ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Disability Groupings and Transition Planning Experiences
Author: Davenport, Ernest C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Special Education,Students with Disabilities,Individualized Education Programs,Transitional Programs,Classification,Symptoms (Individual Disorders),Student Participation,Parent Participation,Student Role,Meetings,Agency Cooperation,Participative Decision Making

One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of Individualized Education Program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to illustrate the challenges of grouping disability categories. We examined how disability groupings are treated similarly with respect to their transition planning experiences across different survey items. Findings illustrate that the 12 transition-related disability categories can be empirically formed into four clusters according to their IEP/transition planning meeting experiences. Results indicate that regardless of the scale used, these groupings are relatively consistent (e.g., autism, multiple disabilities, and orthopedic impairments were always together), but different from groupings based on theory or another set of items (e.g., self-determination). Implications for practice and future research are discussed.
Comparing Technology-Based Reading Intervention Programs in Rural Settings
Author: Stein, Brit'ny
Date: 2022-05-00
Type: Journal Articles
Subjects: Rural Schools,Reading Programs,Reading Instruction,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Elementary Schools,Achievement Tests,Teaching Methods,Remedial Reading,Program Effectiveness,Elementary School Students

An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)--stable and likely requiring fewer resources than personnel--do not offer a complete solution to this problem, they may serve as a useful resource, particularly for milder literacy deficits. And yet, there is a surprising lack of empirical research on their effectiveness, particularly for contemporary programs. This study examines the effectiveness and efficiency of two popular ILSs, &quot;Lexia&quot; and &quot;iStation,&quot; both of which use a blended model of computer and traditionally delivered instruction, and compares them against business-as-usual (BAU) conditions across a variety of outcomes. Results suggest both programs resulted in meaningful growth across an academic year of implementation, although generally no more so than that observed in the BAU condition. However, &quot;Lexia&quot; yielded the highest level of instructional efficiency. That is, despite comparable growth across conditions, &quot;Lexia&quot; required less staff time to implement per student participant.
Sustainable Development Research in Eurasia Journal of Mathematics, Science and Technology Education: A Systematic Literature Review
Author: Husamah, H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Quality of Life,Journal Articles,Periodicals,Comparative Analysis,Guidelines,Standards,English,Research Reports,Information Retrieval,Educational Change,Curriculum Development,Energy Conservation,Conservation (Environment),Marketing,Tourism,Educational Resources,Best Practices,Elementary Secondary Education,Higher Education,International Cooperation,Foreign Countries

Sustainable development is development that aims to improve the quality of life for all people around the world, both current and future generations. The focus and alignment of researchers on the theme of sustainable development is highly expected, as evidenced by publications in reputable journals, included in educational journals such as Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE). The purpose of this Systematic Literature Review (SLR) was to review and compare investigations of researches on articles published by EJMSTE so that they are expected to have significant contributions to the topic of sustainable development. This SLR adopts five-step guidelines. The study standards that meet the requirements are, as follows: (i) the data used are from the 2005-2021 publication year; (ii) articles published in English; (iii) full paper can be accessed; and (iv) related to the theme of &quot;sustainable&quot; theme; and (v) only the type of research report articles. It can be concluded that EJMSTE is a pro-sustainable development journal. EJMSTE publishes 22 articles related to the theme of &quot;sustainable&quot;. The most frequently used keywords are sustainable development and sustainability. Dominant authors were from Taiwan and China. We succeeded in formulating four important contributions made by articles published in EJMSTE related to sustainable themes, namely: (i) the urgency of science education in supporting sustainability, ESD, and SDGs funds; (ii) the need for curriculum reform and strengthening the competence of teachers in educational institutions, which are oriented towards sustainability and environmental literacy; (iii) the urgency of using technology that supports sustainability and ESD; and (iv) the urgency of energy efficiency, green marketing, green life cycle, and sustainable tourism to support sustainability. In addition, there are 22 useful educational resources that can be used as references/best practices, which can be implemented at the primary school to higher education levels.
The Effect of Using PDEODE Teaching Strategy Supported by the E-Learning Environment in Teaching Mathematics for Developing the Conceptual Understanding and Problem-Solving Skills among Primary Stage Students
Author: Alabdulaziz, Mansour Saleh
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Electronic Learning,Mathematics Instruction,Concept Formation,Problem Solving,Elementary School Students,Foreign Countries

