse, and most participants have confusion about the different meanings of coaching, mentoring and consulting. However, almost all the participants agree that mentors should have a strong position to foster transformative learning in a mentoring process. Although transformative learning has not occurred in the relationships, Skype is a supporting technology for mentors to complement e-mail dialogs by clarification, and building up a trusting relationship. Moreover, some mentors often take an active role to manage and control the relationships as a leading position, but mentees mostly support this action by asking good questions and initiating meetings. Additionally, e-mail is used as a storage tool to review previous conversations, and it is used to re-schedule and initiate online meetings. Lastly, the researcher reflects on the implementation process as practical implications for other practitioners who would like to implement electronic mentoring in workplaces.
How Do the Faculty Members Go for Trolls? A View from an Emerging Country
Author: Kuzu Demir, Elif Bugra
Date: 2017-07-00
Type: Journal Articles
Subjects: Qualitative Research,Phenomenology,Social Media,Interviews,College Faculty,Semi Structured Interviews,Focus Groups,Computer Mediated Communication,Incidence,Knowledge Level,Familiarity,Mass Media Use,Mass Media Effects,Social Behavior,Foreign Countries

This paper focuses on the findings of an exploratory, qualitative phenomenological study and investigates opinions and evaluations of faculty members about trolls encountered in social media and mass medium. The research was carried out in Anadolu University in Turkey. A total of 18 faculty members from 9 faculties in 12 different departments responded to 4 interview questions. Faculty members' views on trolls were elicited through 2 rounds of semi-structured focus group interviews. Findings were based on content analyses of interview transcripts. Results are presented in four categories which emerged from perceptions, strategies, incidences and feelings. Trolls' aims and their success in doing so when it comes to the research group are discussed. This research concludes that purity, hazard and intelligence of trolls are still dubious facts for the Anadolu University faculty members.
Implementing a Flipped Classroom: A Case Study of Biology Teaching in a Greek High School
Author: Gariou-Papalexiou, Angeliki
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Biology,Science Instruction,Secondary School Science,Junior High School Students,Educational Technology,Technology Uses in Education,Homework,Video Technology,Action Research,Qualitative Research,Time Management,Student Participation,Integrated Learning Systems,Teaching Methods,Student Surveys,Student Attitudes,Blended Learning

The purpose of this study was to investigate the application of the model of the &quot;flipped classroom&quot; as a complementary method to school distance education in junior high school Biology. The &quot;flipped classroom&quot; model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners' active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning). We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the 1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS). The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students' involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the &quot;flipped learning,&quot; and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation.
Power-PALS (Peers Assisting, Leading, Supporting): Implementing a Peer-Mediated Intervention in a Rural Middle School Program
Author: Collet-Klingenberg, Lana
Date: 2012-06-00
Type: Journal Articles
Subjects: Rural Schools,Middle Schools,Middle School Teachers,Middle School Students,Intervention,Interpersonal Competence,Program Effectiveness,Social Development,Peer Teaching,Autism,Pervasive Developmental Disorders,Interaction,Observation,Video Technology,Interviews,Student Attitudes,Qualitative Research

Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.
Assistive Technology Service Delivery in Rural School Districts
Author: Ault, Melinda Jones
Date: 2013-06-00
Type: Journal Articles
Subjects: Rural Schools,Delivery Systems,Assistive Technology,Special Education,Case Studies,Program Implementation,Barriers,Individualized Education Programs,Meetings,Relevance (Education),Fidelity,Special Education Teachers,Teacher Surveys,Teacher Attitudes,School Districts,Interviews

