ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Destructions as a Challenge for Learning in the Post-Literacy Epoch
Author: Yurtaeva, Marina
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Barriers,Learning Processes,Cognitive Style,Color,Reaction Time,Interference (Learning),Visual Stimuli,Psychological Testing,Personality Traits,Cognitive Processes,College Students,Foreign Countries

The article is devoted to the issue of learning from the cognitive perspective. As life-long learning is an integral part of our modern life, the authors were attracted by the phenomenon when even young people demonstrate cognitive &quot;resistance&quot; to learning. This particular study is focused on cognitive destructions as challenges to learning and is based on the idea of non-linear nature of a cognitive style. Eighty subjects participated in the study with different types of psychological tests employed, including Stroop test, embedded figure test, tolerance of ambiguity, assumptive worlds, personality characteristics in decision making. The main findings are the following: cognitive degradations, which are based on different types of rigidity, which impedes not only the process of learning but also social behaviour of a person as well; the second finding is the intensity of tolerance of ambiguity in a subgroup with extreme analytical thinking is a destructive cognitive phenomenon, one of the manifestations of a negative mental attitude - the closure to the experience. The results prove that the subjects with extreme types of cognitive styles tend to demonstrate a &quot;close&quot; type of mind. This raises the discussion of different understanding of the rigidity phenomenon and gives fruit for thought and prospects of further research into the field of the role of cognitive resources in learning. [For the complete proceedings, see ED600498.]
Exploring the Impact of a STEM Integration Teacher Professional Development Program on Early Childhood Teacher&apos;s Pedagogical Beliefs
Author: Kermani, Hengameh
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Program Effectiveness,Faculty Development,Early Childhood Teachers,Beliefs,Teaching Methods,Curriculum Implementation,Pedagogical Content Knowledge,Self Efficacy,Instructional Materials,Young Children

The purpose of this study was to investigate how STEM-focused professional development training influence early childhood teachers' knowledge, beliefs, and pedagogies. Four pre-K teachers participated in this study. The data collected was qualitative in nature. Interview data were transcribed, coded and emerging themes were identified. The findings showed that all four teachers were positively impacted by the STEM professional development, resources and the materials available to them to implement the STEM units/projects. Consequently, children were positively impacted because of their teacher's professional learning and high confidence about teaching STEM-related activities. [For the complete proceedings, see ED600498.]
IDRA Newsletter. Volume 46, No. 1
Author: Goodman, Christie L., Ed.
Date: 2019-01-00
Type: Collected Works - Serial
Subjects: Equal Education,Civil Rights,Family Role,Leadership,Access to Education,Data Collection,Racial Discrimination,School Segregation,Minority Group Students,Family Influence,Values,Hispanic American Students,White Students,College Attendance,Enrollment,African American Students,Asian American Students,College Readiness

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Data for Actionable Knowledge.&quot; Contents include: (1) Office for Civil Rights Data Reveals Patterns of Inequity (Bricio Vasquez); (2) Using Data to Uncover Facts for Strengthening Education (Bricio Vasquez and Hector Bojorquez); (3) Family Leadership in Education Projects... and the Data that Drives Them (Aurelio M. Montemayor); and (4) Corazón for María &quot;Cuca&quot; Robledo Montecel.
IDRA Newsletter. Volume 46, No. 3
Author: Goodman, Christie L., Ed.
Date: 2019-03-00
Type: Collected Works - Serial
Subjects: School Safety,Violence,Weapons,Privacy,Social Bias,Racial Bias,Social Justice,School Security,Students with Disabilities,School Health Services,Law Enforcement,Discipline,Suspension,Disproportionate Representation,Social Development,Emotional Development,Minority Group Students,Faculty Development,Trauma,Educational Policy,School Policy,Behavior Problems,Behavior Modification,Student Rights

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Fair Discipline.&quot; Contents include: (1) Federal School Safety Commission Recommendations Could Lead to Less Safe Schools (Morgan Craven); (2) Principles for School Safety, Privacy and Equity; (3) Three Approaches for Dismantling Discriminatory Discipline in Schools (Paula N. Johnson and José A. Velázquez); (4) Discipline Policies Must Not Come at the Expense of Any Group of Students (Morgan Craven); and (5) Restorative Practices -- Informal and Formal Processes for Addressing Behavior (Paula N. Johnson).
The Pragmatics of Irony in Humor: Emerging Drifts in Philippine Witticisms
Author: Rillo, Richard M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Humor,Pragmatics,Foreign Countries,Linguistic Theory,Computational Linguistics,Tagalog,English (Second Language),Translation,Discourse Analysis,Figurative Language

