ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Equity in Teachers&apos; Use of Behavior-Specific Praise with Self-Monitoring and Performance Feedback
Author: Knochel, Ashley Elizabeth
Date: 2022-01-00
Type: Journal Articles
Subjects: Equal Education,Positive Reinforcement,Faculty Development,Intervention,Behavior Modification,Elementary School Teachers,Self Evaluation (Individuals),Feedback (Response),Bias,Student Behavior,Discipline

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers' overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.
Nation-Building and Identity Development through Ethnocultural Content in University English for Specific Purposes Courses in Kazakhstan
Author: Kurmanayeva, Dina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Content,English for Special Purposes,English (Second Language),Second Language Instruction,Cultural Influences,Culturally Relevant Education,Identification (Psychology),College Freshmen,Engineering Education,Nationalism,Student Motivation

It seems obvious that that educational activity establishes conditions for the development of a person capable of combining ancestral traditions and values while maintaining their distinctive ethnoculture. This paper investigates how integrating ethnocultural material into English for Specific Purposes (ESP) university courses contributes to nation-building and students' identity development while at the same time exerting impact on ESP curriculum advancement. The empirical part of the research involved 104 first-year engineering students learning English as a foreign language for specific purposes. The experiment demonstrated that exposing students to regional material and enabling them to communicate in English about their region empowers them in their national and regional identity, while contributing to nation-building goals of university education. The findings of the study reveal that integrating ethnocultural material into ESP university courses positively impacts both students' motivation and their national identity development.
The Formation of a Polylingual Personality in the School System of Kazakhstan
Author: Toybekova, Bagdat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Multilingualism,Second Language Instruction,Personality Traits,Student Characteristics,Global Approach,Russian,English (Second Language),Turkic Languages,Teaching Methods,Program Effectiveness

Understanding the role of languages in the modern world poses before us the question of teaching languages and raising the level of language teaching. Polylingual education in the Republic of Kazakhstan today is one of the main directions in the secondary education system. The aim of our study was to theoretically substantiate, develop and experimentally test the methodology for the formation of the polylingual personality of pupils in the process of organizing extracurricular work in a general education school. The research conducted an experimental and pedagogical work and analysed the collected data using comparative analysis and statistical methods such as percentages. The results of the research proved that the proposed theoretical foundations and methods of organizing extracurricular activities are useful in the formation of the polylingual personality of pupils.
A Systematic Review of Research Questions in Mixed Methods Studies in Instructional Design
Author: Merchant, Zahira Husseinali
Date: 2021-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Instructional Design,Educational Research,Research Design,Publications,Higher Education,Elementary Secondary Education,Adult Education,Online Courses

Researchers' reliance on using mixed methods for in-depth understanding of a phenomenon is on a rise. This review provides a synthesis of studies using Mixed Methods Research (MMR) approach in the field of instructional design, with a particular focus on research questions. The results show that of the 752 articles published on MMR in the instructional design field, only 80 studies framed the research questions that were consistent with the practice of MMR. Of those 80 studies, findings revealed that experimental research questions and descriptive research questions were the most popular types of research questions used. Furthermore, the MMR articles were published in multiple (n=59) peer-reviewed journals are mostly in higher education (44%) and K-12 settings (42.5%). Although, there is a steady increase in the application MMR with the highest number of studies published in 2018 (29%) and 2017 (25%), the number of articles that accurately frame research questions were very low. This study revealed a need to build instructional design researchers' ability to use MMR questions in their studies. This report suggests optimal ways to develop research questions that are grounded in the fundamental principles of MMR.
Educating Global Citizenship in a Changing World via After-School Music Program in Korea
Author: Auh, Yoonil
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Music Education,Citizenship Education,Global Approach,Middle School Students,Cultural Awareness,Cultural Pluralism,Program Effectiveness,Civics,Multicultural Education,Student Attitudes,Knowledge Level,Student Satisfaction,Student Interests,Parent Attitudes

