ethanporcaro/eric-fulltext-meta huggingface dataset:
The &quot;Forgotten Learners.&quot; The Plight of Tertiary Learners with an Intellectual Disability: An Opportunity for Provider Partnerships
Author: Grant, John R.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Adults,Intellectual Disability,Access to Education,Educational Policy,Partnerships in Education,School Business Relationship,Foreign Countries,Public Policy,Experiential Learning,College Role

This paper discusses the issue of tertiary education for adults with intellectual disabilities. It argues there is a dearth of such opportunities, particularly within the mainstream tertiary education system and this limits employment opportunities and social inclusion for adults with intellectual disabilities. This is not consistent with the explicit and implicit commitments from government to tertiary education opportunities for this learner population in both disability and education policy. Therefore, specialist disability support providers and mainstream education providers must work in partnership with employers in order to create more appropriate, inclusive tertiary learning opportunities that will lead to more employment outcomes and ensure greater levels of social inclusion. Moreover, having a range of tertiary education opportunities would not only help to increase employment outcomes in a quantitative sense but would open up a wider range of employment areas.
Attachment: What Is It and Why Is It so Important?
Author: Crouch, Miriam
Date: 2015-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Interpersonal Relationship,Affective Behavior,Behavior Disorders,Child Health,Child Development,Intervention,Parent Child Relationship,Prevention,Parenting Styles,Parent Education

This article examines attachment; viewing attachment as a continuum from secure attachment relationships through to attachment disorders. The article outlines theoretical bases in attachment, the implications of healthy secure attachment and that of insecure attachment in educational settings, suitable interventions and the importance of prevention of attachment disorders.
Why Our Family? Parental Responses to Cyberbullying
Author: Lynch, Tegan E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Bullying,Computer Mediated Communication,Foreign Countries,Emotional Response,Intervention,Parent Child Relationship,Empathy,Reflection,Family Environment,Stress Variables,Parent Responsibility,School Responsibility,Peer Relationship,Audiences,Prosocial Behavior,Prevention

Cyberbullying is a significant issue among young people both in New Zealand and internationally. To develop effective and unified prevention and intervention strategies, it is important to understand the perspectives of all parties. However, there is currently limited research on parents' perspectives of cyberbullying. This applied research project has analysed parents' responses to their child being cyberbullied. An anonymous, online questionnaire yielded responses to seven questions from ten participants. These qualitative responses were analysed thematically to produce overarching themes that reflect the experiences of parents whose children have been cyberbullied. The ten participants' responses revealed that parents have a range of emotional reactions and take a variety of actions in response to their child being cyberbullied. They also feel that multiple parties are responsible for intervening in cyberbullying. Limitations, future directions, and implications for successful homeschool partnerships are discussed.
Third Graders&apos; Identities as &quot;Persons Who Understand Nature of Science&quot; through an Electricity Unit
Author: Elcan Kaynak, Naime
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Self Concept,Scientific Principles,Scientific Literacy,Energy,Elementary School Science,At Risk Students,Science Activities,Outcomes of Education

The purpose of this study is to explore third grade elementary students' Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade &quot;at risk&quot; (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.
The Adaptation of Behavior and Instructional Management Scale into Turkish Language Context: Validity and Reliability Analysis
Author: Sabanci, Ali
Date: 2020-01-00
Type: Journal Articles
Subjects: Turkish,Teaching Methods,Teacher Attitudes,Beliefs,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Classroom Techniques,Student Behavior,Behavior Modification,English (Second Language),Classroom Environment,Test Validity,Test Reliability

Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Instructional Management (BIM) Scale, which aims to measure teachers' beliefs about the management of their behavior and instruction, into Turkish language context and to conduct validity and reliability analysis. The population of the study consists of teachers working in state primary and secondary schools in Antalya, Turkey. The sample of the study consisted of 280 teachers who were working at 15 state primary schools and 20 state secondary schools. The sample was determined randomly by the cluster sampling. According to the results of the exploratory factor analysis, the short form of the Behavior and Instructional Management Scale has been found to be appropriate to the expected two-factor theoretical structure. The confirmatory factor analysis model-data fit values are p = 0.065, X[superscript] / sd = 1.311, RMSEA = 0.046, NFI = 0.94, NNFI = 0.97, CFI = 0.99, GFI = 0.93, AGFI = 0.89. The reliability and validity results of short form of the scale indicated that it can be used in the future research on this topic.
Collaborative Teaching and Learning of Interactive Multimodal Spoken Academic Genres for Doctoral Students
Author: Querol-Julián, Mercedes
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Novices,Critical Thinking,Doctoral Programs,Foreign Countries,Reflection,Doctoral Students,Discussion,Academic Language,Scaffolding (Teaching Technique),Instructional Effectiveness

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduate students into researchers. This evolution involves writing a dissertation, but also being able to discuss research. However, training on spoken genres has not received much attention, and the interest has been mainly on monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS) that follows the paper presentation, which is particularly challenging for novice researchers. We present a learner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.
The Question of Professional Ethics in TESOL: Hospitality as an (Im)Possible Demand?
Author: Kostogriz, Alex
Date: 2018-12-00
Type: Journal Articles
Subjects: Ethics,English (Second Language),Second Language Instruction,Foreign Countries,Empowerment,Acculturation,Social Justice,Teacher Student Relationship,English Teachers,Educational Practices

25 years ago, &quot;TESOL in Context&quot; published a paper on the ethics of TESOL. In this paper, Alan Williams, who was the ACTA Councillor and Policy Committee Convenor at that time, reminded the professional community of some moral predicaments in teaching English to others. On the one hand, he recognised the &quot;productive and socially worthwhile&quot; work that most TESOL educators do in providing access to the dominant variety of English language (e.g., SAE), thereby empowering the speakers of other languages and dialects to become socially mobile. On the other hand, Williams argued that the effective teaching of English to others can also lead to their disempowerment due to the alienating effect of assimilation on cultural and linguistic identities of learners. Over the years, this dilemma has received due attention from some leading educators and researchers in the field who have attempted to address the access paradox from a critical-pragmatic perspective (Janks, 2004, 2010). This article returns to the question of access paradox in TESOL, arguing the primacy of the ethical in professional practice. In particular, it draws on ethics as hospitality in thinking about the ethicality of professional ethics to problematise the possibility of socially-just language and literacy education in multicultural conditions.
Views of Psychosocial and Organizational Dimensions: The Case of Two Elementary School Leaders
Author: Barnitz, Liz
Date: 2020-01-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Administrator Attitudes,Self Efficacy,Organizational Change,School Administration,Schemata (Cognition),Communities of Practice,Leadership Role,Reflection,Barriers

This article used a qualitative interviewing approach to explore psychosocial and organizational dimensions of leadership of two elementary school leaders (principals) in Southern California. At each school, interviews with the school's principal as well as two key informants were conducted, and we analyzed the findings based on principals' mental models, self-efficacy, and immunities to change. Using Kellar and Slayton's (2016) leadership framework, we considered how psychosocial and organizational leadership contexts fostered conditions to promote organizational change. The findings for this study highlight some of the conditions principals believed were important for organizational improvement as well as challenges faced. Findings indicate that psychological and organizational dimensions reveal complexities of educational leadership by providing a fine-grained portrait of leadership and organizational learning. A study implication is that leaders must not only have time for reflection but also be open to identifying their immunities that may deter efforts at growth and change. Research directions are proposed, including further exploration of how leaders' efforts are shaped by their contexts as well as particular challenges experienced in the role.
Learning and Change Networks
Author: Annan, Jean
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Networks,Educational Environment,Early Childhood Education,Elementary Secondary Education,Special Education,Achievement Gains,Institutional Cooperation,School Community Relationship,Educational Change,Change Strategies,Pacific Islanders,Indigenous Populations,Family Involvement,Student Participation,Teacher Role,Leadership Responsibility,Communities of Practice,Student Attitudes,Parent Attitudes

