ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of the Interactive Writing Lesson Provided for Turkish Hearing-Impaired University Students
Author: Karasu, Guzin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Hearing Impairments,Writing Instruction,Writing Skills,Writing Processes,Literacy,Instructional Effectiveness,Writing Improvement

When the literature about the writing expression of hearing-impaired students is reviewed, it is seen that there are studies in which the effectiveness of several approaches and the writing process are analysed, assessment and evaluation aspects are considered and comparisons are made with the level of skills of non-impaired peers. On the other hand, there is a need for researches regarding the method of implementation of writing lessons. In this study, it is explained how the pre-writing stage for the writing of a text is performed with hearing-impaired students through Interactive Writing. The study, based on the action research method, was conducted during the Fall term of the 2015-2016 academic year, at the Integrated School for the Handicapped of Anadolu University, located in Eskisehir province of Turkey. Participants of the study were seven hearing-impaired second-year students enrolled to the Computer Operating department. During the study, nine lessons were made based on the principles and components of the Balanced Literacy Instruction Approach (BLIA). Among the nine lessons, four of them were performed with interactive writing. When the language skill levels of the hearing-impaired students group of the study was considered, Interactive Writing was determined to be the most effective writing component for the group. However, the most effective writing component can be different for another hearing-impaired student group. Writing levels of the students, the types and amount of support they need and their level of knowledge about the text to be written were decisive in the determination of writing components.
Teachers as Learners: The Impact of Teachers&apos; Morphological Awareness on Vocabulary Instruction
Author: Newton, Joanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Vocabulary Development,Academic Achievement,Latin,Greek,Academic Discourse,Morphemes,Teaching Methods,Pedagogical Content Knowledge,Case Studies,Longitudinal Studies,Metalinguistics,Teacher Attitudes,Problem Solving,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students

Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants' new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish--English cognate instruction--areas that may be overlooked in many classrooms.
Libros en Mano: Phonological Awareness Intervention in Children&apos;s Native Languages
Author: Gonzales, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Phonological Awareness,Student Diversity,Native Language,Intervention,Reading Skills,Language Proficiency,Emergent Literacy,Spanish Speaking,Preschool Children,Preschool Education,Program Effectiveness,Hispanic American Students,Early Intervention,Phonemic Awareness,Vocabulary Development,Story Reading

The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child's native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.
Religious and Heritage Education in Israel in an Era of Secularism
Author: Katz, Yaacov J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Heritage Education,Jews,Arabs,Muslims,Christianity,Citizenship Education,Immigrants

Israel as a unique country composed of a religiously heterogeneous society of native-born Israelis whose parents arrived in the country before the declaration of Israel as an independent state in 1948 and immigrant Jews coming from countries spread throughout the world, mainly from the early 1960s until the present time, as well as Arab Moslem, Arab Christian, and Druze citizens born in the country. The Jewish population consists of secularized Jews who are almost totally estranged from the Jewish religion; traditional Jews who identify with the Jewish religion; religious modern orthodox observant Jews who share common societal goals with members of secular and religious Jewish society; and religious ultra-orthodox observant Jews who are rigid in their faith and oppose absorption and assimilation into general society. The Israeli Arab population comprises Moslems who are generally more religious than Israeli Jews, but are less religious and more flexible in their religious beliefs than Moslems living in many other countries in the Middle East. Christians who identify with their religion; and a moderately religious Druze community. Because of the heterogeneity of Israeli society, mandatory religious and heritage education presents each sector with a unique curriculum that serves the particular needs considered vital for each sector be they secular, traditional, or religious. In order to offset the differences in religious and heritage education and to enhance common social values and social cohesion in Israeli society, citizenship education, coupled with religious and heritage education, is compulsory for all population sectors.
Intercultural Pedagogy: A Faculty Learning Cohort
Author: Lee, Amy
Date: 2018-00-00
Type: Journal Articles
Subjects: Interaction,Undergraduate Students,Cultural Awareness,Student Diversity,Foreign Students,English Language Learners,Best Practices,Inclusion,Faculty Development,Cross Cultural Training,College Faculty,Classroom Environment,Teacher Role,Teacher Expectations of Students,Interpersonal Relationship,Peer Evaluation