This study reported on the pragmatics of irony in humor in Vice Ganda's conversational jokes as an emerging drift in Philippine witticism. We analyzed a 52-token corpus of conversational witticisms (CWs) of the subject across the forms of media where he delivered this kind of witty and humorous utterances. Through the analyses made, We were able to find out that in using irony as a strategy to achieve a humorous CW, other or all of the Gricean Maxims could be violated without affecting the ironic effect of a humorous CW. The results and findings of this study could be utilized to identify some elements that are present in today's Philippine humor in conversations. Also, this study could be used as a baseline for studying more features of the least studied field in Philippine linguistics--Humor.
IDRA Newsletter. Volume 46, No. 4
Author: Goodman, Christie L., Ed.
Date: 2019-04-00
Type: Collected Works - Serial
Subjects: Early Childhood Education,English Language Learners,Student Needs,Student Characteristics,Equal Education,Teaching Methods,Financial Support,Educational Finance,State Legislation,State Aid,Public Education,Resource Allocation,At Risk Students,Culturally Relevant Education,School Libraries,Reading Materials,Books,Play

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Early Learning.&quot; Contents include: (1) Current Proposals for Texas' Investment in English Learners Still Not Enough (Morgan Craven); (2) Fixing Asset-Based Early Childhood Education (Hector Bojorquez); (3) Building Culturally-Relevant Libraries for Young Learners (Nilka Avilés and José A. Velázquez); and (4) Bilingual Literacy Development Materials.
IDRA Newsletter. Volume 46, No. 5
Author: Goodman, Christie L., Ed.
Date: 2019-05-00
Type: Collected Works - Serial
Subjects: School Counselors,Career Counseling,Academic Advising,Counselor Attitudes,Best Practices,Females,Elementary Secondary Education,Mathematics Education,Mathematics Skills,College Readiness,Access to Education,Higher Education,Postsecondary Education,School Culture,College Admission

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;College Opportunity.&quot; Contents include: (1) School Counselors Express Concerns about College and Career Advising in Texas (Hector Bojorquez); (2) Five Best Practices that Add Women to the Equation -- Preparing K-12 Girls for Mathematics (Stephanie Garcia and Kasia Razynska); (3) Characteristics of College-Focused Schools (Nilka Avilés); (4) Top Ten Percent Plan -- Expanding Access to College in Texas; and (5) IDRA Names Dr. Cristóbal Rodríguez as the 2019 José A. Cárdenas School Finance Fellow.
IDRA Newsletter. Volume 46, No. 6, June-July 2019
Author: Goodman, Christie L., Ed.
Date: 2019-00-00
Type: Collected Works - Serial
Subjects: Educational Policy,State Legislation,Educational Finance,State Aid,Financial Support,Discipline,School Safety,Accountability,Standardized Tests,Committees,Access to Education,Higher Education,Grants,Funding Formulas,Special Needs Students,Readiness,Reading Achievement,Mathematics Achievement,School Schedules,Teacher Salaries,Taxes,Immigrants,Citizenship,Census Figures

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Education Policy.&quot; Contents include: (1) Texas Legislature Concentrates on School Funding (Morgan Craven); (2) New Discipline and Safety Policies for Texas (Morgan Craven); (3) Accountability Measures Set to Respond to Public Pressure: Changes Made to STAAR; Individual Graduation Committees Extended (Morgan Craven); (4) College Access Legislation Increases Transparency and Adds Funds to TEXAS Grant Program (Morgan Craven); and (5) Education Impact of Supreme Court Decision on Citizenship Question: IDRA Statement on Education Impact of Supreme Court Decision Blocking Citizenship Question on 2020 Census.
IDRA Newsletter. Volume 46, No. 7
Author: Goodman, Christie L., Ed.
Date: 2019-08-00
Type: Collected Works - Serial
Subjects: Student Participation,Activism,Adolescents,STEM Education,Identification (Psychology),High School Students,Peer Teaching,Cooperative Learning,Cooperation,Tutoring,Tutors,Change Strategies,Cultural Awareness,Cultural Influences,Teacher Role,Student Role,Teaching Methods