The aim of the current research is to know the effect of teaching mathematics using the PDEODE teaching strategy supported by the e-learning environment in developing the conceptual understanding and problem-solving skills among the fourth grade of the primary stage. To achieve the research objectives, the experimental approach was in its quasi-experimental design. The research sample consisted of 76 students, divided into two groups; experimental, 38 students who studied using PDEODE supported by the e-learning environment, and control, 38 students who studied in the traditional method. The results showed firstly, there are statistically significant differences at the significance level 0.05 between the mean scores of the students in the two groups: experimental and control in the conceptual understanding test in favor of the experimental group students. Secondly, there are statistically significant differences at the significance level 0.05 between the mean scores of the students in the two groups: experimental and control in the test of problem-solving skills in favor of the experimental group students. Thirdly, there is a positive correlation between the scores of experimental group students in the conceptual understanding test, and their scores in the problem-solving skills test in mathematics.
Away from Home Studying in Brazil: Bulgarian Children&apos;s Experiences of Brazilian Education
Author: Matelova, Bojana
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Experience,Foreign Countries,Barriers,Rural Areas,Foreign Students,Parent Attitudes,Teacher Attitudes,Language of Instruction,Portuguese,Second Language Learning,Cultural Differences,School Policy,Weather,Climate,Foreign Workers,Student Attitudes,Slavic Languages,American Indian Languages,Language Proficiency,Elementary School Students

This paper presents findings from an extensive study conducted in Brazil. The main subjects of the study were Bulgarian children living and studying in Brazilian schools. The main goal was to indicate what kind of problems and obstacles they experience during the school time in Brazil and how the Brazilian government and people support these Bulgarian children. The data was collected by a Bulgarian research team that travelled to the remote regions of Brazil where many Bulgarian citizens live and work. The researchers took interviews with the Bulgarian children and their parents as well as school staff at the schools in Brazil with a high population of Bulgarian children. The analysis revealed many different problems that Bulgarian children and their parents highlighted, such as problems with the language of instructions, misunderstandings of school rules and general problems related to living in the remote areas of Brazil, such as weather and heat-related issues. Although many Bulgarian families reported some problems, they were still determined to continue their life and career in Brazil, and they want to continue to pursue their dreams.
Effects of an Intervention Programme on the Phonological Awareness of Spanish Children at Risk of Developing
Author: Gonzalez-Valenzuela, Maria-Jose
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phonological Awareness,Young Children,At Risk Students,Learning Disabilities,Written Language,Program Effectiveness,Intervention,Kindergarten,Grade 1,Phonemes,Reading Instruction,Writing Instruction,Preschool Education,Elementary Education

The majority of research on the relationship between phonological awareness and written language focuses on demonstrating the influence of the former on the latter. However, the aim of this study is to analyse the effects of an Early Years written language programme on phonological awareness. The sample comprises 56 Spanish children aged 5-7 who are at risk of developing learning disabilities. A mixed design was used, with four assessments and three intervention stages, two study variables (syllable and phoneme awareness) and two groups (instructed and uninstructed). The results show that instructed groups achieved better scores for phonological awareness in all the assessments. The findings corroborate the short and medium-term efficacy of systemic and structured intervention in reading and writing with regard to the acquisition of phonological awareness among young Spanish children at risk of developing learning disabilities.
Improving Executive Functions in Elementary Schoolchildren
Author: Korzeniowski, Celina
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Elementary School Students,Neurosciences,Educational Environment,Teaching Methods,At Risk Students,Comparative Analysis,Neuropsychology,Attention Control,Student Evaluation,Urban Areas,Foreign Countries,Outcomes of Education,Disadvantaged,Color,Reaction Time,Visual Stimuli,Interference (Learning),English (Second Language),Language Proficiency,Second Language Learning,Surveys,Verbal Ability,Short Term Memory,Inhibition