The Learning and Change Network Strategy (LCN) was developed to raise students' achievement by appreciating, extending and enriching their learning environments. Throughout New Zealand there are 53 voluntary, networked communities of practice. They involve the active participation of students, teachers, parents, school leaders and community members from early childhood centres and primary, intermediate, secondary, and special education schools. Together the participants explore learning environments in relation to mutually-understood achievement challenges and make changes based on unique, contextually-specific analyses. Networks are observing impacts of this change on student outcomes and the practice of all participants. They have noticed that many children have made academic gains, collaboration within and between schools and communities has increased, and teachers, parents and students themselves have gained new insights into the students' learning. Schools have benefited from the broadening of leadership and evaluative capability of staff and the transfer of in-depth methods of inquiry into school initiatives.
Internationalising a School: Teachers&apos; Perspectives on Pedagogy, Curriculum and Inclusion
Author: Hattingh, Sherene
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Instruction,Curriculum,Inclusion,Teacher Competencies,Student Participation,Cultural Awareness,Literacy,Faculty Development,Secondary School Teachers,Foreign Students,Student Diversity,Culturally Relevant Education,Private Schools,Religious Education,English (Second Language),English Language Learners

The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers' practices and professional development as well as the place of international students in the school community.
What Happens in Your Country? Teacher Constructions of Adult EAL Students&apos; Cultural Identities
Author: Sumithran, Suma
Date: 2018-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Language Teachers,Cultural Influences,Barriers,Student Needs,Culturally Relevant Education,Ethnic Stereotypes,Immigrants,Adult Students,Cultural Awareness,Knowledge Level,Teacher Attitudes,Cognitive Style

In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students' cultural identities, how they speak about their students' language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students' cultural identities. Cultural stereotyping was evident when describing their students' language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students' additional language development are discussed.
&quot;Meet Our Group!&quot;: Addressing Multiple Audiences on the Websites of Spanish Research Groups
Author: Luzón, María José
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Sites,Information Dissemination,Audiences,Content Analysis,Language Usage,Research,Groups,International Cooperation,Intellectual Disciplines,Multilingualism,Foreign Countries,Universities,English for Science and Technology,Second Languages,Social Media,Paleontology,Faculty Publishing,Periodicals

Websites offer research groups a powerful tool for self-promotion and dissemination of their research to a diversified audience. The aim of this study is to explore how research groups affiliated to a research institution in a non-Anglophone country compose their websites to achieve visibility and impact and reach multiple audiences. Content analysis of the websites and semi-structured interviews were used to examine the language(s) in which the websites are written and their content. The study shows that through these websites research groups address simultaneously the international disciplinary community and various local audiences and that these audiences shape the choice of language and content. Findings from this study provide insights into new communication and representation practices engaged in by research groups to meet disciplinary goals, requirements for funding, and society's demands.
Teacher Aides: The Fine Art of Balance
Author: Ferguson, Miriam
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Aides,Foreign Countries,Inclusion,Student Needs,Special Education,Role

Teacher aides have been part of New Zealand classrooms for many decades. Initially, they were employed to perform clerical and supervisory duties that required no professional training, such as typing, duplicating and playground supervision. Over the years, however, their role has changed significantly. They now play a pivotal role as a 'people resource' in supporting the New Zealand Ministry of Education's philosophy of inclusion. The most effective teacher aides are working in positive inclusive contexts in which they are respected and valued, however, their role is full of inconsistencies and will likely to remain so until there are some systemic changes made in government policy. This paper argues that teacher aides can be a powerful resource; however their use must be carefully considered so that the fine art of balancing the social and academic needs of a student with special educational needs is sensitively planned, and where possible, underpinned by the professed needs of that student and their family. Teacher capability needs to be built so there is increased ownership for all students. &quot;… nowhere is education an uncomplicated 'good'; it produces both justice and injustice, equity and inequity and the issue is to understand why, when and how&quot; (Walker, 2003, cited in Rutherford, 2009, p.90).
&quot;&apos;Oh, There Are so Many Things I Want to Write&apos; Becoming an Author&quot;: Doris Lessing and the Whitehorn Letters from 1944 to 1949
Author: García Navarro, Carmen
Date: 2019-00-00
Type: Journal Articles
Subjects: Authors,Epistemology,Correlation,Letters (Correspondence),Writing Processes,History,Discourse Analysis,Archives,Self Concept,Personal Narratives