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Student Voice.&quot; Contents include: (1) Steps for Helping Students Become Activists -- A Teen's Advice (Melivia Mujia); (2) Building a STEM Identity through the Chief Science Officer Program (Lexis Ratto and Kelly O'Kane); (3) The Day I Taught My High School Peers (Alyssa Diaz); (4) How Student-Led Lessons Impacted My Understanding of School (Daniela Herrejon); (5) Students as Co-Collaborators in Teaching &amp; Learning -- Advice from the Field (Andres López); and (6) High School Tutor Learns While Tutoring Others (Anahi Ortiz).
Phonological Awareness Skills of English as Second Language (ESL) Learners: The Case of First-Grade Filipino Bilinguals
Author: Abdon, Marites M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Students,Grade 1,Elementary School Students,Phonological Awareness,Phonemes,Language Skills,Foreign Countries,Metalinguistics,Tagalog,English (Second Language)

This paper investigates the degree of bilingualism and its corresponding effects on the metalinguistic skill of phonological awareness among Grade I ESL learners. It compares full and partial bilinguals' performance in the three tests: initial phoneme detection, final phoneme detection, and deletion tasks. Forty students aged 6-7 carried out phonological awareness tests in English. The results of the study revealed that full bilinguals performed better than partial bilinguals on phonological tests except on initial phoneme detection where the group means of partial bilinguals are higher by 0.45 in comparison with full bilinguals. This paper signified the merits of looking into the competence of bilingual children on phonological awareness. Additionally, it defines future directions on the practice of teaching phonological awareness among primary bilingual children.
Refusals among Yemeni EFL Learners: A Study of Negative Pragmatic Transfer and Its Relation to Proficiency
Author: Alrefaee, Yasser
Date: 2019-10-00
Type: Journal Articles
Subjects: Pragmatics,Correlation,Transfer of Training,Task Analysis,Native Language,Language Proficiency,English (Second Language),Second Language Learning,Semitic Languages,North American English,Language Tests,Semantics,Foreign Countries,Interference (Language)

This study examined the relationship between negative pragmatic transfer and language proficiency with reference to the refusal speech acts as realized by Yemeni learners of English as a Foreign Language (henceforth referred to as YLEs). Forty Yemeni learners of English (20 of low proficiency level and 20 of high proficiency level) and 2 baseline groups (20 native speakers of American English and 20 native speakers of Arabic) participated in this study. The data were collected using a Discourse Completion Task (DCT) which consisted of twelve scenarios employed to elicit refusals, namely,three offers, three suggestions, three request sand three invitations. Collecting these three sets of data made it possible to determine the extent to which YLEs' performance differs from native-speaker performance and whether the differences that exist are traceable to transfer from L1. The TOEFL proficiency test was used to determine the proficiency level of Yemeni learners of English. The findings of the study clearly revealed that there was evidence of negative pragmatic transfer from L1 especially with regard to the overall frequency and order of some semantic formulas used. However, the findings of the study indicated that both Yemeni learner groups showed evidence of pragmatic transfer; low proficient learners showed a greater tendency towards L1 pragmatic norms than their high proficient learners.
IDRA Newsletter. Volume 46, No. 8
Author: Goodman, Christie L., Ed.
Date: 2019-09-00
Type: Collected Works - Serial
Subjects: Leadership Qualities,Best Practices,Principals,Teamwork,Instructional Leadership,Family Role,Mexican Americans,Hispanic American Students,Educational Innovation,English Language Learners,Administrator Role,Educational Environment,Professional Development,Teacher Role,Human Capital,Coaching (Performance),Elementary Secondary Education,Cultural Awareness,Culturally Relevant Education

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;School Leadership.&quot; Contents include: (1) Superintendent Dr. Daniel King Describes How Strong Family Leadership Leads to School Innovation (Aurelio M. Montemayor, featuring Superintendent Daniel King); (2) Five Best Practices for Effective Principals and School Leadership Teams (Nilka Avilés); (3) Mexican American Studies in All Grades -- Administering an Innovation (Aurelio M. Montemayor); and (4) English Learner Success Depends on Strong Principal Leadership (Nilka Avilés).
Developing Transversal Competences in Engineers
Author: de Melo Bezerra, Juliana
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,Competence,STEM Education,Student Motivation,Problem Solving,Communication Skills,Leadership,Teamwork,Self Management,Creativity,Innovation,Program Descriptions,College Faculty,Workshops,Undergraduate Students,Student Interests,Middle School Students,High School Students,Student Participation,Feedback (Response),Student Attitudes,Program Evaluation

