ethanporcaro/eric-fulltext-meta huggingface dataset:
Leftization of Education in South Korean Society Centering around the Authorized Textbooks
Author: Kim, Bok-rae
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ideology,Political Affiliation,Political Influences,Textbook Selection,Textbook Evaluation,Educational Philosophy,Textbook Content,Social Systems

In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers' union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional &quot;leftization&quot; of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning &quot;authorized&quot; textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of &quot;state-designated&quot; textbooks says at a press interview, &quot;I'm a proletarian class. It's only the proletarian revolution that can change our social structure and its fundamental contradiction.&quot; For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its &quot;poor screening&quot;), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a &quot;compromise&quot; plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce &quot;diversity of views and opinions&quot; in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that &quot;promoting educational diversity&quot; by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized &quot;popular view of history&quot; or populism-based historical perspective (language characters omitted). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one &quot;monolithic&quot; idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a &quot;certificate&quot; of antistate, pro-communist education, in place of diversity.
Interprofessional Education and Practice: Perspectives from Students in Speech-Language Pathology and Recreational Therapy
Author: Hajjar, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Occupations Education,Values,Ethics,Role,Responsibility,Interprofessional Relationship,Interpersonal Communication,Teamwork,College Students,Recreation,Therapy,Student Attitudes,Neurological Impairments,Barriers,Program Effectiveness,Physical Therapy,Occupational Therapy,Females,Clinics

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical experience. Students shared perspectives about providing collaborative therapy services as part of a team supporting adults with stroke or other acquired neurological conditions. Thematic analysis conducted from pre and post focus group transcripts revealed six primary themes: roles and responsibilities; interprofessional communication; collaborative teamwork; values and mutual respect; challenges to IPE/IPP; and benefits &amp; impact of IPE/IPP. Students shared their clinical experiences engaging with students from SLP and RT, but also working with students from physical and occupational therapy. The qualitative data from this study provides important information to assist future students, educators, and clinical supervisors how to effectively access and engage in IPE/IPP learning experiences with a specific focus in the areas of teamwork, leadership, and conflict resolution.
Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya
Author: Omboto, Charles Magwar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Elementary Schools,Special Schools,Access to Computers,Public Schools,Technological Literacy,Students with Disabilities,Program Implementation,Program Effectiveness

Information Communication Technology (ICT) enhances accessibility, efficiency, and quality of education. This study aimed to examine the status of ICT resources in teaching and learning in public primary special schools in Nairobi County, Kenya. Questionnaires, interviews, observation schedules, and manuals for document analysis were used to collect data from respondents. Research shows that most special schools have regular ICT resources provided by digital literacy programs (DLP), such as laptops and tablets. However, there is limited investment in specialized ICT resources to support the teaching and learning of children with disabilities and special educational needs. Research also shows that ICT resources are limited because most of the devices are kept by school administrators or teachers who do not know how to use them. The study concludes that limited investment in assistive and/or adaptive digital technologies and devices will harm the attainment of ICT skills as a fundamental skill by children with disabilities in special schools and special needs units. The study recommends the establishment of a technical committee on design innovation and equipment technology. This will complement DLP's efforts in providing resources for special schools to make better use of ICT for students with disabilities and special educational needs.
What Role Do I Play in My Learning? A Study on the Academic Engagement of Higher-Education Students
Author: Daura, Florencia Teresita
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Participation,College Students,Learner Engagement,Foreign Countries,Gender Differences,Institutional Characteristics,Intellectual Disciplines,Student Characteristics,Student Motivation

