ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;Sentence Crimes&apos;: Blurring the Boundaries between the Sentence-Level Accuracies and Their Meanings Conveyed
Author: Telaumbanua, Yohannes
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sentences,Accuracy,Sentence Structure,Syntax,Semantics,Second Language Learning,English (Second Language),Paragraph Composition,Error Patterns,Nouns,Form Classes (Languages),Transformational Generative Grammar

The syntactic complexities of English sentence structures induced the Indonesian students' sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students' sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students' SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles &amp; Huberman's Model and the 1973 Corder's Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students' SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.
Cooperative Education in the Higher Education System and Big Five Personality Traits in Germany
Author: Wild, Steffen
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Personality Traits,Foreign Countries,Gender Differences,Majors (Students),College Entrance Examinations,Scores,Cooperative Education,Business Administration Education,Social Work

Students in psychology are often surveyed for personality. Empirical results show relevance of this topic, because personality influences academic success. In contrast, we know much less about the personality of students of cooperative education. So, we collected data from 5,863 students at Baden-Wuerttemberg Cooperative State University in August 2016. Multivariate analysis of covariance (MANCOVA) indicated that gender (partial n[superscript 2] = 0.06), academic field (partial n[superscript 2] = 0.01) and covariate university entrance scores (partial n[superscript 2] = 0.05) have an effect on Big Five personality traits controlling age and social class. The results can be used for selecting students in cooperative education for academic fields and compare them with other types of study.
Investigating the Desirable Assessment Methods of the Performance of the BA Law Students during Internships
Author: Akashe, Zahra Babadi
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Law Students,Legal Education (Professions),Student Evaluation,Evaluation Methods,Internship Programs,Foreign Countries,Job Skills

The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semistructured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts, lawyers, faculty members from the University of Isfahan, and graduate students, who were purposively selected. In the quantitative part, questionnaires were administered to 114 students from the academic year 2017-2018 and the graduates from 2014-2017 in the field of law. The results of the qualitative part of the study revealed that the interviewees emphasized the professor's assessment of student performance. The results of the quantitative part of the study revealed that &quot;student performance in simulated settings&quot; and &quot;practical and diagnostic capabilities of students for dealing with client problems&quot; are among the desirable assessment methods of the performance of the BA law students during internships.
Investigating the Development of Pre-Service Teachers&apos; Problem-Solving Strategies via Problem-Solving Mathematics Classes
Author: Barham, Areej Isam
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Mathematics Teachers,Elementary School Teachers,Mathematics Skills,Learning Strategies,Mathematical Logic,Skill Development,Females,Foreign Countries,Word Problems (Mathematics)

This study investigated the development of problem-solving strategies demonstrated by 42 elementary pre-service mathematics teachers in problem-solving mathematics classes. The study used a mixed methods approach of quantitative and qualitative research by analyzing the collected data.. The quantitative portion calculates the frequencies and percentage of the participants' responses to the problems posed in three different phases of the intervention: before, during, and after receiving the mathematics lessons. The qualitative approach was used for in-depth investigation to describe various mathematical problem-solving strategies demonstrated by participants across the three different research phases. Findings of the study indicated a limited number of problem-solving strategies present during the first phase of research such as &quot;use arithmetic operation strategy,&quot; and &quot;make a drawing strategy,&quot;. During the implementation of the problem-solving lessons and classroom discussion, the participants began to develop more strategies such as &quot;use logical reasoning,&quot; &quot;solve a simpler problem,&quot; &quot;guess and check,&quot; &quot;organize data in a table or a list,&quot; &quot;look for a pattern,&quot; &quot;work backwards,&quot; and &quot;solve an equation,&quot;. However, the research findings nonetheless revealed participants' weakness in applying the variety of skills required for success in problem solving, such as interpreting information, mathematical working, and logical thinking. Results also demonstrated a limited and incorrect use of mathematical terminology, as well as a lack of problem comprehension. The discussion of the study addresses different features and issues related to mathematical problem-solving strategies. In light of its findings, this study presents recommendations and suggestions for the future development of pre-service teachers' problem-solving strategies.
Training of Novice Trainers to Work with Athletes with Autism Spectrum Disorders in an Ice Hockey Practice Setting
Author: Jones, Patrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Novices,Team Sports,Athletes,Autism,Pervasive Developmental Disorders,Learning Disabilities,Instruction,Teaching Methods,Interpersonal Competence,Behavior Problems