The development of transversal competences is essential for the success of engineers, who need to have the ability to adapt to the new and changing demands posed by modern society and scientific advances. It is a challenge for professors to teach and evaluate transversal competences, since such competences are related to attitudes and values. We present a program, held in an Engineering school, with the goal of motivating young people in STEM (Science, Technology, Engineering and Mathematics) areas. Results from the designed initiatives pointed to success in the development of transversal competences, including problem solving, communication, leadership, teamwork, self-management, creativity and innovation. [For the complete proceedings, see ED600498.]
Start@unito: A Supporting Model for High School Students Enrolling to University
Author: Bruschi, Barbara
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Models,College Bound Students,High School Graduates,Foreign Countries,College Freshmen,Electronic Learning,Open Educational Resources,College Faculty

Students need help in transitioning from high school to university. It's important to facilitate their guidance in choosing the course of study and consequently their experience with the first exams, reducing the abandonment. The University of Turin, financially supported by the banking institution Compagnia di San Paolo, has invested in e-learning creating Start@unito: a Learning Management System that delivers twenty freely available, self-paced, online courses on different topics. The paper discusses the model adopted by Start@unito and the first results obtained. [For the complete proceedings, see ED600498.]
IDRA Newsletter. Volume 46, No. 9
Author: Goodman, Christie L., Ed.
Date: 2019-10-00
Type: Collected Works - Serial
Subjects: Social Justice,Gender Issues,Social Bias,Gender Bias,LGBTQ People,Educational Environment,School Safety,Discipline,Males,African American Students,Females,STEM Education,Social Discrimination,Racial Bias,School Policy,Equal Education,Family Involvement,School Culture

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Gender Justice.&quot; Contents include: (1) Making Schools Safe Learning Havens for LGBTQ Students (Stephanie Garcia and Aurelio M. Montemayor); (2) Discipline Strategies to Combat Faulty Assumptions that Target Black Male Youth (Daryl V. Williams); and (3) Strategies for Increasing Girls' Participation in STEM (Paula Johnson and Michelle Vega).
Fostering STEM Education Considering Female Participation Gap
Author: de Melo Bezerra, Juliana
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Females,Womens Education,School Business Relationship,Student Interests,Undergraduate Students,Career Choice,Gender Differences,College Faculty,Outreach Programs,Workshops,Middle Schools,High Schools,Foreign Countries

Despite the technological development, the digital era, and the fact that Science, Technology, Engineering and Mathematics (STEM) permeates all the modern world, the number of students choosing to pursue a career in STEM areas is very small in comparison to other careers. In particular, considering the gender, the gap increases even more. In this work, we present an industry-university program designed to stimulate STEM education and fostering the female interest and development in these areas. Considering our female undergrad students, the proposal was to engage them in the process, as the main agents. Our students prepared and gave lectures in schools about STEM areas. Together with some faculty members, they also developed and applied workshops based on hands-on and minds-on learning activities to spark young girls' curiosity in STEM areas. In all activities, it was performed an evaluation of learning outcomes, as STEM skills and interest. The program showed to be effective producing very positive remarks. [For the complete proceedings, see ED600498.]
A Hypothetical Learning Progression for Quantifying Phenomena in Science
Author: Jin, Hui
Date: 2019-00-00
Type: Reports - Research
Subjects: Science Education,History,Philosophy,Scientific Principles,Learning Processes,Correlation,Standards,Elementary Secondary Education,Mathematics Skills,Cognitive Development

In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the ability to analyze phenomena through (a) abstracting relevant measurable variables from phenomena and observations, (b) investigating the mathematical relationships among the variables, and (c) conceptualizing scientific ideas that explain the mathematical relationships. The quantification learning progression contains four levels of increasing sophistication: Level 1, holistic observation; Level 2, attributes; Level 3, measurable variables; and Level 4, relational complexity. Second, we analyzed the practices in the Next Generation Science Standards for current, largely tacit, assumptions about how quantification develops (or ought to develop) through K-12 education. While several pieces of evidence support the learning progression, we found that quantification was described inconsistently across practices. Third, we used empirical student data from a field test of items in physical and life sciences to illustrate qualitative differences in student thinking that align with levels in the hypothetical learning progression for quantification. By generating a hypothetical learning progression for quantification, we lay the groundwork for future standards development efforts to include this key practice and provide guidance for curriculum developers and instructors in helping students develop robust scientific understanding. [This paper is published in &quot;Science &amp; Education&quot; v28 n9-10 p1181-1208 Dec 2019 (EJ1237017).]