The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants' undergraduate courses. The cohort offered a space where faculty could gain insight on the experience of international students (IS) and non-native English speakers (NNES), develop knowledge about best practices and relevant research, and explore and test tools to promote inclusion and interactions. The cohort focused on cross-national interactions because strong and consistent data indicate that international and domestic students seek more purposeful and substantive interactions, both in and out of the classroom, but lack the confidence and structure to engage in them.
Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning
Author: Van Laer, Stijn
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Sequential Approach,Research Methodology,Computer Uses in Education,Measurement,Observation,Data Analysis,Learning Processes

In recent decades, conceptualizations and operationalizations of self-regulated learning (SRL) have shifted from SRL as an aptitude to SRL as an event. Alongside this shift, increased technological capability has introduced computer log files to the investigation of SRL, uncovering new research avenues. One such avenue investigates the time-related characteristics of SRL through learners' behavioural sequences. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL. Ten years of investigating SRL through sequence analysis have produced a wide range of methodological approaches. While this variety of methods illustrates the diversity of opportunities, it also indicates the lack of consensus regarding the most appropriate approaches often resulting in difficult to understand methods and nontransparent ways of reporting. Since the introduction of sequence analysis in the field of SRL, researchers have been emphasizing the need for a methodological framework to guide its application. Yet, to date, no such framework has been proposed, hindering our progress through (1) transparent methods and (2) comparative studies to (3) empirical and ecological applications. To help overcome this issue, this manuscript discusses the basis of a methodological framework for the use of sequence analysis in SRL research. We first make a case for why such a framework is necessary; secondly, we propose a set of guidelines which could serve as a starting point for the construction of a framework.
A Universal Early Parenting Education Intervention in Community-Based Primary Care Settings: Development and Installation Challenges
Author: Hickey, Grainne
Date: 2018-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Parents,Infants,Parent Education,Parenting Skills,Program Implementation,Parent Child Relationship,Child Rearing,Prevention,Early Intervention,Evidence Based Practice,Program Effectiveness

Prevention and early intervention programmes, which aim to educate and support parents and young children in the earliest stages of the family lifecycle, have become an increasingly popular policy strategy for tackling intergenerational disadvantage and developmental inequality. Evidence-based, joined-up services are recommended as best practice for achieving optimal outcomes for parents and their children; however, there are persistent challenges to the development, adoption and installation of these kinds of initiatives in community-based primary health care settings. In this paper, we present a description of the design and installation of a multi-stakeholder early parenting education and intervention service model called the Parent and Infant (PIN) programme. This new programme is delivered collaboratively on a universal, area-wide basis through routine primary care services and combines standardised parent-training with other group-based supports designed to educate parents, strengthen parenting skills and wellbeing and enhance developmental outcomes in children aged 0-2 years. The programme design was informed by local needs analysis and piloting to establish an in-depth understanding of the local context. The findings demonstrate that a hospitable environment is central to establishing interagency parenting education and supports. Partnership, relationship-building and strategic leadership are vital to building commitment and buy-in for this kind of innovation and programme implementation. A graduated approach to implementation which provides training/education and coaching as well as organisational and administrative supports for practice change, are also important in creating an environment conducive to collaboration. Further research into the impact, implementation and cost-effectiveness of the PIN programme will help to build an understanding of what works for parents and infants, as well as identifying lessons for the development and implementation of other similar complex prevention and intervention programmes elsewhere. This kind of research coupled with the establishment of effective partnerships involving service providers, parents, researchers and policy makers, is necessary to meeting the challenge of improving family education and enhancing the capacity of family services to help promote positive outcomes for children.
Experimental Equipment to Develop Teaching of the Concept Viscosity
Author: Pérez-Sánchez, Modesto
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Mechanics (Physics),Scientific Concepts,Concept Formation,Undergraduate Students,Learning Activities,Logical Thinking,Measurement,Measurement Equipment

