ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Policy in Education: Second Official Language in (Technical) Education in Canada and Cameroon
Author: Takam, Alain Flaubert
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Technical Education,Language of Instruction,Comparative Education,Cross Cultural Studies,Second Languages,Policy Analysis,French,English (Second Language),Context Effect

It should be said from the outset that, apart from Esambe's (1999) MA thesis, no comparative research, to the best of our knowledge, has so far been devoted to the study of language policy in education in both Canada and Cameroon. Yet, these two countries offer a fascinating basis for comparison because English and French (which were instituted at roughly the same time in these two countries) are the two official languages in each country, but the minority status is reversed. This study, which rests on the observation that students from technical training programmes generally underperform or lack interest in their second official language (SOL), aims at comparing the current policies of SOL in education in order to see how both countries' experiences can be mutually informing. To achieve its purpose, this research focuses on the analysis of the policies of official languages (OLs) in education in both countries, specifically regarding technical training programmes. More clearly, language policy in education and SOL education policy as obtained in both countries will be comparatively examined. The comparison, it is hoped, will reveal the fundamental causes of the overall poor performance or lack of interest observed in Cameroon and Canada respectively.
Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory
Author: Demiral, Umit
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Preservice Teachers,Constructivism (Learning),Grade Point Average,Gender Differences,Student Participation,Cohort Analysis,Mixed Methods Research,Science Education,Interviews,Reading Rate,Student Teacher Attitudes,Cognitive Tests,Foreign Countries

The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f = 7) and high-level (f = 7) preservice teachers selected by means of purposive sampling method from these pre-service teachers participating in the study. Regarding the quantitative and qualitative data obtained; it has been determined that the critical thinking skills of the preservice teachers did not show any significant difference according to gender, grade level and academic grade point average, but there was a significant difference in terms of the activities performed. Preservice teachers expressed that their family structures, social environments in which they interact, and characteristic features were said to be effective in the development of critical thinking skills. Regarding the findings, it has been concluded that trainings that will evoke higher level skills such as critical thinking skills in universities can be effective, but the social and cultural background of the preservice teachers are also effective on these skills. It is recommended to prepare contents that enhance higher level skills such as critical thinking skills as well as education for pedagogy or content knowledge given at universities.
Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced within the &quot;Precphi/Philosophemes&quot; Corpus
Author: Maire, Hélène
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Philosophy,Interdisciplinary Approach,Unified Studies Curriculum,Pretests Posttests,Student Writing Models,Instructional Effectiveness,Teaching Methods,Creativity,Creative Thinking,Educational Practices,Writing Achievement,Middle School Students,Writing Instruction,Foreign Countries,Statistical Analysis

Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied wrote texts for &quot;Adolescence et Société,&quot; a magazine produced by researchers. 100 students' works, written by philosophizing students in fourth-year college in France, culled from the &quot;PreCPhi/Philosophemes&quot; Corpus (1,300 texts collected from 43 classrooms) were studied in order to measure the progress of philosophizing students between a pre-test and a post-test following the introduction of a pedagogical tool that unites Art with Philosophy, &quot;Philo &amp; Carto.&quot; Their writing skills were measured according to the following five dimensions: linguistic, philosophical, cognitive, reflective and creative. Performance measures, calculated on group averages and applied to the group's variance between the pre- and the post-tests, were related to each dimension. Linguistic performance (presence of an introduction and conclusion) did not progress, remaining subject to pupils' academic level. Philosophical, cognitive, creative and reflective performance increased significantly, or at least confirmed the trend. Reasoning, metaphors, conceptual differences and discourse ownership increased, while anecdotal examples decreased. These increases were accompanied by an increase in the post-test variance: gaps between the strongest and the weakest performances widened, except in the case of questioning, personal examples and generation of doubt, which were at the core of the effect produced. The study validates the fact that the Art and Philosophy link promises unprecedented educational prospects with regard to the production of early quality philosophical writings. This will require validation with other samplings.
Teaching Practice Experiences in Inclusive Classrooms: The Voices of University of Botswana Special Education Student Teachers
Author: Mangope, Boitumelo
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Classroom Techniques,Special Education,Preservice Teachers,Teaching Experience,Qualitative Research,Focus Groups,Special Needs Students,Field Experience Programs,Student Experience,Beliefs,Attitude Change,Teaching Skills,Pedagogical Content Knowledge,Relevance (Education),Class Size,Mentors,Foreign Countries,Practicums,Observation,Phenomenology,Student Attitudes,Content Analysis,Semi Structured Interviews

Teaching practice (TP) remains one critical means of exposing student teachers to actual classroom experiences with a view to equip them with the needed pedagogical skills. The voice of the student teachers is vital in order to understand their experiences in the field as a way to ensure better outcomes for current and future teacher trainees. Using a qualitative research methodology, this study explored the TP experiences of student teachers enrolled in the Special Education program at the University of Botswana. Individual and focus groups interviews were conducted with third and fourth year student teachers on TP in inclusive classrooms. The data were analysed using content analysis. The findings indicated that teaching learners with special educational needs (SENs) was challenging for the student teachers. They (participants) expressed both positive and negative experiences of teaching practice relating to knowledge and skills, mentor relationship and how TP is organised. A key recommendation is that teacher trainers should ensure that student teachers being prepared for entry into the teaching profession are exposed to positive inclusive experiences and equipped with relevant pedagogical skills around inclusive education as they progress through the special education program.
A Commentary on Personal Thoughts on Early Childhood Special Education Research
Author: Fixsen, Dean L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Special Education,Evidence Based Practice,Randomized Controlled Trials,Child Development,Program Implementation,Disabilities,Early Intervention,Research Methodology,Developmental Delays

