ethanporcaro/eric-fulltext-meta huggingface dataset:
Study Practice Lessons and Peer Learning Methods to Strengthen Rwandan Science and Mathematics Teaching
Author: Ndihokubwayo, Kizito
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Science Instruction,Teacher Competencies,Communities of Practice,Teacher Collaboration,Program Effectiveness,Time,Instructional Materials,Class Size,Low Achievement,English (Second Language),Language Skills,Barriers,Lesson Plans,Faculty Development,Inservice Teacher Education,STEM Education

The literature review showed the relationship with the lesson study with other practices such as CPD [continuous professional development], SBI [school-based in-service teacher training] through Peer learning altogether contributing to the implementation of Rwandan CBC [competence-based curriculum]. Lesson study practices showed tremendous successes, however, lack of the time for doing the steps of lesson study, lack of the teaching materials to accommodate CBC, big number of learners in a classroom, low level of learners, and English language problem to both teachers and learners were screened out by stakeholder-teachers as the challenges met while performing it. Therefore, in order to improve lesson study practice, the lesson study activities must be decentralised in all schools, teachers should well prepare the lesson to teach, they should be encouraged to work through SBI, and provide much training. Since teachers need enough nonteaching time to participate in CPD opportunities and to put their learning into practice by developing new lesson plans (Save the Children, 2011), therefore, district education and school leaders should participate (Ndihokubwayo, Habiyaremye, &amp; Rukundo, 2018) and the lesson study should be allocated in school timetable and the students should be sensitised to learn and relate the lesson by real life.
Development of Academic Skills in Children with Autism
Author: Lygeraki, Agapi
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Autism,Pervasive Developmental Disorders,Music Therapy,Therapeutic Recreation,Emotional Development,Program Implementation,Behavior Problems,Prosocial Behavior,Interpersonal Competence,Communication Skills,Allied Health Personnel,Developmental Disabilities,Early Intervention,Young Children,Child Behavior

Autism is a neurodevelopmental disorder that affects the functioning of the brain and consequently other areas of development in an unstable and irregular way. There are many therapeutic approaches to autism and one of them is music therapy. Music therapy is a purely therapeutic treatment (Anagnostopoulou &amp; Manti, 2009). It does not seek entertainment or music education. Music therapy is used as a means of expression and creativity, giving people with limited verbal communication capabilities such as autistic people an alternative way of communicating and expressing themselves. The purpose of this research is to investigate the development of social and communication skills through music therapy in children with ASD, focusing on emotional development, behavioral problems and academic performance. For the purposes of investigating the above purpose, the quality method and the data collection tools that helped to implement it were the semi-structured interview and the structured observation. In the interview were special therapists who implement music therapy approaches and observation was used to record a possible change in the unacceptable behaviors of a child attending a music therapy program. The results obtained from the qualitative analysis of the data demonstrate a significant weakness of the child with ADHD. both in terms of communication and sociability. Music therapy seems to be helpful in their academic skills. The results of the research show that music therapy plays an important role in early intervention to address the weaknesses faced by children with ASD.
An Evaluation of the Effect of the Improvised Experiments on Student-Teachers&apos; Conception of Static Electricity
Author: Kizito, Ndihokubwayo
Date: 2019-00-00
Type: Journal Articles
Subjects: Energy,Science Teachers,Teacher Education Programs,Intervention,Student Teacher Attitudes,Student Teachers,Pretests Posttests,Magnets,Concept Formation,Teaching Methods,Lesson Plans,Misconceptions,Material Development,Science Instruction,Secondary School Students,Science Tests,Foreign Countries,Science Experiments

This study is investigating the student-teachers' conception of static electricity in Rwandan teacher training colleges. The study used a pre- and post-intervention design, where two groups of students were randomly assigned in two groups. Along a period of four weeks, one group was taught using the traditional method (TRAD) while another using improvised experiment (IME) method. The student-teachers were given a test before teaching while after teaching the same test was administered to both groups. The study was not interested in testing student-teachers' achievement rather the conception of static electricity. The test was composed of six item questions and their answers were coded as &quot;out of the topic, unrelated information and opposite answers&quot;. After performing pre-test, student-teachers showed confusions related to non-mastery of content and alternative conceptions related to static electricity and magnetism. Though about 27 per cent and 17 per cent of student-teachers in TRAD and IME respectively, reduced the gaps in their confusion after getting teaching intervention, however, there was found to be no statistically significant difference (p&gt;0.05 at df=10) in all of the item questions between these teaching methods in favour of IME. Four item questions showed an improvement while student-teachers developed more conceptual confusions in other two item questions. Not only examining student-teachers' conception in static electricity but also teachers were recommended to be aware of students' ideas, opinions and confusions prior to their lesson planning, teaching materials preparation, as well as teaching implementation.
Autism Spectrum Disorder: A Case Study on Students Attainments
Author: Maneta, Anthi
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Communication Skills,Language Skills,Preschool Children,Phonology,Morphology (Languages),Semantics,Vocabulary,Clinical Diagnosis,Oral Language,Pictorial Stimuli,Foreign Countries

