ethanporcaro/eric-fulltext-meta huggingface dataset:
A Combined Model Study: The Needs of Parents of Children with Attention Deficit Disorder with Hyperactivity (ADHD) in Parent Education
Author: Nuri, Cahit
Date: 2019-09-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Parent Education,Educational Needs,Stress Variables,Quality of Life,Foreign Countries,Parent Attitudes,Emotional Response,Family School Relationship,Well Being,Stress Management,Family Relationship,Mental Health

ADHD children have some special education needs. Participation of parents in the process plays an essential role in the effectiveness of education. Determination of the educational expectations of parents of children with special status in parent education, which is part of lifelong education, and preparation of education programs in line with these needs are of great importance for the development of the society. The aim of the research in this direction is to determine the educational needs of parents with ADHD children. In addition, determining stress and quality of life constitutes the other sub-objectives of the research. A mixed model is used in the study. Through special education teachers 200 parents (110 mothers and 90 fathers) were reached. &quot;Beach Centre Family Quality of Life Scale&quot;, &quot;Perceived Stress Level Scale&quot; and &quot;Tool for Determining Parent Needs&quot; were used for quantitative data. According to the obtained results, the stress level of parents is a significant predictor of quality of life (ß=-0.204, t= -2.738, p&lt; 0.01). Among these parents, semi-structured interviews were held with 15 volunteers. Case study was conducted for qualitative data. The answers given to the questions in line with the themes formed by the researcher were examined. With qualitative data, it was found that parents felt emotional disability, had negative experiences with the environment, and that the child had difficulty in solving school problems. In addition, when the responses were examined, it was seen that participants often needed practical training (f= 12) to solve the problem. When the literature is examined, the research findings are similar to other findings indicating that having a child with ADHD brings some difficulties. Preparation of education programs answering to the needs of parents has been proposed.
Young Bilingual Children&apos;s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals
Author: Guimaraes, Sofia
Date: 2019-10-00
Type: Journal Articles
Subjects: Bilingualism,Spelling,Emergent Literacy,Longitudinal Studies,Nonverbal Ability,Phonological Awareness,Intervention,Predictor Variables,Socioeconomic Status,English (Second Language),Second Language Learning,Portuguese,Alphabets,Error Analysis (Language),Teaching Methods,Second Language Instruction,Phoneme Grapheme Correspondence,English,Monolingualism,National Curriculum,Foreign Countries,Intelligence Tests,Verbal Ability,Vocabulary,Freehand Drawing,Cognitive Tests,Personality Measures,Projective Measures,Comparative Analysis,Vocabulary Development,Literacy,Tests,Elementary School Students

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.
Fostering Middle School Students&apos; Number Sense through Contextualized Tasks
Author: Barrera-Mora, Fernando
Date: 2019-09-00
Type: Journal Articles
Subjects: Middle School Students,Foreign Countries,Middle School Mathematics,Number Concepts,Purchasing,Mathematics Activities,Learning Strategies,Mathematics Skills,Mental Computation,Mathematics Instruction

Number sense has been considered as one of the most important mathematical notions to be addressed in school mathematics in the 21st century. In this paper, we identify how students of a public middle school, located in a rural area in Mexico, showed several aspects of number sense by performing tasks involving arithmetic operations in a shopping context. Students invented mental and written calculation strategies that provide evidence of understanding regarding numbers and operations. Students used fantasy money as a representation system to decompose quantities in non-standard ways, or referred to strategies employed by unschooled people. Compensation strategies that involve modifying the quantities before applying the written algorithm for subtraction, in order to perform a subtraction without regrouping, also appeared. That is, it was identified a transfer from mental calculation strategies to a paper and pencil scenario for facilitating calculations during problem solving, which is an indicator of student creativity and number sense. Additionally, the proposed tasks provided evidence that contextualized tasks could promote the understanding of decimal numbers.
&quot;I&apos;m Not Trained for This!&quot; and Other Barriers to Evidence-Based Social Skills Interventions for Elementary Students with High Functioning Autism in Inclusion
Author: Silveira-Zaldivar, Tracey
Date: 2019-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Inclusion,Evidence Based Practice,Barriers,Public Schools,Program Implementation,Interpersonal Competence,Social Development,Elementary School Students,Elementary Education,Training,Time,Attitudes,School Personnel,Motivation,Competence,Mental Health,Interpersonal Relationship,Educational Needs,Costs

