ethanporcaro/eric-fulltext-meta huggingface dataset:
A Collaborative Self-Study in Digital Literacy in Teacher Education
Author: LeBlanc, Patrice R.
Date: 2016-02-14
Type: Speeches/Meeting Papers
Subjects: Teacher Educators,Technological Literacy,Technology Uses in Education,Educational Technology,Training,Technology Integration,Telecommunications,Videoconferencing,Literature Reviews,Decision Making,Cooperation,Reflection,Self Evaluation (Individuals)

This paper described the journey the authors took as teacher educators to improve their practice in digital literacy. The focus of the journey was to document the &quot;how to&quot; of the development and integration of digital literacy into courses, and the method was collaborative self-study. The sources of data were ongoing technology training (i.e., training wiki and recordings), integration of digital literacy into courses (i.e., applications of readings and training), and collaborations and co-reflections on the entire process (i.e., phone conversations, video conferencing, and email). Craig's (2009) five exemplars addressed trustworthiness. Literature synthesis and training experiences described how the authors developed their knowledge and skills, while a detailed example of digital literacy integration and their co-reflections explicated both successes and new directions for innovation in practice. Specifically, the literature review informed the decision-making processes for digital literacy integration. Co-reflection enabled the authors to identify a convergence of concepts from the literature: social practices and interactive pedagogy aligned with the learning needs of today's students. Digital literacy training addressed the needed functional skills each author had identified for himself or herself as well as reaffirming the need for ongoing professional development. The authors reaffirmed the notion that mutual rapport, trust, and accountability created a learning zone where they were able to construct a deeper understanding of their practice than individual self-reflection would have done. Finally, by describing one area of digital literacy integration, the authors contributed to the literature on the process of digital literacy integration in teacher education. Through this collaborative self-study, the authors documented how they: (a) used their knowledge and skills to make decisions about the use of technology, (b) reaffirmed the use of interactive pedagogy for digital literacy integration, and (c) confirmed the importance of collaboration and co-reflection for reframing practice. The authors identified the following areas for continued growth. The authors need to: (a) be more aware of how teaching philosophy can constrain practice, (b) share with students their instructional choices they made to promote students' growth, and (c) seek structured feedback from students in order to better understand the outcomes of digital literacy integration. (Contains one table.)
The Cultural Discontinuity Hypothesis: An Appalachian American Perspective in Eastern Kentucky
Author: Conner, Timothy W., II
Date: 2017-01-17
Type: Reports - Research
Subjects: Statistical Analysis,Cultural Influences,Cultural Differences,Rural Areas,Social Influences,Poverty,At Risk Persons,Educational Attainment,Interviews,Adults,Coding,Individualism,Conflict,Interpersonal Relationship,Religious Factors,Place of Residence,Coping,Patriotism,Family (Sociological Unit),Responsibility

K.M. Tyler et al. (2008) propose a quantitative method to measure differences between school and home experiences had by students of ethnic minority status and how such differences (cultural discontinuity) may affect psychological factors related to student achievement. Although study of cultural discontinuity has been applied to understanding African American, Asian American, Latino American, and Native American student populations, little attention has been given to the ways in which cultural discontinuity may manifest in the Appalachian American population. This study conceptualizes the socio-cultural conditions that would warrant such an investigation, establishing evidence from ten interview subjects of the presence of cultural values associated with Appalachian Americans from Eastern Kentucky. The interviewee evidence provides a necessary starting point for investigating regional culture and marginalization effects that may occur based on membership within the Appalachian American community in Eastern Kentucky.
Coaching Tutors: An Instrumental Case Study on Testing an Integrated Framework for Tutoring Sessions
Author: Holland, Alicia L.
Date: 2017-03-00
Type: Journal Articles
Subjects: Tutorial Programs,Tutors,Coaching (Performance),Tutoring,Case Studies,Tutor Training,Qualitative Research,Models,Journal Writing,Reflection,Interviews

The objective for the current qualitative case study was to examine participants' perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coaches' place of business. At the beginning of the study, tutor coaches were trained on how to implement the tutoring coaching framework with their tutors, while tutors were trained on how to use the session review framework to ensure that they were conducting effective tutoring sessions in separate 90-minute online training sessions. Tutors who elected to participate in the study kept a weekly reflection journal regarding their tutoring and tutor-coaching experiences. After the six weeks, tutor coaches participated in 30-minute open-ended phone interviews related to the tutor-coaching framework. All interviews were recorded and transcribed. Tutors completed an online questionnaire about the methods and strategies used to conduct effective tutoring sessions. Themes extracted were related to tutor coaching, session reviews, effective tutoring sessions, and general tutoring from the data: interview transcripts, online surveys, monitoring notes, and weekly journals. There were 13 emerging themes, eight categories, and nine sub-categories that were coded and analyzed. Evidence from each them included a narrative revealing what the participants experienced with these frameworks in the study. The findings revealed that effective tutoring sessions required lesson preparation and the session review framework provided an avenue of viewing and keeping track on what to look for in tutoring sessions. Another finding was that the tutoring coaching framework influenced coaching with tutors.
New Mexico Math Remediation Taskforce Report
Author: New Mexico Higher Education Department
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Remedial Mathematics,Two Year Colleges,Colleges,College Faculty,Developmental Studies Programs,Student Placement,Academic Advising,Student Needs,Educational Change,Change Strategies,Best Practices