Some of the subjects have complex concepts, which are currently taught using deductive methods in the first years of University Degree. However, the experience shows the results obtained from students' learning goals were quite low. Therefore, the use of inductive method is a crucial factor to improve students' learning results and re-thinking the way to teach in basic subject of Engineering Bachelor Degree. One example is the subject called Fluid Mechanics, which is present in many Bachelor Degrees. This matter has abstract concepts, which are normally taught by traditional methods. This type of teaching makes difficult to be understood by the student. This research proposes an inductive methodology to work the viscosity concept using an activity. In this test, the student has to carry out some measurements with different fluids using a simple measurement device while they participated actively in the learning.
Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice
Author: Moody, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Instructional Program Divisions,Receptive Language,Expressive Language,Learning Theories,Social Theories,Schemata (Cognition),Psycholinguistics,Theories,Motivation,Coding,Constructivism (Learning)

Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers' performance and/or students' achievement has not been investigated. In this content analysis, articles published in &quot;The Reading Teacher&quot; and &quot;Journal of Adolescent and Adult Literacy&quot; between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers' performance and student vocabulary and reading comprehension achievement
Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach
Author: Quinn, Jamie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Influence,Vocabulary Development,Student Characteristics,Achievement,Kindergarten,Grade 1,Grade 2,Primary Education,Racial Differences,Ethnicity,Socioeconomic Status,Predictor Variables,Age Differences

Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied a mixed-modeling approach to control for students nested among peers, and used quantile regression to test if group-level peer effects functioned similarly across the range of conditional student ability in vocabulary knowledge. Group-level peer effects were more strongly related to vocabulary achievement for students at the low end of the conditional distribution of vocabulary. The difference in vocabulary achievement between children with and without an individualized education program increased as quantiles of the conditional vocabulary distribution increased. Children with lower relative fall scores had better spring scores when they were in homogenous classrooms (i.e., their peers had similar levels of achievement). The importance of classroom composition and implications for accounting for peer effects are discussed.
Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom
Author: Bartz, Janieta
Date: 2018-00-00
Type: Journal Articles
Subjects: World Views,Student Diversity,Inclusion,Beliefs,Student Attitudes,Migrants,Foreign Countries,Cultural Pluralism,Case Studies,Access to Education,Reflection,Teacher Education

In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.
A Study on the Mainstream of Real Estate Education with Core Term Analysis
Author: Kim, Dong-hyun
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Real Estate,Global Approach,Business Schools,Comparative Education

This study was conducted to provide basic information about the curricula of real estate education with respect to globalization. The literature, such as the histories and characteristics of real estate education in the United Kingdom and the United States that have historically lead real estate education, are reviewed. We also extract the core terms used in the curricula of departments accredited by the Royal Institution of Chartered Surveyors and The Association to Advance Collegiate Schools of Business-International that are leading the globalization of education, and Meikai University, the only university with a real estate department in Japan. In extracting core terms from each country, we proceed with basic terms that constitute the subject titles, not the entire subject title itself. After extracting core terms from each country, we discuss the overall characteristics of real estate education in each country and clarify the main stream of the globalization of real estate education. In addition, by comparing core terms and calculating proximities among Japan, the United Kingdom and United States, Japan's specificities of real estate education are identified.
From High School Access to Postsecondary Success: An Exploratory Study of the Impact of High-Rigor Coursework
Author: Morgan, T. Lee
Date: 2018-00-00
Type: Journal Articles
Subjects: College Preparation,Career Readiness,College Readiness,Secondary School Curriculum,College Attendance,Academic Persistence,College Graduates,Educational Quality,Difficulty Level,High School Graduates,Correlation,Success,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Program Effectiveness,Advanced Placement Programs,Dual Enrollment,Honors Curriculum,Grade Point Average

Educators and policymakers are keenly aware of the need to prepare students to compete in an increasingly global society. It is widely accepted that a high school diploma is not sufficient and that secondary schools have a responsibility to prepare students to be college and career ready. This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. Focusing on the involvement of students in high-rigor courses that provide a stronger pathway to college, we seek to understand further the indicators that lead to postsecondary success. The sample comprises 1464 students who graduated from high school between 2009 and 2014. The primary analytic technique was binary logistic regression. The results from this study confirmed that a positive relationship exists between high-rigor courses and college success. This relationship was evident even after controlling for relevant student demographics including gender, ethnicity, and socioeconomic status. The academic benefits of the high-rigor course participation are discussed.