This study was designed to evaluate the instruction of children with autism spectrum disorder as they were taught basic hockey skills. Novice instructors with no hockey background but a willingness to instruct the athletes completed skill training. The study was conducted across three phases: baseline where the coaches received no instruction on how to properly engage and reinforce the athletes to demonstrate hockey skills, training where the coaches received a hands-on 90-minute training session on proper teaching skills, and a post-training coaching training. Our results indicate that persons with limited hockey experience and knowledge can benefit from a brief training session followed by limited in-vivo training.
The Effects of a Response Card Intervention on the Active Participation in Math Lessons of Five Seventh Graders with Learning Disabilities
Author: Müllerke, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Participation,Responses,Mathematics Education,Learning Disabilities,Students with Disabilities,Foreign Countries,Intervention,Visual Aids,Student Reaction,Outcomes of Education

In this single-case study, we examined the impact of a simple response card intervention on student engagement during math lessons. An ABA reversal across-subjects design was used to establish a causal relationship between the treatment and the expected outcome. Five adolescents with learning disabilities from a seventh-grade classroom were observed during hand-raising and response-card conditions to determine the effects of response cards on student responding and test scores. Results indicated that the intervention increased both participation and performance. The paper ends with a critical discussion of the results and future research challenges.
Inclusion across Borders: Young Immigrants in France and England
Author: Welply, Oakleigh
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Cultural Differences,Religion,Self Concept,Global Approach,Immigrants,Cultural Pluralism,Student Diversity,Cross Cultural Studies,Comparative Education,Elementary School Students,Females,Personal Narratives,Ethnicity,Student Attitudes,Foreign Countries,Ethnography,Student Characteristics,Cultural Background

Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec, 2017). The concept of inclusive education itself remains contested, with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts. This article examines these challenges to inclusive education through a comparative lens, by looking at the identity narratives of children from immigrant backgrounds in primary schools in France and England. Drawing on data from a cross-national ethnographic study which investigated the experiences of thirty four 10 and 11 year old children of immigrants in two primary schools (one in France and one in England), this article looks closely at the narratives of four girls from immigrant background, to investigate the way they negotiated linguistic, ethnic, cultural and religious differences as part of their identities in school. The narratives of the four girls were selected as particularly relevant for thinking about the role of values, structures and children's own understanding in defining modes of inclusion and exclusion in school. This article explores the interplay between the girls' representations of school as an institution (formal spaces), their collective narratives of difference and Otherness (social imaginary in informal spaces) and their individual forms of positioning (identity narratives). This article shows how, despite contrasting approaches to inclusive education (&quot;indifference to differences&quot; in the French school and recognition of differences in the English school), the girls' experiences of inclusion/ exclusion presented strong points of convergence across countries. Their experiences were less dependent on school approaches to inclusion than on children's capacity to understand &quot;contextual clues&quot; (Gumperz and Roberts, 1990), implicit expectations from teachers and school values. This holds implications for thinking about mechanisms of inclusive education and their implementation across institutional contexts.
Inclusive Policies and the Perils of Dissonance: A Case Study of an International Baccalaureate Public School in Ecuador
Author: Bittencourt, Tiago
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Advanced Placement Programs,Public Schools,Educational Policy,School Culture,Outcomes of Education,Conflict,Low Income Students,Access to Education,Social Differences,High School Students

In 2006, the Ecuadorian Ministry of Education signed an agreement which sought to gradually introduce the International Baccalaureate's Diploma Programme into as many of the country's 1400 publicly funded secondary schools as possible. The initiative was part of a concerted effort aimed at addressing pervasive forms of inequality, argued to be colonially produced and exacerbated by recent neoliberal policies. Drawing on 5 months of ethnographic work in a low-income public school, this paper examines the effects the Ministry of Education's agreement has on a school's social cohesion. Findings showcase how the introduction of the Diploma Programme has inadvertently led to a dichotomized school, creating tensions between students and amongst the teaching staff. Furthermore, it has stigmatized students who either do not apply or are not accepted into the program. Based on these findings, I argue how a nation-wide education policy underlined by a logic of inclusion may create new and unanticipated micro-forms of exclusion at the school level. Consistent with the ongoing literature on inclusion, findings from this study emphasize the need for inclusion to be constituted as an ongoing process, one that demands consistent reevaluation and adaptation.
Reshaping Educational Systems to Realize the Promise of Inclusive Education
Author: Choi, Jeong Hoon
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Change,Technical Assistance,Equal Education,Capacity Building,Systems Approach,Academic Achievement,Individualized Education Programs,Students with Disabilities,Regular and Special Education Relationship,Probability,Elementary School Students,Middle School Students,Common Core State Standards,Standardized Tests,College Readiness,Career Readiness,Longitudinal Studies,Language Arts,Mathematics Achievement