The Math Remediation Task Force is comprised of faculty from two-year, four-year comprehensive, and four-year flagship higher education institutions throughout the state of New Mexico. Its members have varying levels of experience with designing/implementing multiple math remediation programs including traditional, co-requisite and acceleration models. Each member has been an advocate for her/his students both at the institution-level, as well as at the Math Remediation Task Force-levels. The Task Force has suggested throughout this report that, instead of doing one sweeping reform, institutions consider implementing reform in stages. The body of research could benefit significantly from a better understanding of which reform practices are the most effective, how they work best and who they work best for. By reforming intake processes first, such as placement and advising, colleges will have a better idea of what part(s) of their curriculum will need to be reformed. What is suggested is an integrative approach instead of just shortening pathways since each college is different. It is also important to remember that there is no one-size-fits-all solution to developmental education. Making sure that students have options and that faculty and colleges have the time and resources to make changes is vital to ensure that all students have the opportunity to be successful. By ensuring that students are properly placed, offering developmental pathways appropriate to each gateway course, reducing exit points by shortening pathways wherever possible, and keeping longer/self-paced options available for those who need it, you can save students time without marginalizing anyone. An appendix lists the members of the Indianapolis team and their affiliations.
Verbal Inflections in L2 Child Narratives: A Study of Lexical Aspect and Grounding
Author: Kersten, Kristin
Date: 2009-00-00
Type: Reports - Research
Subjects: Verbal Communication,Second Language Learning,Statistical Analysis,German,Immersion Programs,Prediction,Elementary School Students,Longitudinal Studies,Linguistic Theory,Morphology (Languages),Language Usage,Narration,English (Second Language),Computational Linguistics,Verbs,Morphemes,Foreign Countries,Children,Interviews

Variation in verbal morphology is a phenomenon which has been the object of linguistic research for a long time. Two competing sets of predictions have been put forth to account for the distribution of verbal inflections in learner language: The Aspect Hypothesis posits that learners predominantly use inflections to indicate categories of lexical aspect, while the Discourse Hypothesis claims that they are used to differentiate foreground from background in narratives. Drawing on a corpus of more than sixty L2 narrations elicited in a German-English immersion elementary school, this longitudinal study analyzes the interaction of lexical aspect and discourse grounding. The results confirm both predictions and show more clearly than previous research in what way both effects can interact with each other. Results of Statistical Analysis are appended. [This work was published by WVT Wissenschaftlicher Verlag Trier.]
Characteristics of Using Digital Media as Predictors of Constructivist Teaching in Lower Secondary Education in Croatia
Author: Topolovcan, Tomislav
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Secondary Education,Secondary School Students,Predictor Variables,Student Characteristics,Computer Literacy,Self Efficacy,Student Motivation,Grade 8,Computer Uses in Education,Computer Software,Internet,Access to Computers,Regression (Statistics),Questionnaires,Likert Scales

The aim of this research was to investigate whether particular socio-demographic characteristics of pupils in lower secondary education, their level of computer selfefficacy and motivation for using digital media in class are considered significant predictors of constructivist learning. Furthermore, the aim was to investigate the characteristics of possession of particular digital media, computer self-efficacy, motivation for using digital media and constructivist learning among pupils in lower secondary education in Croatia. The research was conducted on a sample of eighth grade compulsory school pupils (N = 235). The results show that certain socio-demographic features are either not significant or are significant to a small extent in constructivist learning. The level of computer self-efficacy was a somewhat more significant predictor, especially in terms of the use of computer software and the internet. The most significant predictors are attitudes towards the use of digital media in classroom instruction and the benefits thereof for pupils, especially in the sense of the expectation of better learning outcomes. The results and the implications of the results are discussed in this paper.
Validation of the Preschool and Early Childhood Functional Assessment Scale (PECFAS)
Author: Murphy, J. Michael
Date: 1999-09-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Children,Rating Scales,Program Validation,Functional Behavioral Assessment,Interviews,Interrater Reliability,Individual Development,Multidimensional Scaling,Screening Tests,Check Lists,Parent Surveys,Diagnostic Tests,Psychiatric Services,Mental Health,Referral,Demography,Teacher Surveys,Statistical Analysis