Executive Functions (EFs) describe a set of cognitive control abilities that help children to develop self-regulated behavior and do well in their schooling. The promotion of EFs in children at social risk is an area of relevance for neurosciences and education. On this basis, the present study set out to analyze a school-based intervention targeted to strengthening EFs in Argentine children at social risk. Participants were 69 children from 8 to 10 years old, from an urban-marginalized federal school in Mendoza. A quasi-experimental pre-test post-test design was used, with a control group. The cognitive intervention was embedded in the school curriculum and was carried out for a month and a half. The schoolchildren were evaluated before and after the intervention with EFs' neuropsychological tests. The main results showed that the group cognitive intervention was associated with gains in the schoolchildren's attention processes, although it did not favor other EFs, which could indicate moderate effectiveness. These data provide evidence in favor of ecological interventions as a way to promote attention development trajectories in children at social risk, and in turn, draw up guidelines to reflect on the design and the modalities of school-based interventions.
Mind Mapping with Problem-Posing: Can It Affect Student&apos;s Problem-Solving Skills in Schoology-Based Learning?
Author: Tendrita, Miswandi
Date: 2022-03-00
Type: Journal Articles
Subjects: Problem Solving,Cognitive Mapping,Thinking Skills,Integrated Learning Systems,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Foreign Countries,College Students,Science Instruction

Problem-solving skills are essential to help students in expressing their ideas. However, problem posing is a method that can empower problem-solving skills. This study aims to determine the effectiveness of mind mapping assisted with a problem-posing method in online Schoology-based learning. This experimental research used the posttest-only control group. The subject of this study were students of the Department of Biology Education, 2020/2021 academic year, Universitas Sembilanbelas November Kolaka. The sample was divided into an experimental class and a control class. The research instrument was post-test questions that were made based on the indicators of problem-solving skills. The result showed that the experimental class has the highest score on each indicator of problem-solving skills. In addition, the hypothesis testing result with a significance p-value was 0.025 (&lt;0.05). It can be concluded that there is a significant difference between the experimental class and the control class. The average value of problem-solving skills in the experimental class is also higher than in the control class. These results indicated that the mind mapping assisted with a problem-posing method in online Schoology-based learning is effective in improving students' problem-solving skills.
Promote Collaboration Skills during the COVID-19 Pandemic through Predict-Observe-Explain-Based Project (POEP) Learning
Author: Ilma, Silfia
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperation,Student Projects,Active Learning,Grade 10,High School Students,Skill Development,Program Effectiveness

It was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. Therefore, this study aims to investigate the effects of project-based learning (PjBL), Predict-Observe-Explain (POE), and Predict-Observe-Explain based Project (POEP) on student collaboration skills in Biology education. The pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from Tarakan, Indonesia. This research was conducted from August to December 2020, while observation sheets was used to assess the student collaborations skills. The instrument used is the student collaboration skill observation sheet refers to Greenstein, 2012. The collaboration skills observation sheet has a score of 1-4 from each aspect. The aspects used are working productively, showing respect, compromise, and responsibility. Data collection in this study was carried out using WhatsApp, and Google Classroom as learning platform. The results of the analysis of covariance (ANCOVA) showed that PjBL, POE, and POEP affected their collaboration skills (p &lt; 0.005). The LSD test result showed that PjBL, POEP, POE, and conventional learning models were significantly different in improving the skills. The POEP class had the highest posttest score, hence it can be used to improve student collaboration skills. This research contributes to providing a learning experience that empowers students' online collaboration skills.
Embodied Literacies of Sexuality and Gender of College Students
Author: Jones, Meg C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Sexuality,Sex,Sexual Identity,College Students,Identification (Psychology),Adult Development,LGBTQ People,Student Experience,Early Experience,Memory,Multiple Literacies,STEM Education,Majors (Students),Language Usage