Purpose: Centered on the framework of global citizenship education (GCED), an after-school music program was developed for middle school students in Korea. The program aims to introduce multicultural topics to improve intercultural understanding and promote multicultural sensitivity for community relations development in response to rapid demographics changes in Korea. A total of 143 students have participated in the twenty-nine week (29) pilot program. The program included orchestra and ensemble performances, learning ethnic songs and cultural backgrounds, and related educational activities. Research method: Methodological triangulation was used to evaluate the significance of the program. Program surveys, formative and summative evaluations, and interviews were used as the assessment instruments to measure the program outcome. Results: A music program based on the framework of GCED provided a good platform for gaining knowledge on teaching civic and multicultural education. The program displayed a measurable gain in students' positive attitudes towards community relations.
Exploring Teachers&apos; Perception on Successes and Challenges Associated with Digital Teaching Practice during COVID-19 Pandemic School Closures
Author: Taimur, Sadaf
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Success,Barriers,Teacher Attitudes,School Closing,Educational Technology,Electronic Learning,Kindergarten,Preschool Teachers,Elementary School Teachers,Teacher Role,Foreign Countries,Adjustment (to Environment),Learner Engagement,Parent Participation,Training,Teacher Competencies,Technological Literacy,Access to Computers

The current phenomenological study was undertaken, during the COVID-19 pandemic induced school closures, with the purpose to explore successes and challenges of implementing virtual education and collecting suggestions for improving virtual teaching practice. Data was collected using purposive sampling via social media, using open-ended survey. 141 teachers, teaching kindergarten and elementary school, from different regions submitted their responses. In our research findings, three success themes and five major challenges have emerged from the voice of teachers experiencing a rapid and unprepared shift to virtual education. Suggestions for improving digital education revolved around engagement strategies, training, access, school policies and collaboration among teachers. The finding of the research can help in informing areas of focus for reimagining the approach to education for an uncertain future.
Job Satisfaction Factors in Secondary School Teachers, Public and Private Institutions in a Peruvian Region
Author: León, Helen Catalina Rabanal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Secondary School Teachers,Public Schools,Private Schools,Work Environment,Teacher Administrator Relationship,Place of Residence,Teacher Salaries,Teamwork,Teacher Responsibility

This research aimed to determine the differences in job satisfaction factors in Secondary Education teachers of public and private educational institutions, La Libertad Region, Peru 2020. It presents a quantitative approach, non-experimental design, comparative descriptive type; 372 teachers participated in the study. A questionnaire validated by expert judgment was used as an instrument. Reliability was determined through a Pilot Test applied to 20 secondary school teachers, resulting in a Cronbach's Alpha of 0.976. SPSS v.26 software was used to process the final data. 58.1%. It is found that 50.5% of secondary school teachers in public and private education feel dissatisfied at work; Likewise, significant differences were found between the determining factors of job satisfaction in both types of management, obtaining a p-value = 0.200&gt;0.05 in the Student's t for independent samples. The work concludes that there are significant differences in job satisfaction factors in secondary school teachers from public and private educational institutions.
Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media
Author: Fauzi, Muhammad Rizal
Date: 2021-04-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Writing Improvement,Instructional Effectiveness,Essays,Narration,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Models,Learning Activities,Films,Language Skills,Educational Media

This research aims at improving the narrative essay writing skills of elementary school teacher education students through Concentrated Language Encounter (CLE) learning activities assisted by short film learning media by employing a quasi-experimental nonequivalent group design. The subjects were all primary teacher education students in West Java, with a sample of 31 elementary school teacher education students in Cimahi City as the experimental class, and 31 Madrasah Ibtidaiyah teacher education students in Bandung City as the control class. The results of the post-test research showed that the average skill of writing narrative essays in the experimental class was 81.10, while the control class obtained an average of 66.32. While the test results of the average N-gain difference in writing narrative essay skills with 2-tailed sig were 0.000 with a significance level of less than 0.05. These findings revealed that there was an increase in the writing narrative essay skills of elementary school teacher education students through the application CLE Model assisted by short film learning media. This research is expected to facilitate lecturers/teachers to teach narrative essay writing skills by optimizing all language skills through the CLE model assisted by short film media.
Developing Scientific Practices in Primary School: Benzene Ring Heuristic (BRH) Application
Author: Gokbulak, Yagmur
Date: 2021-12-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Students,Scientific Research,Heuristics,Student Attitudes,Scientists,Grade 4,Cognitive Tests,Freehand Drawing,Personality Measures,Projective Measures,Scientific Attitudes,Foreign Countries