Efforts to determine the prevalence of serious emotional disturbance in preschool-aged children have been hampered by the lack of a validated measure. The Preschool and Early Childhood Functional Assessment Scale (PECFAS) is a multi-dimensional measure that assesses the psychosocial functioning of children aged 3-7 years. The concurrent validity and reliability of the PECFAS were assessed in a sample of 30 preschool-aged children in a large Head Start program in Ventura, California. PECFAS ratings based on in-depth interviews were significantly related to parental ratings that the children had mental health problems, psychiatric diagnoses, teacher ratings of the child's need for mental health evaluations, teacher ratings of behavior problems on a standardized screening inventory (DIAL-R), and actual referrals for mental health evaluations. Interrater reliability for the total PECFAS score was high (r = 0.90) as was internal consistency of the five subscales (alpha = 0.86). Using the PECFAS scores as a standard, the weighted prevalence of serious emotional disturbance in this West Coast Head Start program was 17%, at the lower end of the current estimated rate of SED for older children in low income samples (18-26%).
Relationship between Hunger and Psychosocial Functioning in Low-Income American Children
Author: Murphy, J. Michael
Date: 1998-02-00
Type: Journal Articles
Subjects: Hunger,Individual Development,Low Income Students,Elementary School Students,Parent Surveys,Student Surveys,Correlation,Interrater Reliability,Public Schools,Interviews,Followup Studies,At Risk Students,Student Characteristics,Breakfast Programs,Teacher Surveys,Middle School Students,Check Lists,Child Behavior,Rating Scales,Behavior Problems

Using large-scale surveys from nine states, the Community Childhood Hunger Identification Project (CCHIP) estimates that 8% of American children under the age of 12 years experience hunger each year. CCHIP operationalizes child hunger as multiple experiences of parent-reported food insufficiency due to constrained resources. The current study examined the relationship between food insufficiency and school-age, low-income children's psychosocial functioning. The study also assessed the interinformant (parent versus child) reliability and time-to-time reliability of the CCHIP measure. Method: Two hundred four school-age children and their parents from four inner-city public schools were interviewed using parent, teacher, and clinician report measures of psychosocial functioning. Ninety-six children and their parents were reinterviewed 4 months later. Hungry and at-risk for hunger children were twice as likely as not-hungry children to be classified as having impaired functioning by parent and child report. Teachers reported higher levels of hyperactivity, absenteeism, and tardiness among hungry/at-risk children than not-hungry children. Parent and child reports of hunger were significantly related to each other, and time-to-time reliability of the CCHIP measure was acceptable. Results of this study suggest that intermittent experiences of food insufficiency and hunger as measured by CCHIP are associated with poor behavioral and academic functioning in low-income children. The current study also supports the validity and reliability of the CCHIP measure for assessing hunger in children.
Understanding Critical Thinking to Create Better Doctors
Author: Zayapragassarazan, Zayabalaradjane
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Physicians,Medical Students,Problem Solving,Clinical Experience,Decision Making Skills,Teaching Methods,Educational Strategies,Evaluation Methods

Medical students master an enormous body of knowledge, but lack systematic problem solving ability and effective clinical decision making. High profile reports have called for reforms in medical education to create a better generation of doctors who can cope with the system based problems they would encounter in an interdisciplinary and collaborative environment and make better reasoned decisions for quality patient care. To achieve this critical thinking is at the very heart of development of new medical knowledge. Critical thinking (CT) can be defined as the ability to identify and analyse problems as well as seek and evaluate relevant information in order to reach an appropriate conclusion. Medical academics and practitioners have raised concerns about the low levels of critical thinking and stress the need for fostering critical thinking among medical practitioners. This article attempts to provide a conceptual analysis of critical thinking with reference to medical education along with measures to foster critical thinking through relevant teaching learning and assessment methods.
Effects of a Research-Based Intervention to Improve Seventh-Grade Students&apos; Proportional Problem Solving: A Cluster Randomized Trial
Author: Jitendra, Asha K.
Date: 2015-11-00
Type: Reports - Research
Subjects: Middle School Teachers,Middle School Students,Grade 7,Mathematics Teachers,Mathematics Instruction,Intervention,Instructional Effectiveness,Problem Solving,Metacognition,Experimental Groups,Control Groups,School Districts,Hierarchical Linear Modeling,Pretests Posttests,Schemata (Cognition),Mathematics Tests,Statistical Analysis,Multiple Choice Tests,Learning Strategies,Research Design