Internalized discourses of identity impact identity development, which in turn affects how one represents themselves in relation to their identity. This embodiment of language is a form of literacy and for those with minoritized identities of sexuality and gender, language can serve to validate or invalidate identities. We use grounded theory to consider reflections of college students with minoritized identities of sexuality and gender on identity formation through their lives in relation to language and labels used by others, ascribed to themselves, and ultimately used as embodied literacies of identity. Findings illustrate how participants internalized, embodied, and utilized cultural texts as processes of embodied literacy to develop and express their identities in relation to sexuality and gender. We present a call to action for educators and youth socializers to provide inclusive environments in which minoritized identities of sexuality and gender are represented explicitly and authentically as paths towards a broadened notion of literacy.
Co-Constructing Knowledge: Critical Reflections from Facilitators Engaging in Youth Participatory Action Research in an After-School Program
Author: Qiu, Tairan
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,After School Programs,Cooperative Learning,Middle School Students,Graduate Students,Critical Literacy,Skill Development,Intermode Differences,Learning Modalities,Personal Autonomy,Self Esteem,Mental Health,Service Learning,Student Participation,Intergenerational Programs,Student Diversity

After-school programs serve as a way to enhance student learning with more flexibility regarding the curriculum and classroom structure. In this article, we reflect on our work with youth from diverse racial, ethnic, linguistic, and socio-economic backgrounds in an after-school program. Applying Youth Participatory Action Research as our guiding framework for teaching and research, we examine the collaboration between middle school and university graduate students in an after-school program. We revisit our written reflections of our collaboration with youth, and identify five prominent themes: (1) student development of critical literacy skills; (2) the importance of using multimodal tools; (3) co-construction of knowledge; (4) youth development of agency, confidence, and mental health; and (5) the messiness involved in the Youth Participatory Action Research process.
Scientific Literacy Refinement at Islamic Junior High Schools Using Socio-Science Spirituality Learning Model
Author: Rahmatika, Resty
Date: 2022-03-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Instruction,Multiple Choice Tests,Science Tests,Junior High School Students,Educational Indicators,Islam,Religious Schools,Spiritual Development,Religious Factors,Grade 8,Comparative Analysis,Teaching Methods,Conventional Instruction,Religious Education,Instructional Effectiveness,Foreign Countries

Learners need to possess scientific literacy in order to be able to analyze and explain scientific concepts and solve daily life problems. The current study aimed to analyze the potential of the Socio-Science Spirituality learning model to improve the scientific literacy of students at the junior high school level. The sample of this research contained eight-grade students from an Islamic based school in Surabaya. A quasi-experimental design was used in this study involving the Socio-Science Spirituality class as the experimental group and the conventional class as the control group. Data were collected using multiple choice tests where the questions were developed based on 37 scientific literacy indicators. The data were analyzed using ANCOVA. The results showed that the application of the learning model influenced students' scientific literacy, where the Socio-Science Spirituality group increased their scientific literacy 28.37% higher than the conventional group. In short, the Socio-Science Spirituality learning model has a higher potential to increase students' scientific literacy, so that it can be used as a new reference to empower students' scientific literacy.
Magic Water: The Symbolic and Healing Nature of Water in Black Children&apos;s Literature
Author: Griffin, Autumn A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Water,Reading,Blacks,African Americans,Trauma,Psychological Patterns,Well Being,Wellness,Diversity,Racial Identification,Childrens Literature,Young Adults,Literature,Selection,Figurative Language,Teaching Methods

Water, particularly in the lives of Black Americans, has historically been characterized by its danger, offering up notions of fear, horror, and death. Ironically, Black children's schooling experiences regarding &quot;literature&quot; have been described similarly. Throughout this essay, I take up Sharpe's (2016) wake work and King's (2019) black shoal as I detail my own experiences with water alongside my reading journey. I explicate how both reading and water can and have served as sites of trauma &quot;and&quot; healing and what that can tell us about how, as educators of Black children, we might more meaningfully think about the texts we select for students and how we teach them. I conclude with three texts and accompanying questions that may provide educators with an entrée into discussing the healing nature of water with Black students.
Higher Education and Student Affairs Master&apos;s Students&apos; Perceptions of Their Preparation for Scholarly Practice and Implications for Program Improvement: A Mixed Methods Case Study
Author: Wright-Mair, Raquel
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Student Personnel Services,Graduate Study,Student Attitudes,Program Improvement,Curriculum Design,Standards,Readiness,Praxis

This mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.