This study aims to develop primary-school students' understanding of the scientific practices in the Benzene Ring Heuristic (BRH) and to determine how BRH applications would affect student perceptions about science, scientific knowledge, and scientists. An interpretative qualitative research design was used in the study. The study group consisted of 9 fourth-grade students (6 girls, 3 boys) in a public primary school. To identify the students' thoughts and perceptions about science, scientific knowledge, and scientists, the study employed open-ended questions as well as the &quot;Draw-a-Scientist Test&quot;. In addition, a poster activity was used to determine how well students understood the scientific practices in the BRH. The drawing test results showed that students drew scientists in general as female, young, most often with a neat-looking physical appearance in enclosed areas mainly representing a laboratory environment, and who is experimenting. An analysis of the posters produced by the students as part of the BRH suggested a certain amount of improvement. These results have educational implications and should be helpful for teachers and teacher educators to better understand the effects of using BRH in science education.
The Effect of the 5E Learning Model Supported with Material Ensuring Conceptual Change on Science Achievement: The Example of &quot;Heat and Temperature&quot;
Author: Iscan, Yilmaz Vahit
Date: 2021-12-00
Type: Journal Articles
Subjects: Heat,Climate,Concept Formation,Misconceptions,Teaching Methods,Constructivism (Learning),Science Achievement,Science Instruction,Instructional Effectiveness,Preservice Teachers,Grade 5,Secondary School Science,Foreign Countries,Scientific Concepts

This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about &quot;Heat and Temperature&quot;. A quantitative research approach was employed by conducting the pre-test and post-test quasi-experimental design of the non-equivalent groups, namely the experimental and control groups. Before the implications, the Heat and Temperature Achievement Test (HTAT) was used to determine the academic achievement levels of the students in the experimental and control groups in the topic of heat and temperature. The pre-test results between both group students did not find a significant difference. There was a significant difference in favor of the experimental group between the HTAT post-test results. From the results obtained within the scope of the study, it was concluded that this learning model was effective in eliminating the fifth-grade students' misconceptions about the topic of heat and temperature.
A Transitions Mission: Implementing a T.I.D.E.S. Model
Author: Suh, Emily K.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Readiness,Transitional Programs,Developmental Studies Programs,Student Placement,Tutoring,Academic Advising,School Community Programs,Program Effectiveness,Academic Support Services,Adult Education,English (Second Language),College Students,Student Characteristics,At Risk Students,Placement Tests

Successful transition to college requires understanding the college system as much as the academic subjects taught therein. This article describes the creation of the Transitions Lab, a T.I.D.E.S. model (Boylan, 2009) of student support including collaboration with institutional and community partners, advising, tutoring, and retesting assistance for students whose initial placement scores did not qualify them for credit-level courses. The article reports an empirical test of the T.I.D.E.S. model through measures of the lab's success in providing comprehensive support for incoming students, introducing the transitions mission fueling the work, and implications for colleges interested in establishing their own lab or scaling up existing student support initiatives.
Differential Effects of Video Analysis for Special Educators Related to Intervention Characteristics, Dependent Variables, and Student Outcomes: A Meta-Analysis of Single-Case Research
Author: Morin, Kristi L.
Date: 2021-12-00
Type: Journal Articles
Subjects: Video Technology,Special Education Teachers,Intervention,Educational Research,Students with Disabilities,Outcomes of Education,Preservice Teachers,Paraprofessional School Personnel,Technology Uses in Education

Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators' skills. This meta-analysis reports the overall impact that video analysis has on student outcomes as well as the differential impact on special educator outcomes by dependent variable and implementation variables (i.e., length of videos, number of intervention videos, primary evaluator, and timing of feedback). A total of 30 publications reported outcomes for special education preservice teachers, in-service teachers, and paraprofessionals; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be successfully implemented in a variety of ways.
Learning Gains from the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter?
Author: Cary, Mari Strand
Date: 2021-12-00
Type: Journal Articles
Subjects: Kindergarten,Mathematics Instruction,Handheld Devices,Computer Assisted Instruction,Intervention,Program Effectiveness,Time,Educational Technology,Individualized Instruction,Prevention,Mathematics Achievement,Numeracy,At Risk Students