The study of academic engagement has gained international visibility due to various factors operating in the social environment, such as fragmentation, 'liquidity' in interpersonal relations, etc., which end up affecting the persistence rates in studies, or its manifestation in an increasing rate of desertion in higher studies on the part of Argentine students. This research has been carried out within this framework, where 350 students of University and College education, who are enrolled in technical, humanistic-pedagogical and economic studies, completed the Academic Engagement Scale (Daura &amp; Durand, 2018) with the purpose of analyzing, on the one hand, their level of involvement with their studies; and on the other hand, inquiring on the existing connection with demographic variables.
A Practice-Based Interprofessional Emergent Writing Intervention: Impacts on Graduate Students and Preschoolers
Author: Pfeiffer, Danika
Date: 2022-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Intervention,Graduate Students,Speech Language Pathology,Allied Health Personnel,Occupational Therapy,Writing (Composition),Preschool Children,Beginning Writing

Despite the importance of collaboration in schools, few studies have examined interprofessional education (IPE) interventions for graduate speech-language pathology (SLP) students designed to prepare them with the skills necessary to effectively work on school-based teams. The current pilot study implemented a five-week practice-based IPE intervention with six SLP graduate students and three occupational therapy (OT) graduate students. Three SLP students were randomly assigned to the 'unpaired' condition and delivered emergent writing activities independently to a small group of preschoolers (n = 10). The other three SLPs were each randomly assigned an OT student to collaborate with in a 'paired' condition and conducted the same activities together with their assigned small groups of preschoolers (n = 11). Graduate students' emergent writing knowledge and interprofessional competencies were supported throughout the study by facilitated discussions and structured debrief sessions with their clinical educators using the DEAL model of critical reflection. Results indicated that SLP students from both conditions demonstrated positive gains in emergent writing knowledge, but the paired SLP students had a greater gain in self-reported interprofessional competencies. Preschoolers in both conditions demonstrated improvement on emergent writing tasks. Implications of practice-based IPE interventions for both graduate students and children are discussed.
Developmental Changes in Graduate Student Supervisory Needs and Expectations: A Longitudinal Investigation
Author: Rehfeld, David M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Needs,Expectation,Faculty Advisers,Clinical Supervision (of Teachers),Speech Language Pathology,Time Factors (Learning)

Supervision of graduate students in the field of speech-language pathology during their pre-service training is critical to their professional development. The present study followed a cohort of graduate students (N=31) over the course of their clinical training to track changes in their self-reported needs and expectations regarding clinical supervision practices. Over the course of one year, graduate students' self-reported supervisory needs and expectations decreased significantly with the exception of those variables associated with supervisor-controlled behaviors such as serving as a teacher rather than a colleague. Implications for incorporating supervisee perceptions into effective supervision practices and directions for future research are discussed.
Effects of Experiential Learning on Students&apos; Use of Facilitative Language Techniques during Shared Book Reading with Young Children
Author: Hall-Mills, Shannon
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Reading Strategies,Graduate Students,Language Acquisition,Poverty,Community Programs,Program Effectiveness,At Risk Persons,Homeless People,Story Reading,Parent Role,Preschool Children

The purpose of this pilot study was to measure the effects of experiential learning on graduate students' use of facilitative language techniques (FLTs) to support language development in young children from a high poverty population. Seven CSD graduate students who participated in a language seminar received direct instruction in and experiential learning with 11 FLTs. The students implemented the learned techniques during an 8-week experience in the community while providing shared book reading activities for children at a local family shelter. Results indicated that the students made significant gains in the number and type of FLTs used during book reading activities. The findings suggest that experiential learning yielded clinically significant changes in the graduate students' use of FLTs during shared book reading with young children. Implications are provided for further research.
Implementing Interprofessional Education: Challenges for CSD Graduate Programs
Author: Edwards, Claire M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Implementation,Interprofessional Relationship,Professional Education,Communication Disorders,Speech Language Pathology,Allied Health Personnel,Graduate Study,Curriculum Development,Course Content,Assignments,Course Evaluation