This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem solving and metacognitive strategy instruction, and focuses on the flexible use of multiple solution strategies. Eighty-two teachers/classrooms with a total of 1,999 seventh-grade students across 50 school districts were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. An observational measure provided evidence that the SBI intervention was implemented with fidelity. Results of multilevel modeling indicated that the SBI group scored on average significantly higher than the control group on the posttest and retention test (9 weeks later) and also showed significantly more growth in proportional problem solving. There were no treatment effects on the Process and Applications subtest of the Group Mathematics Assessment and Diagnostic Evaluation. These results demonstrate that SBI can be more effective than the control approach in improving students' proportional problem solving. [This paper was published in the &quot;Journal of Educational Psychology,&quot; (EJ1082754).]
The &quot;Make It Count&quot; Project: NAPLAN Achievement Evaluation
Author: Forgasz, Helen J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Computation,Numeracy,Foreign Countries,Indigenous Populations,Comparative Analysis,Mathematics,Mathematics Instruction,Achievement Gap,Longitudinal Studies,Test Results,Grade 2,Grade 4,Grade 6,Grade 8,Elementary School Students,Secondary School Students

&quot;Make It Count&quot; was a large scale, government-funded, project aimed at improving the mathematics learning of Indigenous students. NAPLAN Numeracy test results were used as one measure of the effect of the program. In this paper we report on the performance on these tests of Indigenous students in schools involved in the project. Group data and, where available, longitudinal data for individual students are reported.
Mathematical Tasks and Learning Goals: Examples from Japanese Lesson Study
Author: Doig, Brian
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Communities of Practice,Elementary Schools,Faculty Development,Elementary School Teachers,Foreign Countries

This paper explores how to select, or design, the best mathematical task for a given learning goal. Examples are taken from a recent project in Victorian Primary schools that employed Japanese Lesson Study as the means to provide teachers with Professional Learning within their own classrooms. The discussions by participating teachers and researchers provide some insights into the difficulties and solutions facing teachers intending to improve the critical thinking skills of their pupils. Examples of tasks and goals are provided. [This project was funded by the Centre for Research in Educational Futures and Innovation, Deakin University.]
Scaffolding the Mathematics Learning of Low-Attaining Students through Whole Class Discussions
Author: Ferguson, Sarah
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Low Achievement,Group Discussion,Scaffolding (Teaching Technique),Foreign Countries,Case Studies,Interviews,Observation,Elementary School Mathematics,Teaching Methods,Discussion (Teaching Technique)

The case study reported here examined three scaffolding practices employed by two teachers in two Year 5 and 6 mathematics classrooms. One scaffolding practice was the use of discussion. This paper describes the use of whole class discussions as scaffolding, drawing upon observations of six mathematics lessons in each classroom and the responses of four low-attaining target students. Implications for teachers on the use of whole class discussions as scaffolding for low-attaining students in mathematics are also explored.
Teachers' Perspectives Regarding the Decline in Boys' Participation in Post-Compulsory Rigorous Mathematics Subjects
Author: Easey, Michael
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Males,Focus Groups,Teacher Attitudes,Semi Structured Interviews,Coding,School Culture,Expectation,Postsecondary Education,College Mathematics,Student Attitudes,Values,Beliefs,Pedagogical Content Knowledge,Relevance (Education),College Faculty

This paper explores the decline in boys' participation in post-compulsory rigorous mathematics using the perspectives of eight experienced teachers at an independent, boys' College located in Brisbane, Queensland. This study coincides with concerns regarding the decline in suitably qualified tertiary graduates with requisite mathematical skills and abilities to meet increasing employment demands and opportunities in science, technology, engineering, and mathematics (STEM) careers. Individual interviews and a focus-group interview with teachers in various curriculum leadership, careers/counselling, and mathematics teaching roles revealed.
Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence
Author: Fielding-Wells, Jill
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Elementary School Mathematics,Foreign Countries,Mathematical Logic,Validity,Persuasive Discourse,Inquiry,Evidence,Grade 3

Argumentation in mathematics teaching has potential to move students beyond tacit understanding of mathematical concepts and procedures towards articulation and justification of their ideas; a practice in which evidence is central. Design-based research was used to examine the nature of evidence used by a class of primary students through levels of argument and explanation. Results of this exploratory study indicate that evidence put forward became increasingly sophisticated as students' conceptions became public and therefore open to increased potential challenge. [This research was funded by the Australian Research Council (DP120100690) in partnership with Education Queensland and The University of Queensland. The author is in receipt of an Australian Postgraduate Award Scholarship and also wishes to acknowledge the financial support of the Commonwealth Government.]