Although the development of communication skills in children suffering from Disorders of the Autistic Spectre generally progresses in the same way as in children with typical development, it is however impeded in many ways at various stages of growing up, influenced by the mental ability of the children and the degree of the disorder. As a result, the course of development of communication skills in children suffering from Disorders of the Autistic Spectre is differentiated in comparison with the expected course of development. The aim of this study is to explore the level of linguistic skills of a pre-school child with a disorder of the autistic spectre. In order to explore the above mentioned aim, a qualitative approach was used. More specifically, the child was evaluated through certain linguistic tests whose organization is based on the existing international research. Moreover, a non-structured observation was used in order to record the pupil's difficulties as linguistic tests were being completed and locate any possible avoidance strategies as well as record the time needed to complete the activities. Finally, a structured interview of a child?s parents was carried out in order to record all the personal characteristics of a child and fully sketch out the case that is being studied. The results that came out of the qualitative analysis of the data prove the existence of major difficulties in the linguistic field. More specifically, matching and oral response tests proved to be areas of great difficulty. However, the performance level in vocabulary tests with the use of pictures was significantly higher. The findings of the research lead to the conclusion that the linguistic characteristics of speech (phonological, morphological, semantic) of children with Disorders of the Autistic Spectre are significantly inferior compared to the expected developmental course. Moreover, the importance of the use of pictures should also be highlighted as the activities that included picture were the only ones at which the child?s performance level was significantly better.
Rwandan New Competence Base: Curriculum Implementation and Issues; Sector-Based Trainers
Author: Kizito, Ndihokubwayo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Elementary School Teachers,Secondary School Teachers,Competence,Gender Differences,Training,Teaching Experience,Trainers,Teacher Attitudes,Barriers,Curriculum,Knowledge Level

This study investigates the competence-based curriculum (CBC) issues hindering its implementation. To collect data, the study surveyed 731 primary and secondary school teachers around Rwanda at the time they were in their third phase of CBC assessment training. These teachers are sector-based trainers (SBTs) whom after getting training, are supposed to train their fellow teachers around their schools in their respective sectors. Among them, 571 were males while 148 were female teachers, 256 and 453 were primary and secondary school teachers respectively with an average of teaching experience of 10 years. After analyzing data, the study found that 82 percent of respondents appreciated the new curriculum; however, they claim that it was difficult to complete it due to its loaded content. About 546 teachers were already trainers and at least 109, 180, and 195 trainers attended training once, twice or thrice, while 176, 153, and 78 in return, trained their fellow teachers at least once, twice or thrice. According to the extent that SBTs are aware of generic competences and cross-cutting issues, about 27.3 per cent know the role and tenacity of generic competences and cross-cutting issues. A statistically significant difference of 0.005 was found in teachers' qualification in favor of secondary school teachers while there was no statistically significant difference in gender. According to the correlation between training attended, teaching experience and the generic competences and cross-cutting issues known, a positively weak correlation was found in line with the number of training while a negatively weak correlation was found in line with their teaching experience.
The Use of Old Computer and Peripheral Ads (1970-1990) in Teaching Computer Technologies and Foreign Languages
Author: Baltaci Göktalay, Sehnaz
Date: 2015-07-00
Type: Journal Articles
Subjects: Advertising,Computers,Communicative Competence (Languages),Writing Skills,Computer Literacy,English,Language Usage,Computer Peripherals,Form Classes (Languages),French,Second Language Instruction,Vocabulary