Strain provides his perspective on four issues facing science and practice in early childhood and special education. He points to the need for (a) long-term functional research, (b) greater emphasis on the use of evidence-based programs in practice, (c) moving special education research back to the Office of Special Education Programs, and (d) research that focuses on individuals and &quot;honor[s] the idiosyncratic needs of an ever more diverse population of families and learners.&quot; Comments are provided regarding each of these perspectives.
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Author: Farmer, Thomas W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teaching Methods,Special Education,Disabilities,Intervention,Peer Relationship,Peer Groups,Social Experience,Class Activities,Figurative Language,Group Membership,Social Development,At Risk Students

The &quot;invisible hand&quot; is a metaphor that refers to teachers' impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students' social experiences, their contributions are often overlooked in research on students' peer relations and the development of social interventions. To address this, researchers have begun to focus on clarifying strategies to manage classroom social dynamics. The goal of this article is to consider potential contributions of this perspective for understanding the social experiences of students with disabilities and to explore associated implications for the delivery of classroom-focused interventions to support their adaptation. Conceptual foundations of classroom social dynamics management and empirical research on the peer relationships of students with disabilities are outlined and the potential of the concept of the &quot;invisible hand&quot; is discussed in relation to other social support interventions for students with disabilities.
A High School Replication of Targeted Professional Development for Classroom Management
Author: Freeman, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,High Schools,Faculty Development,Classroom Techniques,Inservice Teacher Education,Replication (Evaluation),Correlation,Positive Reinforcement,Educational Research,Self Management,Suburban Schools,Research Design,Intervention,Observation

In areas of emerging research, such as supporting teachers' classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers' classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers' use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.
Establishing Journalistic Standards for the Publication of Negative Results
Author: Kittelman, Angus
Date: 2018-00-00
Type: Journal Articles
Subjects: Standards,Media Research,Periodicals,Quasiexperimental Design,Intervention,Counseling Psychology,School Psychology,Experimental Groups,Research Design,Surveys,Journal Articles,Editing

We argue in this article that there are conditions in which publication of negative results can make a useful contribution. Three small-scale examinations of journal publication criteria for publishing negative results were conducted. We first reviewed 29 journals from education and school/counseling psychology to assess author submission guidelines for reporting negative results. We then reviewed the most recent issue of each of the 29 journals to determine whether articles reporting negative results were being published. Finally, we surveyed the editors of the 29 journals to examine conditions in which they perceived it appropriate to publish articles that did not demonstrate experimental effects. Results of these studies indicate that currently only one of the 29 journals provides formal guidance to authors about submitting papers with negative results. Two articles published in the 29 journals in their last issue of 2016 contained only negative results. And, of the 60% of the editors who responded to our survey, 96% indicated there were conditions in which publication of negative results was appropriate. In conclusion, we propose situations in which studies reporting negative results would make a valuable contribution.
Supporting Parents and Students with Emotional and Behavioral Disorders in Rural Settings: Administrator Perspectives
Author: Huscroft-D'Angelo, Jacqueline
Date: 2018-06-00
Type: Journal Articles
Subjects: Rural Areas,Administrator Attitudes,Emotional Disturbances,Behavior Disorders,Family Programs,Barriers,Interviews,Special Education,Pupil Personnel Services,Rural Schools,Semi Structured Interviews,Likert Scales,Mental Health Programs,Student Characteristics,School Support,Parent Education,Telephone Instruction,Qualitative Research

One strategy to improve outcomes for students with emotional and behavioral disorders and their families in rural settings is providing parental support. Through interviews with special education administrators and student services personnel representing several rural regions, this exploratory study sought to identify the needs of youth with emotional and behavioral challenges and their families, potential barriers to accessing school and community services, and the feasibility of implementing a phone-based parent-to-parent support program in rural communities. Findings indicated increased efforts in providing mental health services in the school, several service access barriers, and strategies for improving parent support in rural settings.
From the Parents&apos; Perspective: The Think College Experience in Rural Vermont
Author: Yuan, Susan J.
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Experience,Parent Attitudes,Qualitative Research,Interviews,Expectation,College Students,Parent Aspiration,Parent Student Relationship,Parent Role

