ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments
Author: Gandhi, Allison Gruner
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Tests,Diagnostic Tests,Testing Accommodations,Reading Difficulties,Decoding (Reading),Measurement,Standardized Tests,Reading Comprehension,Reading Aloud to Others,Grade 4,Elementary School Students,Differences,Individualized Education Programs,Comparative Analysis

This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). When non-individualized education program students were excluded from the group of students with decoding difficulties, the effect sizes became notably larger. [For the corresponding grantee submission, see ED581650.]
Current Evidence on the Effects of Intensive Early Reading Interventions
Author: Wanzek, Jeanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Early Intervention,Reading Difficulties,At Risk Students,Instructional Effectiveness,Elementary School Students,Kindergarten,Student Characteristics,Publications,Educational Research,Journal Articles,Outcomes of Education,Primary Education

Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided.
Enhancing Chinese Students&apos; Learning in an Australian 2+2 Undergraduate Engineering Program
Author: Doe, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Units of Study,College Faculty,Foreign Nationals,College Transfer Students,Honors Curriculum,Foreign Students,Teaching Methods,Cognitive Style,English (Second Language),Second Language Learning,Language Proficiency,Outcomes of Education,Foreign Countries,Student Attitudes,Cultural Differences,Undergraduate Students,Bachelors Degrees,Feedback (Response)

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: &quot;Language,&quot; &quot;Learning&quot; and &quot;Social&quot; were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students' engagement and learning outcomes should focus on additional support both in China and Australia.
Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport
Author: Erkmen, Gaye
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Social Media,Psychological Patterns,Gender Differences,Athletics,Foreign Countries

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school students. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argin, 2013) and UCLA Loneliness Scale (Russell, Peplau, &amp; Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -0.832, p &gt; 0.05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = 0.000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -0.427, p&gt; 0.05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p &gt; 0.05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable.
Interdisciplinary Connections across the Curriculum: Fostering Collaborations between Freshman and Capstone Students through Peer-Review Assignments
Author: Boumlik, Habiba
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum,Peer Evaluation,Community Colleges,College Freshmen,Two Year College Students,First Year Seminars,Critical Thinking,Peer Relationship,Cooperative Learning,Assignments,Reflection

Cultivating interdisciplinary connections between freshman and capstone students epitomizes a novel pedagogical approach to deepen student understanding of the learning process in a Community College environment. Within such a context, this article focuses on the outcomes of a two-semester collaborative effort that aims to establish and strengthen interactions between students at opposite ends of the academic spectrum. The work discussed focuses on an initiative in which capstone students in their final college class before graduating are supported in using their educational experiences to guide their first-year peers as they make the transition to college life. After discussing the creation and implementation of scaffolded collaborative assignments in which capstone students peer-reviewed freshman students work, the paper assesses the impact of the research on student understanding of the learning process by analyzing the quality of their work in the peer-review endeavor and the outcomes of their self-reflection activities.
Examining the Relationship between Empathy for Others and Self-Compassion in College Students
Author: Daltry, Rachel M.
Date: 2018-09-25
Type: Journal Articles
Subjects: College Students,Empathy,Self Concept,School Counseling,Identification (Psychology),Gender Differences,Outreach Programs

This study examined the correlation between self-compassion and empathy for others in college students in order to better inform clinical work and outreach programming in university counseling centers. Preliminary analyses indicated that gender identity was a confounding variable; therefore, the main analyses were run distinctly for male and female identified participants. There was no important association between self-compassion and empathy for female identified participants. There was an important connection between self-compassion and empathy for others for male identified participants, indicating that higher self-compassion was linked to lower empathy for others. Possible explanations along with recommendations are given.
Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts
Author: Birsa, Eda
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Holistic Approach,Teaching Methods,Visual Arts,Grade 5,Elementary School Students,Elementary School Teachers,Sculpture,Integrated Curriculum,Educational Planning,Elementary School Curriculum,Instructional Effectiveness

Due to the rapid development and advancement within various fields, the scope of knowledge is expanding at a staggering pace. In modern education, experts and teachers makes efforts to eliminate fragmentation of the school curriculum and to modernize the manner of teaching thus optimizing the learning process. In planning art lessons, teachers must adopt an appropriate teaching strategy that enables students to acquire knowledge efficiently and holistically, encouraging the creative solving of art tasks. The present article presents some conclusions of experimental research undertaken to determine the effects of the implementation of a teaching process involving cross-curricular integration. The study involved 274 fifth-grade students and 14 single-class teachers from seven selected Slovenian primary schools. It was found that teachers achieved better learning outcomes by using teaching strategies with cross-curricular integration in sculpting tasks as part of the learning process in art education. The proposed guidelines for teaching art concepts will help teachers to overcome specific obstacles in planning activities for the visual arts learning process, while students will benefit from an increased connection between subjects and integrated knowledge of the visual arts.
Student Teachers as Future Researchers: How Do Hungarian and Austrian Initial Teacher Education Systems Address the Issue of Teachers as Researchers?
Author: Pesti, Csilla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Teacher Researchers,Preservice Teacher Education,Student Experience,Teacher Education Programs,Student Teacher Attitudes,Student Teaching,Student Research