This paper aims to investigate the potential of printed computer advertisements (between 1970 and 1990) in the development of communicative and written competence in English language along with teaching computer technologies. The research was conducted with 179 printed computer advertisements and the data was taken by the help of Abbyy Finereader and NoteTab software. The different words they contain were counted and grouped under the parts of speech. Findings have been compared to the same word count analysis conducted to French as a foreign language course book. The results show that the advertisements examined are very rich sources by means of linguistics and they can be employed in foreign language teaching classes as support material. At the same time, they can be used in technology classes as they contain chronological data. [This paper was presented at INTE 2015.]
Self-Learning Techniques to Contribute to the Learning of the English Language of the Students
Author: Tejada Reyes, Venecia
Date: 2019-05-00
Type: Reports - Research
Subjects: Independent Study,Learning Strategies,Study Habits,Second Language Learning,English (Second Language),Elementary School Students,Middle School Students,Foreign Countries,Transformative Learning,Language Acquisition,Self Determination,Personal Autonomy

Learning techniques or study strategies are different perspectives applied to learning in general. Apparently, they are critical to the success of students in school. There are varieties of learning techniques, which can focus on the process of organizing, taking and retaining new information, or passing exams. (https://www.goconqr.com/es/examtime/blog/technicas-de-estudio/) The conceptions that sustain the learning techniques to contribute to the students' learning of a foreign language are based on the active and creative appropriation of a new knowledge through a constant self-improvement of their autonomy and self-determination, in close connection with the ability to analysis in the teaching-learning of the English language to facilitate the resolution of problems, based on their needs and interests. It is important to work with knowledge, that is, the formation and development of practical and intellectual skills, of great responsibility in the task of education and in their learning to achieve an active and creative appropriation of new knowledge to favor their self-perfecting, in order to apply them in solving problems to transform reality. The objective of this research is to offer a theoretical and methodological foundation of the self-learning techniques to contribute to the learning of the English language of the students of the Elpidio Brito Cueto High School, belonging to the Educational District 11-04. For the validation, research methods and techniques were applied that allowed to verify the pertinence of the learning techniques in order to contribute to the learning in the students of the primary level and secondary.
Positioning, Agency, and English Language Learners: Voices of Pre-Service Classroom Teachers
Author: Himmapan, Kittipa
Date: 2019-05-24
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,English (Second Language),Majors (Students),Secondary Education,Foreign Countries,Internship Programs,Language Teachers,Second Language Instruction,Professional Identity,Teacher Education Programs,Student Attitudes,Individual Characteristics,Teaching Styles,Peer Relationship,Self Concept

Recent literature of identity has demonstrated strong impact on teachers' professional development and formation in educational industry. This study explores the (re) identity negotiations and agency of five Thai pre-service student teachers majoring in English language who received their internships at a secondary school in Eastern Thailand. Drawing upon theories of identity construction, narrative positioning perspective, and using in-depth interview, the case highlights how pre-service teachers' identities formation was positioned and shaped by university-school internship. Finding suggests that pre-service teachers perceive challenging to their self-positioning as English teachers in the classroom, varies positional identities to their school context (e.g. supervisor, mentor, colleagues, etc.), and sometimes conflicting identities. Through discussion of excerpts from the teachers' narrative, the study argues that the negotiation between multiple identities and positioning are necessary part of the construction of identity of pre-service teachers as they are newcomers in the field of teaching. The analysis presented provides implications for teachers, pre-service teachers of English language, and teacher education. [This paper was published in: The 2nd International Conference on Applied Liberal Arts (ICAA2019): Liberal Arts for Interdisciplinary Practice and Research (p. 143-151). Bangkok, Thailand: Faculty of Liberal Arts, King Mongkut's Institute of Technology Ladkrabang.]
A State Guide to Building Online School Report Cards: A 12-Month, Development to Launch Guide to Creating a Next-Generation School Accountability Reporting Tool under ESSA
Author: Council of Chief State School Officers (CCSSO)
Date: 2017-05-00
Type: Guides - Non-Classroom
Subjects: Accountability,Reports,Program Evaluation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Indicators,Program Effectiveness,Achievement Rating,Best Practices,State Departments of Education,Sustainability,Stakeholders,Electronic Publishing,Design

The Every Student Succeeds Act (ESSA) directs states to create report cards that are easy for parents and the public to access and understand. Additionally, states are required to provide more school-level data than ever before by highlighting multiple indicators of student performance, funding, teacher quality, post-secondary success, and more all in a parent-friendly format. The timeline presented in this report outlines the necessary steps toward creating an ESSA-compliant report card that is accessible and quality within a 12-month period. This timeline integrates four streams of interconnected work: feedback and engagement; design and content; data; and functionality and development. Resources are provided on each stream to look to for advice and information during the development process. The streams of work are presented in four phases: gathering of requirements; design and content development; building, testing and launch; and sustainability and enhancement. [This report was co-produced by Learning Heroes and National PTA. For a related resource, see ED595053.]
Metacognitive Awareness in Reading English Language Text: A Perspective from the EFL Undergraduate Students in Thailand
Author: Dumlao, Remart Padua
Date: 2019-05-24
Type: Speeches/Meeting Papers
Subjects: Metacognition,Reading Achievement,Reading Strategies,State Universities,English (Second Language),Student Teachers,Majors (Students),Teacher Education Programs,Second Language Learning,Second Language Instruction,Language Teachers,Student Teacher Attitudes,Undergraduate Students,Foreign Countries