This paper explores the narrative process identified in the Whitehorn Letters, written by Doris Lessing from 1944 to 1949, as historical documents that form a single, coherent whole. Their significance is assessed by means of an epistemological reflection that sheds light on the path by which the young Lessing established her identity as an author (Bieder, 1993). In the letter-writing process, Lessing declares her aim to become a writer. The letters also characterise the writer as a historical subject, and describe the relationship between this historical subject and the individual who writes the correspondence. Since the letters formulate a coherent discourse about Lessing's authorial identity, I investigate whether using a model for reading them may be beneficial. I believe that additional nuances could be detected in her narratives by revisiting Lessing and examining, in the centenary of her birth, some hitherto unknown parts of her writings, as these letters represent.
Te Kotahitanga: The Effective Teaching Profile and Its Impact on Maori Student Achievement
Author: Pillai, Gayathri Prabhakar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Indigenous Populations,Academic Achievement,Teacher Influence,Teacher Characteristics,Teacher Effectiveness,Secondary School Students,Secondary School Teachers,Equal Education,Culturally Relevant Education

Te Kotahitanga is a Kaupapa Maori research and development programme that aims at improving Maori student achievement. Through interviews with students, teachers and whanau, the characteristics of teachers who made a difference were identified. These characteristics were drawn together to form the Effective Teaching Profile (ETP). This literature review provides a brief background on the Te Kotahitanga programme with an emphasis on the ETP, and it impact on Maori students' achievement in secondary schools. The educational disparities that exist and perpetuate for indigenous (Maori) learners in Aotearoa/New Zealand are discussed as a rationale for implementing Te Kotahitanga in schools. This literature review explores the principles of the ETP and how these impact on Maori achievement. The ETP is also considered from a Resource Teacher: Learning and Behaviour (RTLB) viewpoint.
The Ling Sound Test: What Is Its Relevance in the New Zealand Classroom?
Author: McDonnell, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Auditory Tests,Acoustics,Phonemes,Auditory Discrimination,Auditory Perception,Hearing Impairments,Speech,Oral Language

Daniel Ling created the &quot;Ling Sound Test&quot; (auditory assessment tool) and it was first published in the book titled &quot;Speech and the Hearing-Impaired Child: Theory and Practice&quot; (Ling,1976). The philosophy behind Ling's sound test is to use a range of speech sounds that largely represents the speech spectrum from 250-8000 Hz using isolated phonemes to target low, middle and high-frequency sounds (Smiley, 2004). Ling's phoneme sounds are [m], [ah], [oo], [ee], [sh] and [s]. The test is not a test of comprehension: it is used for checking the aural skills of detection, discrimination and identification (Smiley, 2004). A wide range of people can use this tool including audiologists, speech therapists, teachers of the deaf, classroom teachers and parents. It is a quick and accurate assessment tool that can be exercised with users of cochlear implants, hearing aids or with no amplification at all. It has a variety of applications, and can be used with a wide range of ages or needs. The &quot;Ling Sound Test&quot; is used worldwide (English speaking) and is used daily by teachers of the deaf based at van Asch Deaf Education Centre (Christchurch) and Kelston Deaf Education Centre (Auckland).
Using Evidence-Based Practice: A Case Study
Author: Dickinson, Carol
Date: 2014-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Special Education Teachers,Foreign Countries,Behavior Problems,Student Behavior,Behavior Modification,Classroom Techniques,Teacher Competencies,Knowledge Level,Models,Problem Solving,Cooperation,Collegiality,Teacher Collaboration,Teacher Attitudes,Cultural Relevance

This research reports on the application of aspects of a model of evidence-based practice (EBP) which were used to review a behaviour management programme. Special education practitioners employed at the Aotearoa/New Zealand Ministry of Education (MOE) drew from MOE principles and practices, as well as their professional expertise as they reviewed and critiqued the &quot;Collaborative Problem Solving Model&quot; (CPS). This study reveals two critical aspects when applying an evidence-based practice (EBP) process: understanding of research, and using a structured process. The article discusses a range of benefits and reports on the compatibility of the behaviour management programme with MOE principles and practices.