Even though initial teacher education is a rather short period in comparison to the other phases of a teacher's career, it has a crucial role in shaping student teachers' career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues' work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of &quot;teachers as researchers&quot; is addressed in initial teacher education programmes by answering two questions: How is the concept of &quot;teachers as researchers&quot; represented in these programmes? What kind of experiences do student teachers have regarding &quot;practice-oriented research&quot;? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution offering initial teacher education serve as the two cases. Results show that both universities have integrated research into their initial teacher education programmes, but in different ways and to different extents. An important notion is that although various courses that deal with research and/or research methodology and could contribute to the development of student teachers' research competences could be identified, the activities of these courses are somewhat restricted to taking place within the university walls (e.g., discussion of research results), detached from practice. The study is expected to contribute to the understanding of structural similarities and differences in initial teacher education systems in the two countries that may foster or hinder the development of student teachers' development during their school-based teaching practice, with a particular focus on those that are required to conduct practice-oriented research.
Assessing Secondary Trauma, Compassion Satisfaction, and Burnout -- Implications for Professional Education for Asian-American Social Workers
Author: Kwong, Kenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Asian Americans,Social Work,Burnout,Trauma,Well Being,Mental Health,Physical Health,Stress Variables,Empathy,Correlation,Predictor Variables,Daily Living Skills,Counselor Attitudes,Professional Education,Caseworkers,Work Attitudes,Altruism,Professional Associations

The present study explored work-related stress and career experiences of Asian-American social workers and assessed if their demographic characteristics, beliefs and orientations (altruism, idealism, and self-compassion), and work-related stressors might impact their professional quality of life (secondary trauma, compassion satisfaction, and burnout) and job-related health problems. Two hundred and eight (208) Asian social workers and students participated in a comprehensive online survey by providing basic demographic and work-related information and completing a set of standardized scales to assess their career experiences and work-related stress, as well as their psychological and physical well-being. Bivariate analyses and stepwise multiple regression analyses were used to estimate models that best predicted their experiences of secondary trauma, compassion satisfaction, burnout, perceived stress, and job-related health problems. The findings showed that higher perceived stress was associated with higher secondary trauma, burnout, job-related health problems, and lower compassion satisfaction. Work-related problems/stressors emerged as a very strong predictor of burnout and job-related health problems. Higher self-compassion was related to higher compassion satisfaction and lower secondary trauma and burnout. Self-compassion was found to be a very strong predictor of perceived stress. Implications of the findings for professional education and career development for Asian-American social workers were discussed.
The Missing Link: Teacher Learning for Diversity in an Area-Based Initiative in Portugal
Author: Szelei, Nikolett
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Opportunities,Cultural Pluralism,Faculty Development,Regional Programs,Learning,Program Effectiveness,Reflection,Inservice Teacher Education,Teachers,Teacher Supervision

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme &quot;Territórios Educativos de Intervenção Prioritária&quot; in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers' critical reflection on students' inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students' academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the &quot;Territórios Educativos de Intervenção Prioritária&quot; programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities' and students' voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe.
Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers&apos; Conceptions of Assessment Theories That Influence Student Learning
Author: Seden, Kinley
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Secondary School Teachers,Teacher Attitudes,Grading,Feedback (Response),Portfolio Assessment,Evaluation Methods,Classroom Techniques,Teacher Certification,Foreign Countries,Innovation,Verbal Communication,Peer Evaluation,Self Evaluation (Individuals)

Evidence shows that teachers' beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.
Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers&apos; TPACK in Czech Elementary Schools
Author: Paneru, Dev Raj
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Language Teachers,English (Second Language),Teacher Competencies,Educational Technology,Technology Uses in Education,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Second Language Instruction,Teaching Methods,Cooperative Learning,Transformative Learning

This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge--TPACK-in-Action Model. It advocates a 'learning by doing' approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conservative mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analyses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, however, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers' perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an increase in the learner's creative potential.
Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe
Author: Symeonidis, Vasileios
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Change,Educational Policy,Educational Quality,Administrator Attitudes,Case Studies,International Cooperation,Educational Cooperation,Student Mobility,Foreign Countries,Content Analysis

Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how mechanisms, processes, and key agents of Europeanisation, internal or external to the European Union (EU), influence the transformation of teacher education policies and practices in Europe. Transformation is understood in the context of Europeanisation, and emphasis of the analysis is placed on the process rather than the content of transforming teacher education in Europe. To this end, data have been collected through document review and expert interviews with European policy officials. As a result of qualitative content analysis, the data have been clustered and analysed according to the following categories, which mutually reinforce each other: (1) policy coordination; (2) cross-sectoral instruments; (3) evidence-based management; (4) the Bologna process; (5) educational programmes; and (6) stakeholder pressure. Findings provide a conceptual framework for mapping the ETEA as a complex policy ecosystem that includes vertical and horizontal procedures of Europeanisation. The EU has developed extensive capacities to influence teacher education in Europe and increasingly involves other sectors, such as employment, in this process.