The focus on interprofessional education (IPE) for professional training programs in allied health professions, such as speech-language pathology, has recently increased. There is currently limited pedagogical literature regarding both the instruction and application of IPE in any given discipline. This paper will outline challenges CSD graduate programs may face when implementing IPE content within the existing curricula and explore possible solutions. Delineation of preparation and integration process of an IPE course taught at a small liberal arts university where it was cross-listed in two undergraduate pre-professional programs in speech-language pathology and social work will be provided. Elements of the course, including delivery, descriptions of assignments, and projects, will also be discussed and how this undergraduate course may facilitate implementing IPE content into the graduate curriculum.
The Flipped Classroom Model as Applied to an Augmentative and Alternative Communication Course
Author: Sanders, Eric J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Augmentative and Alternative Communication,Courses,Speech Language Pathology,Graduate Students,Student Attitudes

The Flipped Classroom Model (FCM) is an andragogical approach where students complete content-related work outside of the class and engage in activities related to this content during the class period. This approach has garnered recent attention in the field of speech-language pathology, but its implementation has not been studied in an augmentative and alternative communication (AAC) course and there is limited information on student perspectives of the experience. This study presents the results of a qualitative investigation designed to investigate the preferences and experiences of preservice speech-language pathology graduate students in an AAC course utilizing the FCM. Semi-structured interviews with eight students were transcribed and analyzed utilizing a phenomenological framework. The themes that emerged from the data included course design, course delivery, instructor characteristics, student preferences, student characteristics, online versus in-person learning, and career relevance. Recommendations for implementing the FCM in teaching AAC are discussed in light of the results presented.
The Relationship between Turkish Preschool Children&apos;s Delay of Gratification and Self-Regulation Skills
Author: Tutkun, Cansu
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Self Control,Delay of Gratification,Child Development,Rewards

In the early childhood period, self-regulation and delay of gratification are important skills. The lack of these skills may have a negative impact on children's development and learning. In this study, the relationship between pre-school children's delay of gratification and self-regulation skills was examined. Fifty-seven preschool children from Ankara, the capital of Turkey, aged between four and five, participated in this study. Delay of gratification was measured with Marshmallow Test, whereas self-regulation skills were assessed with Preschool Self-Regulation Assessment. Logistic regression analysis was performed to determine the variables that predict the delay of gratification. The results indicated that self-regulation, particularly in terms of impulse control and effortful control, affects the delay of gratification, and that gender is not a determining factor in the delay of gratification. Besides, children's success, particularly in impulse control and effortful control, was found to increase the delay of gratification. Identifying children with extreme difficulty in the delay of gratification may help to detect those with poor self-regulation skills. Accordingly, various tasks could be designed to improve self-regulation skills in early childhood, and potential problems regarding delay of gratification and self-regulation could be minimized. This is likely to have a positive impact on society as a whole.
A Need Analysis on Development of Creative Thinking Skills: A Phenomenological Study
Author: Tok, Sükran
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,Second Language Instruction,Creative Thinking,Teacher Attitudes,Online Courses,In Person Learning,Teaching Methods,State Universities,English (Second Language),Language Teachers,Content Analysis,Thinking Skills,Barriers,Classroom Environment,College Faculty,Foreign Countries

This study adopts a qualitative research design aiming at investigating the perceptions of English language teachers about creative thinking skills in their courses. Six teachers working at the School of Foreign Languages at a state university participated in this study. They had similar educational backgrounds and different years of experience. In terms of teaching English, participants were interviewed in-depth about the conceptualization of creative thinking skills. The purpose of the study was to identify teachers' perspectives and their ways of implementing sub-dimensions of creative thinking in both face-to-face and online lessons. Semi-structured interview questions were used to collect data in the study and the data were analysed through content analysis method using NVivo 12. The findings of the research are grouped under the following headings: Barriers to Creating a Thinking Class Environment, Existing Supporters, and Defining the Concept. Results revealed that the teachers have defined the ability to think creatively considering the basic perception they had about the concept which is mainly creating new products. It is also understood that they evaluated the concept and associated the sub-dimensions accordingly. It can be inferred that a deeper understanding and well-organized teaching of creative thinking skills are required to be blended into the foreign language education. [This article includes an extended summary in Turkish.]
An Investigation on the Perceptions of Primary School Teachers Related to the Implementation Levels of Differentiated Instruction
Author: Gülay, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Individualized Instruction,Faculty Development,Gender Differences,Teacher Characteristics,Teaching Methods,Teacher Education Programs,Student Characteristics,Measures (Individuals),Foreign Countries