More students with High Functioning Autism (HFA) are in inclusive settings than ever before. The sheer physical combination of students with autism and their typical peers is insufficient to address the social deficits of students with autism. While evidence-based practices (EBPs) for social skills exist, these practices are not being implemented routinely in public schools. A mixed-methods study was conducted to identify barriers to the implementation of EBPs for social skills for students with HFA in early elementary inclusive settings. Thirty-three (n=33) district inclusion related elementary school stakeholders completed a survey created to examine the barriers to the implementation of EBPs for social skills. Additional data collection methods included an open-ended survey question, focus groups (n=12 of the 33 survey respondents), semi-structured interviews, and researcher field notes. Training, time, support, prioritization, materials, and staff mind-set were the top six barriers to the successful implementation of EBPs for social skills as identified by elementary inclusion stakeholders. These barriers revealed three key factors necessary to successfully implement EBPs for social skills: support, preparation, and motivation. The identification of barriers is the first step in bridging the gap between research and practice within inclusion school settings.
Re-Conceptualization of &quot;Digital Divide&quot; among Primary School Children in an Era of Saturated Access to Technology
Author: Talaee, Ebrahim
Date: 2019-09-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Elementary School Students,Children,Definitions,Family Environment,Socioeconomic Status,Computer Use,Educational Environment,Cultural Capital,Social Capital,Internet,Technological Literacy,Positive Attitudes,Parent Participation

This study conceptualizes &quot;digital divide&quot; among school children. The concept of digital divide is elaborated on the basis of the layers of technology adoption such as &quot;access&quot;, &quot;effective use&quot; and &quot;the social envelope&quot; around children's use of home computers. In this study, a theoretical framework of &quot;digital divide&quot; is proposed consisting of social, economic, individual and cultural aspects of the digital divide among children. This theoretical framework suggests that socio-economic status effect goes beyond ownership and extends into meaningful education use of home computers. We argue that inequalities among children can strongly be affected by the economic/social/cultural environment around home computing i.e. parents' computing practices at home and the home learning environment. As a result, we argue that access to a supportive 'social envelope' is the area in which most digital inequalities exist rather than the physical access to the hardware or even usage time.
Low-Fee Private Schools, the State, and Globalization: A Market Analysis within the Political Sociology of Education and Development
Author: Edwards, D. Brent, Jr.
Date: 2019-10-21
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Fees,Supply and Demand,Privatization,Early Childhood Education,Low Income Groups,Slum Schools,Slums,Politics of Education,Educational Sociology,Preschools

This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECCE, over 90% of ECCE centers are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centers for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make tradeoffs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centers. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.
An Investigation of Students&apos; Attitudes to Science, Mathematics and the Use of Technology in Lower Secondary Education
Author: O'Connell, Niamh Burke
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Mathematics Education,Science Education,Technology Uses in Education,Secondary School Mathematics,Secondary School Science,Foreign Countries

This paper explores lower secondary school students? attitudes to mathematics and science, to the teaching and learning of these subjects and the use of technology in the classroom. The data analyzed in this paper were obtained as part of an international project, Formative Assessment in Science and Mathematics Education (FaSMEd), which examined whether technologically enhanced formative assessment practice could improve the attitude and attainment of learners in science and mathematics at lower secondary level. This paper is focused on data from a survey and Q sort activities which investigated students? viewpoints in the context of mathematics and science classes in Ireland. The analysis showed that in general students have a positive attitude and self-image about learning science and mathematics, however the science students had a significantly more positive view of the subject, of their ability, and of the use of technology than their mathematics peers. The Q sort data showed that students who preferred to work alone tended to find technology less helpful than students who liked to work collaboratively. Students who saw the value of technology were often persistent and liked working with others. This has implications for the integration of technology in science and mathematics classes.
Comparative Investigation of Entrepreneurship and Innovation Perceptions of Preservice Teachers
Author: Alan, Selahattin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Entrepreneurship,Innovation,Student Attitudes,Foreign Countries,Gender Differences,Departments,Instructional Program Divisions

The aim of this study was to examine the entrepreneurship characteristics and innovation skills of the students studying in the departments of Computer Education and Instructional Technologies and students in other departments in the faculties of education. In this context, the students' perceptions of innovation skills and entrepreneurship were examined with a comparative approach by using a comparative relational screening research model in the study. The sample of the study consisted of 319 students studying at Ahmet Kelesoglu Faculty of Education in Necmettin Erbakan University. Entrepreneurship and innovation skills scales were used to collect research data. According to the data analysis, there was a significant difference between students' perceptions of entrepreneurship in terms of department and gender. In addition, there are significant differences in terms of innovation skills according to grade levels. Significant correlations were found between students' innovation skills and perceptions of entrepreneurship.
An Interview Study of German Teachers&apos; Views on the Implementation of Digital Media Education by Focusing on Internet Forums in the Science Classroom
Author: Dittmar, Johanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Assignments,Internet,Science Teachers,Information Seeking,Information Sources,Science Instruction,Media Literacy,Teaching Methods,Teacher Attitudes,Computer Mediated Communication,Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Secondary School Teachers,Instructional Innovation,Relevance (Education),Faculty Development