Little is known about the implementation of assistive technology (AT) services for students in rural areas. This study investigated the AT service delivery in 10 rural districts across six states. The results indicated that students use AT across functional areas, but considerably fewer number of devices than do those not living in rural areas. AT experts attended a low percentage of IEP meetings, and the AT expertise of related service personnel is rated highly. Teachers reported that rural students have access to the technology they need; however, they also indicated they needed more training on available technology for their students.
The Use-Value of Real-World Projects: Children and Local Experts Connecting through School Work
Author: Rheingold, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Relevance (Education),Middle School Students,Grade 6,Grade 7,Grade 8,Aesthetics,Student Projects,Planning,Evaluation Methods,School Community Programs,Academic Achievement,Ethnography,Civil Rights,Educational Change,Interviews,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Expertise,Grounded Theory,Coding,Program Effectiveness

In this paper we discuss how the products of student work during long-term, interdisciplinary curricular units at King Middle School, a grades 6-8 public school in Portland, Maine, through their aesthetic qualities, transformed people's understanding of what children were capable of. We argue that, to effectively understand student work of this type, &quot;cognitive&quot; and &quot;practical&quot; criteria for evaluation--i.e., as a supposed indicator of what students need to know and be able to do--fail to convey the actual, substantive value of the work, rendering it relatively static and meaningless like much conventional schoolwork. Instead, we argue that aesthetic criteria can help to adequately understand and assess community-based, project work. Moreover, focusing only on student learning throughout the production process occludes the importance of collaboration, communication, and dialogue with an audience: in this case, community experts whose goals and interests must be accommodated as students do their work. The aim of the article is twofold: 1) to present a coherent picture of student project work that adequately captures its complexity both in the process of its production, and in its use-value upon completion; and 2) to argue for the importance of aesthetic criteria in planning and assessing student projects.
Interchangeable Positions in Interaction Sequences in Science Classrooms
Author: Rees, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Inquiry,Grade 7,Grade 8,Interaction,Science Experiments,Teaching Methods,Units of Study,Teacher Student Relationship,Classroom Communication,Questioning Techniques,Dialogs (Language),Science Curriculum,Discourse Analysis

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth &amp; Gardner, 2012). According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.
Students' Use of Languaging in Rewriting Events from &quot;The Things They Carried&quot;
Author: Beach, Richard
Date: 2017-00-00
Type: Journal Articles
Subjects: Revision (Written Composition),Personal Narratives,High School Students,Reader Response,Reading Comprehension,Writing (Composition),Novels,Collaborative Writing,Reader Text Relationship,Writing Instruction

This article describes high school students' responses to events in the novel, &quot;The Things They Carried,&quot; leading to their collaborative rewriting to create their own narrative versions of these events. It draws on &quot;enactivist&quot; theory of languaging, an approach to language that focuses on its use as social actions to enact and build relationships with others (Cowley, 2011; Linell, 2009). The focus is on &quot;in-between&quot; meanings constituted by &quot;shared intentionality&quot; (Di Paolo &amp; De Jaegher, 2012) in readers' transactions with authors' portrayals of events in texts as well as in responding to uses of languaging in characters' interactions. Analysis of four students' rewriting events from the novel indicated that they drew on their responses to the novel to portray tensions in their characters' interactions as well as their own experiences of coping with these tensions. Students also benefitted from collaboratively creating their narratives through sharing their different perspectives on events in the texts, suggesting the value of using collaborative rewriting activities to enhance students' literary responses and awareness of how languaging functions to enact relationships.
Program-Wide Positive Behavioral Interventions and Supports in Rural Preschools
Author: Steed, Elizabeth A.
Date: 2013-03-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Rural Schools,Preschool Education,Intervention,Technical Assistance,Coaching (Performance),Early Childhood Education,Check Lists,Response to Intervention,Scoring,Preschool Evaluation,Program Effectiveness,Observation

This article describes the quantitative findings from an evaluation of program-wide positive behavioral interventions and supports (PBIS) in three rural preschool programs. Each rural preschool program included children 3 through 5 years of age with and without disabilities. Following 3 years of on-site training, technical assistance, and coaching support in universal tier PBIS, participating preschool programs increased their use of strategies and supports to prevent young children's challenging behavior. Specific improvements in universal PBIS practices are presented across each year of the initiative. The successes and challenges involved in implementing program-wide PBIS in rural preschools are discussed.