Inclusive educational practices are rooted in a body of research indicating that when students in need of support through special education are meaningfully included in schools, academic and social outcomes improve for all students. To realize this promise of better outcomes, traditional schools with separate classrooms and even schools designated to exclusively serve various learner subgroups (e.g., students identified for special education) will require reorganized systems, structures, and resources. A school with a fully integrated educational framework is better positioned to meet the needs of all students, including those who live in poverty, who experience high mobility, who benefit from an accelerated curriculum, or who struggle to learn for other reasons. This paper describes an example of a transformational framework and technical assistance provided to a whole interlocking education systems (i.e., state, district, school) to reshape and increase school capacity to implement and sustain an equity-based, inclusive multi-tiered system of support. Statistical analyses that compared academic achievements of students with Individualized Education Programs (IEPs, i.e., disability) in schools reflecting early stages of transformation with that of students with IEPs in schools reflecting advanced transformation. The extent of school transformation to the framework significantly predicted improved outcomes for students with IEPs.
Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: A Bibliometric Study (2008-2018)
Author: Fernandez-Batanero, Jose Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Uses in Education,Down Syndrome,Students with Disabilities,Bibliometrics,Inclusion,Journal Articles,Computer Use,Reading,Writing (Composition),Reading Skills,Writing Skills,Communication Skills,Language Skills,Psychomotor Skills,Technology Integration

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective.
Using Group Discussion and Reflection for Developing Student Teacher Autonomy
Author: Kazeni, Monde
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Discussion,Reflection,Student Teachers,Personal Autonomy,Cooperative Learning,Work Experience Programs,Foreign Countries

During work-integrated learning (WIL), student teachers usually practice what they have learned in theory under the apprenticeship of mentor lecturers and teachers. This experience might not adequately prepare them for the complexities of full-time teaching. To address this concern, 252 student teachers worked in small groups to identify challenges and to suggest effective ways of mediating cooperative learning during WIL in schools. The student teachers implemented what they had suggested and reflected on their learning experiences. Student teachers' field notes and discussions regarding their anxieties, uncertainties, beliefs, practices, orientations, and their reflection on the mediation of cooperative learning were analyzed. Findings show that the use of group discussion and reflection developed student teachers' teaching autonomy, which resulted in improved teaching. We argue that the combination of group-work and reflection is an effective way of developing student teacher autonomy and for preparing them for real-life classroom teaching.
Striving to Include the Excluded: A Case Study of a Special Education Initiative in Rural Honduras
Author: Weissman, Amanda Ketner
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Case Studies,Educational Policy,Students with Disabilities,Educational Practices,Rural Areas,General Education,Outcomes of Education,Instructional Effectiveness,Learning Disabilities,Physical Disabilities,Teacher Attitudes,Pedagogical Content Knowledge,Faculty Development,Foreign Countries,Program Evaluation,Educational Resources,Cultural Relevance,Teacher Characteristics

Despite the existence of national policies that allow students with disabilities to be taught in the general education setting in Honduras, there is a gap between policy and practice as students with disabilities experience worse learning outcomes than their peers. Previous work has shown that this is due in part to a lack of knowledge among general education teachers on how to work successfully with students with disabilities. This paper examines the effectiveness of an approach to address this in rural Honduras by providing professional development for fifteen in-service teachers in eight schools to impart techniques for working with 56 students with both learning and physical disabilities. Through a combination of surveys, interviews, and observations, results show benefits to the teachers' beliefs, content knowledge, and pedagogy for students with disabilities. This work leads to potential policy implications for the adoption of similar programs throughout Honduras and Central America.
The Evolution of Jordanian Inclusive Education Policy and Practice
Author: Benson, Sarah K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Students with Disabilities,Inclusion,Disadvantaged,Foreign Countries,Case Studies,Comparative Analysis,Developing Nations,Geographic Location,International Organizations,Rural Areas,Global Education,Educational Change

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.
What Is Quality Work-Integrated Learning? Social Work Tertiary Educator Perspectives
Author: Hay, Kathryn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,College Faculty,Program Effectiveness,Social Work,Work Experience,Teacher Role,Administrator Role,Student Role,Practicums,College Students

While the benefits of work-integrated learning (WIL) are undisputed, identifying what elements enable quality experiences is a more challenging endeavor. This article focuses on the perspectives of New Zealand social work tertiary educators regarding components of quality WIL. The participants recognized the difficulties in succinctly articulating quality WIL but agreed with previous research that effective WIL is reliant on strong relationships between the tertiary sector, organizations and students. Findings from this research attest to the importance of placing field educators into this traditional tripartite relationship thus celebrating their central role in student learning. Addressing poor professional practice in the WIL environment was an identified concern. Effective use of the national field education guidelines for the evaluation of WIL experiences is recommended. The assessment of student readiness and suitability for specific environments also requires ongoing consideration from HEIs alongside mitigation of the potentially negative impacts of WIL.