Internet forums are interactive, question-answer-based information resources in the Internet. Users can post questions and others can answer from any place in the world and at any time. Teachers can use Internet forums to find answers on how and what to teach, e.g. science; students find or ask for information for school topics or homework assignments. Digital forums can be even used to organize communication among students or of students with their teachers. The use of Internet forums quite often is initiated unconsciously when Internet search engines, like Google, lead the user to them. The Internet provides various types of forums, ranging from very general forums to domain-specific ones such as those focusing on science-related questions. In more general Internet forums, however, it is quite common that science-related content is discussed on the basis of everyday life questions. In order to educate learners in dealing with science-related content in forums and to contribute to digital media education, it has been suggested that schools integrate and reflect upon Internet forums in formal educational settings, e.g. in science education. The question, however, remains what the individual school subjects should contribute to the process. This survey seeks to map out to which degree science teachers in Germany are aware on Internet forums and whether they are open and prepared to integrate Internet forums into their teaching. An interview study with 16 selected science teachers indicates that teachers are largely open-minded about the use of Internet forums. The survey, however, also shows that Internet forums are used only by a few of the teachers from this sample in science class. Hindering factors mentioned included time constraints, missing concepts, and lack of infrastructure.
Meta-Analytic and Meta-Thematic Analysis of STEM Education
Author: Batdi, Veli
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Skill Development,Educational Research,Meta Analysis,Effect Size,Elementary Secondary Education,Higher Education

The purpose of this study was to examine STEM (Science, Technology, Engineering, Mathematics) education in meta-analytical and meta-thematic terms and to determine its impact on academic achievement and different variables. In this context, studies carried out on STEM between 2002-2019 were chosen. Data from 26 studies were included in the study and analyses were made using these data. CMA and MetaWin softwares were used in analyzing the data and the impact of STEM on academic achievement was found to be significant and positive at medium level (ES=0.655). In the second phase of the study, which was the meta-thematic phase, the contribution of STEM on cognitive and affective areas as well as on individual competences, personal development, skill development and the difficulties encountered during the implementation were given. The results of meta-analytical and meta-thematic findings indicated that STEM had a positive impact on academic achievement and development of different skills.
Visuals Speak: Using Drawings to Unravel Perceptions of the Language Teaching Profession
Author: Arslan, Sezen
Date: 2019-00-00
Type: Journal Articles
Subjects: Freehand Drawing,English Teachers,English (Second Language),Preservice Teachers,Teacher Attitudes,Student Attitudes,Teaching (Occupation),Professional Identity,Foreign Countries

Agency and professional development are highly linked to the teachers' professional identity (Beauchamp &amp; Thomas, 2009). Apart from that, teaching beliefs and assumptions might have an immense impact on one's perceptions of the teaching profession, thereby influencing practices and behaviors. For this reason, uncovering how teacher identity is formed could be helpful to highlight views and concerns regarding professional development of pre-service and in-service teachers. With this in mind, in this present study, the drawings and memos obtained from the in-service and senior pre-service EFL teachers were investigated and the visual content analysis was adopted to gain an insight into their understanding of the teaching profession. Consequently, the findings illustrated that perceptions of pre-service and in-service EFL teachers are mainly centered around teachers' attitudes towards learners and teacher roles.
Possible Problems in Online Foreign Language Teaching at a University Context
Author: Yüce, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Online Courses,Classroom Techniques,Language Teachers,Educational Background,Language Skills,Teacher Attitudes,State Universities,College Faculty,Foreign Countries,Problems

Online language teaching and learning contexts yield both merits and drawbacks for professionals and learners. Within this scope, this study investigated the views of instructors on possible problems of online foreign language teaching with regard to language skills, language areas, and classroom management. A questionnaire consisting of 19 items was developed and implemented by the researcher. The study involved 30 language instructors selected purposefully at a state university context in Turkey, and they took part in the process voluntarily. They had varying educational backgrounds and teaching experiences. Frequencies (f) and percentages (%) were used in analyzing the data. The results were reported descriptively at the end. The results demonstrated that the participants supported online foreign language teaching with regard to language skills and language areas while they considered some aspects problematic in relation to classroom management. Finally, limitations of the inquiry and implications for future studies were discussed based on the results.
The Impact of STEM Project Writing Education on Candidate Female Teachers&apos; Attitudes, Their Semantic Perceptions and Project Writing Skills towards Stem Education
Author: Mirici, Semra
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Preservice Teachers,STEM Education,Student Attitudes,Semantics,Writing Skills,Content Area Writing,Outcomes of Education,Writing Difficulties,Foreign Countries,Active Learning,Student Projects

This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers' attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of female teachers towards STEM education. As for STEM semantic discrepencies, a meaningful difference was observed only in the sub-dimension of technology. Although the female candidate teachers had not received any education in project writing before (72.72%), they seemed higly confident of themselves in writing STEM projects (87.87%). The results of the content analysis showed that female teachers' learning outcomes from STEM project development were in the themes of knowledge, skills, professional and individual development, awareness, and affective development contributing to the skills of the 22nd century. The difficulties they faced during developing projects were specifying project topics/problems, budget calculations, writing reports, forming a time schedule, overviewing literature and drawing prototype product. According to the document analysis of project reports, problems arise from project expenses and calculations of budget, advertisement activities, specifying project output and writing, and formation of job and time table. This research is considered to be important with the expectation that it will enlighten female candidate teachers who are expected to be role models in their education in preparing STEM projects in the future.