Through qualitative interviews, perspectives of parents of students who were in the first 2 years of the Think College Program at University of Vermont and Johnson State College were explored, thereby identifying expectations, academic and social aspects, and experiences of their children as college members. Previous experience of these students in inclusive educational environments influenced parent perceptions. Parents described efforts to support the students during college, from financing and transportation to academic coaching and accommodating lessons. They discussed hopes for employment, and evolving perceptions of their own roles in relation to the future lives of their adult sons or daughters.
Sampling in the Wild: How Attention to Variation Supports Middle School Students&apos; Sampling Practice
Author: Forsythe, Michelle E.
Date: 2018-05-00
Type: Journal Articles
Subjects: Sampling,Middle School Students,Grade 6,Ecology,Natural Resources,Pretests Posttests,Video Technology,Data Collection,Semi Structured Interviews,Case Studies

Sampling is a fundamental practice of many scientific disciplines. However, K-12 students are rarely asked to think critically about sampling decisions. Because of this, open questions remain about how best to support students in this practice. This study explores the emergent sampling practice of two classes of sixth-grade students as they investigate the ecology of a local creek. It draws on student interviews, pre/post-tests, student artifacts, and video recordings of classroom activity to identify and trace shifts in the ways in which students approached collecting data. The findings suggest three ways in which students' attention to variation within the context of their ecological investigations supported their development of a more sophisticated practice of sampling.
A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies
Author: Demir, Selcuk Besir
Date: 2018-02-00
Type: Journal Articles
Subjects: Mixed Methods Research,Controversial Issues (Course Content),Ideology,Teaching Methods,Foreign Countries,Semi Structured Interviews,Observation,Social Studies,Teachers

In today's educational landscape, social studies classes are characterized by controversial issues (CIs) that teachers handle differently using various ideologies. These CIs have become more and more popular, particularly in heterogeneous communities. The actual classroom practices for teaching social studies courses are unclear in the context of Turkey. This study aims to investigate the extent to which social studies teachers' ideologies are influential while teaching CIs and to examine the role of teachers' personal characteristics in determining how their ideologies interfere with the way they present CIs in the classroom. Using a convergent mixed-methods parallel research design, the researchers delve into the way teachers handle CIs by collecting data through a survey, qualitative interviews, and observations. The data analysis indicates CIs to be abundant and teachers' ideologies to highly influence the way they present these issues in social studies classrooms. The results also indicate that psycho-social reasons may be behind the act of bringing ideologies into class without paying attention to well-established scientific norms such as research, questioning, neutrality, and establishing a democratic environment for discussion when teaching social studies.
An Oral-Based Study on Narrative Geographical Knowledge
Author: Balci, Ali
Date: 2018-02-00
Type: Journal Articles
Subjects: Geography Instruction,Qualitative Research,Human Geography,Older Adults,Foreign Countries,Interviews,Physical Characteristics,Biographies,Personal Narratives,Content Analysis

This study aims to determine the geographical discourse that occurs in the personal histories of adults aged 75 years and older and how they interpret and use them. We conducted interviews with elderly persons living in Çemisgezek (Chemishkezek), a village established along the Karasu River, a branch of the Euphrates River. Expert opinions were taken on the duration, number and time of the interviews. Interview texts were analysed after they were read, by the researcher, to the participants, and approved. This information, subjected to content analysis to reveal the grandeur of the themes, was classified and interpreted, according to physical and human geographical characteristics. During analyses, care was taken to make direct quotations and use local phrases and expressions as spoken. Subjects covered in the discourse between researcher and interviewee included astronomy, location determination, finding direction, telling time, climatic elements, settlement location, view of dwellings, materials used for constructing houses, preferred rooms according to the seasons, crop cultivation, tree trimming, leaving land fallow and the use of streams. Geographical arguments, in the discourses that participants put into practice, agree with published geographical information. However, several expressions for stars and sea have fallen into disuse. We discuss these findings by comparing them with the literature.
To What Extent Do Parents of Montessori-Educated Children &quot;Do Montessori&quot; at Home? Preliminary Findings and Future Directions
Author: Walls, Jill K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Montessori Method,Parents as Teachers,Parent Participation,Toddlers,Preschool Children,Parenting Styles,Knowledge Level,Rating Scales,Discipline,Online Surveys,Statistical Analysis

Few if any empirical studies have explicitly examined the home environments of Montessori-educated children or, more specifically, the question of whether Montessori parents reinforce or undermine their child's Montessori education at home. With a convenience sample of 30 parents of toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examines parents' knowledge of Montessori principles and their parenting beliefs and behaviors at home. Results suggest that Montessori parents from the target school were knowledgeable about and valued Montessori principles, even though few had had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents upon which future studies can build. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly those schools that offer Montessori-based parent-education sessions to the families they serve.
Mother-Child and Teacher-Child Relationships and Their Associations with School Adjustment in Pre-School
Author: Nur, Imray
Date: 2018-02-00
Type: Journal Articles
Subjects: Student Adjustment,Mothers,Children,Parent Child Relationship,Regression (Statistics),Correlation,Predictor Variables,Teacher Student Relationship,Preschool Children,Foreign Countries,Attachment Behavior,Preschool Teachers,Behavior Problems,Measures (Individuals),Rating Scales,Child Behavior,Mother Attitudes,Statistical Analysis

This research aims to investigate the contributions of Turkish pre-school children's levels of positive/ conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public pre-schools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children's school-adjustment behaviors. A positive relationship has been noted for positive mother-child relationships with children's cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child's school adjustment decreases.