A quasi-experimental design in six kindergarten classrooms (n = 123 students) was used to study the effects of the KinderTEK iPad-based math program on the math achievement of students in general education classrooms. Student math outcomes in three treatment (&quot;early start&quot;) classrooms were compared to math outcomes for students in three comparison (&quot;late start&quot;) classrooms. Results suggested that relatively brief exposure to KinderTEK produced gains on distal measures of early numeracy and that, on average, timing of intervention delivery did not impact end of year math outcomes. However, exploratory analyses suggested that earlier and longer use of KinderTEK may have provided a benefit for students most at risk in math. The utility of quasi-experimental studies within an overarching research program and implications for the adoption of technology-based math programs in kindergarten classrooms are discussed.
Improving Algebra Success with a Utility-Value Intervention
Author: Kosovich, Jeff J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Mathematics Achievement,Community Colleges,Two Year College Students,Comparative Analysis,Intervention,Outcomes of Education,Teaching Methods,Longitudinal Studies,Remedial Instruction,Learning Motivation,Gender Differences

Pass rates in community college entry-level math courses are a national crisis. The current study adapted a utility-value intervention from Hulleman and Harackiewicz (2009) to facilitate student success in community college math. In a double-blind experimental study (n = 180), we found a significant effect of the intervention on student pass rates. Further analysis revealed the intervention primarily improved men's passing rates by 13% (d = 0.54) but did not affect women's (d = -0.15). The current study demonstrates that the utility-value intervention can boost community college math outcomes. Intervention fidelity, practice, theory, and study limitations are discussed.
Classroom Learning Communities&apos; Impact on Students in Developmental Courses
Author: Baier, Stefanie T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,College Readiness,Classroom Environment,Communities of Practice,Grade Point Average,Academic Persistence,College Freshmen,Program Effectiveness,College Students,Mentors,Peer Teaching,Tutoring,Active Learning,Learner Engagement,Transitional Programs

Developmental courses help academically underprepared students to succeed in college. Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developmental students in classroom learning communities differed with respect to college GPA and retention from their peers not receiving such support. Data from full-time first-time-in-any-college freshmen (N = 332) at a Midwestern university were obtained. The results indicate that students in a developmental math or English course with classroom learning community support had statistically significant higher college GPAs, but did not differ from their peers in second- and third-year enrollment.
Developmental Writing and Transfer: Examining Student Perceptions
Author: Pacello, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Transfer of Training,College Students,Student Attitudes,Writing Across the Curriculum,Process Approach (Writing),Knowledge Level,Electronic Learning,Tutoring,Research,Writing Improvement,Metacognition,Private Colleges

Using portions of the findings of a qualitative study, this article examines how students described their writing experiences across the curriculum after completing a developmental writing class. The course was purposefully designed to help students become aware that they were developing knowledge about writing that was applicable to other courses. It was structured using evidence-based teaching methods. The findings suggest that multiple participants were incorporating process-oriented approaches to writing, using the college's online tutoring service to improve their writing, and evaluating research material and integrating it into writing for various classes.
Expanding Approaches for Research: Design Research
Author: Stahl, Norman A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Research Design,Developmental Programs,Research Methodology,Higher Education

In this second column regarding research approaches, we continue our discussion of qualitative and quantitative research focusing on the specializations of developmental education, learning assistance, and student success. Whereas the previous column discussed mixed methods as an underutilized method, similarly, design research has the potential to promote impactful reform or innovation. With the current trends in the fields regarding higher education reform, we use this foundational discussion on design research as an introduction to its use and purpose, as well as a means of encouragement to build research teams between practitioners and researchers and publish promising practices and reforms by our own. [For the first column &quot;Expanding Approaches for Research: Mixed Methods,&quot; see EJ1321927.]