The aim of this study is to determine the perceptions of primary school teachers related to the implementation levels of differentiated instruction, and to investigate these perceptions in terms of participating in in-service training for this approach, presence of students with different characteristic, graduated faculty, and gender. In the study, survey method as one of the quantitative research designs was employed. The study group of the research was composed of 703 primary school teachers selected by random sampling. The study data were gathered with &quot;Differentiated Instruction Scale&quot; developed by the researchers. The data gathered were subjected to descriptive and inferential statistics using the SPSS 18 software. As a result of the research, it was determined that the perceptions of primary school teachers related to the implementation of differentiated instruction were high. In addition, these perceptions of primary school teachers who participated in differentiated instruction training were significantly higher than those who did not, primary school teachers graduated from education faculties compared to those who graduated from other faculties, and female primary school teachers compared to men had higher perceptions of differentiated instruction. It was concluded that the perceptions of primary school teachers did not change significantly related to the presence of students with different characteristics in the classrooms. It is suggested that new studies should be carried out using the scale developed in this study and in-service training for differentiated instruction should be provided for teachers. [This article includes an extended summary in Turkish.]
Harnessing Talent: A Tiered, Accelerated Leadership Model for Academic Support Programs
Author: Workman Alyea, Lindley
Date: 2021-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Models,Academic Support Services,Student Leadership,Undergraduate Students,Supplementary Education

While student-leadership models are not uncommon among Supplemental Instruction (SI) programs, Texas State University has developed a tiered leadership model providing real-world paraprofessional experience to the undergraduates and graduates who serve as its leadership (Skalicky &amp; Caney, 2010; The International Center for Supplemental Instruction at the University of Missouri-Kansas City, n.d.). The intention of this model is to increase the responsibility of each tier, creating more marketable new professionals while allowing full-time staff members to focus on larger programmatic objectives. Under Texas State's tiered SI leadership model, undergraduate student leadership is primarily responsible for front-line program coordination while graduate student leadership functions as a half-time professional, coordinating personnel management from recruitment to onboarding and managing initial program assessment each semester. Professional staff members closely monitor and concentrate on the work and development of the student leadership through weekly team meetings, individual bi-weekly meetings, and annual leadership retreats focused on needs assessment and larger program goals. The outcome is a heightened professional development experience for student leadership with greater ability of full-time staff members to better allocate time to other administrative tasks, metaphorically creating &quot;hours&quot; in the workday.
Determining Pre-Service Science Teachers&apos; Perceptions of Science, Nature of Science and the Relationship between Them
Author: Sade Memisoglu, Asli
Date: 2022-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Education,Student Attitudes,Scientific Principles,Undergraduate Students,Figurative Language,Misconceptions,Foreign Countries,Correlation,Instructional Program Divisions

Besides being a necessity for science education, understanding the nature of science and its concept also facilitates individuals' daily lives and affects their decisions as conscious citizens. This study aims to determine the pre-service science teachers' perceptions of science and their views on the nature of science and their relationship. The study was carried out with prospective science teachers from different undergraduate levels. Perception of Science Questionnaire and Views on Nature of Science Questionnaire were used as data collection tools. Pre-service science teachers' views on the nature of science were found to be inadequate. Nature of science views generally showed a positive tendency throughout the undergraduate education. The metaphors obtained from the concept of science were analyzed by content analysis. The metaphors obtained were categorized as dynamic, guiding, cumulative, requirement, and infinite. According to the results, the perceptions of pre-service science teachers were positive but also showed some deficiencies and misconceptions. Finally, 'although not statistically significant, pre-service science teachers' choice of metaphors differed according to their grade level. No statistically significant relationship was found between pre-service science teachers' views on the nature of science and their perceptions of science.