Recent research on reading achievement in English asserts that metacognitive awareness is important driving forces for learning. This study sought to examine the metacognitive strategies and perceive use of reading strategies of one hundred thirty-four student-teachers majoring in English language in one public university in Thailand while reading Academic Texts for Teachers (ATT). The methods used to collect the data were modified questionnaire and focus group discussions. In the questionnaire data, finding shows that students had different metacognitive strategies in reading English language text; particularly most of the respondents demonstrated the frequent used of Global Reading Strategies (GRS) against Problem Solve Strategies (PSS). Some issues and challenges that they noted included unfamiliarity of words in the text, lack of phonemic awareness, lack of linguistic awareness, and anxiety towards classmates and teachers. The interpretation of these findings, their implications for English teaching and learning, and future lines of research are discussed. [This paper was published in: The 2nd International Conference on Applied Liberal Arts (ICAA2019): Liberal Arts for Interdisciplinary Practice and Research (p. 87-95). Bangkok, Thailand: Faculty of Liberal Arts, King Mongkut's Institute of Technology Ladkrabang.]
The Striking Outlier: The Persistent, Painful and Problematic Practice of Corporal Punishment in Schools
Author: Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR)
Date: 2019-00-00
Type: Reports - Research
Subjects: Punishment,Public Schools,Geographic Regions,Legal Responsibility,School Policy,Racial Differences,Disproportionate Representation,Students with Disabilities,Suspension,At Risk Students,Correctional Institutions,Institutionalized Persons,Discipline,Misconceptions,African American Students,White Students,School Districts,Preschool Education,Elementary Secondary Education,Gender Differences,Positive Behavior Supports,Accountability,Peer Influence,Conflict Resolution,Counseling

During the 2013-14 school year, more than 600 students were struck in public schools each day in the United States. It's a practice that is still allowed in thousands of public schools even though it's generally prohibited in daycare centers, foster care systems and a host of other settings for children. While corporal punishment is illegal in a majority of the states, it remains deeply entrenched in the South. Ten Southern states account for more than three-quarters of all corporal punishment in public schools. Just four of those states -- Mississippi, Alabama, Arkansas and Texas -- account for more than 70 percent. Mississippi alone is responsible for almost one-quarter of all corporal punishment. Because of its methodology, this report provides a clearer picture than previous studies of the use of corporal punishment in schools and the disparities in its application. Earlier studies have included student populations from entire states or entire districts where corporal punishment was practiced, even when it was used in only a small fraction of the individual schools within those jurisdictions. Corporal punishment rates were, therefore, skewed downward because of the inclusion of many students who, because of an individual school's policy or practice, were never subject to corporal punishment. This report, in contrast, examines only the data (student populations and paddling incidents) from schools where it is used. It relies on data from the U.S. Department of Education's Civil Rights Data Collection (CRDC), primarily from the 2013-14 school year. Using this methodology, it was found that children face a much higher likelihood of being struck than previous studies have found. Moreover, in such schools where corporal punishment is practiced, black students and students with disabilities are more likely to be struck than white students and those without disabilities. [Foreword by Derrick Johnson.]
Tennessee Promise: Does It Help Students with Limited Financial Means Afford College?
Author: Poutre, Alain
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Access to Education,Postsecondary Education,State Programs,Tuition,High School Graduates,College Bound Students,Adult Students,Paying for College,Low Income Students,Fees,Two Year Colleges,Community Colleges,Public Colleges

Tennessee is at the vanguard of the free-college movement. Launched in 2015, Tennessee Promise makes technical and community colleges tuition-free for recent high school graduates in the state. With the addition of Tennessee Reconnect in 2018, adult students can attend tuition-free as well. The efforts of the state's leadership, especially its willingness to re-examine the program and expand it to support adult learners, is commendable. But program details matter. This analysis of Tennessee Promise and Reconnect examines the effects of the program's design and recommends enhancements that will redirect program resources to help low-income students pay for college.