ethanporcaro/eric-fulltext-meta huggingface dataset:
The 5-Dimensional Model: A Tangible Framework for Differentiation
Author: Roiha, Anssi
Date: 2021-08-00
Type: Journal Articles
Subjects: Individualized Instruction,Teaching Models,Constructivism (Learning),Multiple Intelligences,Learning Theories,Motivation,Educational Environment,Teaching Methods,Instructional Materials,Student Evaluation

Differentiation has become an indispensable teaching approach to meet the needs of diverse learners, and has thus garnered a lot of attention, particularly on a theoretical level. This has resulted in an abundance of differentiation models and frameworks. Despite the attention given to differentiation, most teachers still seem to struggle with implementing it in practice. The previous models have therefore failed to provide teachers with a clear and easy-to-use framework for differentiation. For this reason, we have created the 5-dimensional (5D) model of differentiation which aims to be a more accessible and tangible model than the existing ones. The model approaches differentiation through five dimensions, which are 1) &quot;teaching arrangements,&quot; 2) &quot;learning environment,&quot; 3) &quot;teaching methods,&quot; 4) &quot;support materials&quot; and 5) &quot;assessment.&quot; The model draws on &quot;constructivism,&quot; &quot;Zone of Proximal Development&quot; (ZPD), &quot;Theory of Multiple Intelligences&quot; and &quot;motivation&quot; as its core theoretical underpinnings. The model stems from the Finnish educational context but can be transferred to and applied in various school contexts. In this article, we will first review various definitions of differentiation. We will then critically examine some of the existing models for differentiation. Finally, we will elaborate on the theoretical underpinnings and different dimensions of our 5D model.
School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children
Author: Martín, Miriam
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Children,Elementary School Students,At Risk Students,Student Behavior,Attendance,Correlation,Positive Attitudes,Negative Attitudes,Positive Reinforcement,Negative Reinforcement,Foreign Countries,Truancy

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8-11 (M[subscript age] = 9.92; SD = 1.12). Pearson's correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.
The PRU: The Solution for Whom?
Author: Malmqvist, Johan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Referral,Educational Needs,Stakeholders,Educational Quality,Barriers,Student Placement,Special Needs Students,Special Education,Inclusion

In Sweden, pupil referral units (PRUs) have been recommended by the government, suggesting that &quot;inclusion has gone too far&quot;. This governmental recommendation is not based on research focusing on PRUs, as such research is sparse. Furthermore, there has been a lack of evaluations of the efficacy of PRUs, and no national evaluations of such provision have been undertaken. Furthermore, more attention must be paid to PRU students' own perspectives and experiences as we lack knowledge of their needs and situation. This study aimed to investigate how educational needs have been and should be addressed in one PRU according to nine stakeholder groups, for example, current students, former students, parents, school staff, and various groups of people who, in their work, were responsible for deciding about the PRU (e.g., chief education officers or politicians) or supporting the PRU (e.g., school healthcare unit staff). Comparative analysis of all groups' perceptions considered similarities and differences of views of this topic. Preliminary results indicate substantial between- and within-group variation concerning the purpose of the PRU and uncertainty about educational quality, partly due to insufficient documentation. Some students described a &quot;Catch-22&quot;: having been told to catch up educationally with peers and that PRU placement would help in this, they were disappointed, as the emphasis on non-educational practices impeded catching up.
Primary Students&apos; Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland
Author: Loukomies, Anni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Grade 5,Online Courses,Elementary School Students,Student Attitudes,Emotional Response,Psychological Patterns,Student Experience,Video Technology,Electronic Publishing,Web Sites

The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students' experiences. In this study, instant video blogging (IVB) was used to collect primary school students' first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11-12 years) took part in IVB during the remote learning period 18 March 2020-13 May 2020. Students' expressions related to negative emotional experiences were more diverse than those related to positive ones. &quot;Nice&quot; was the most often reported positive evaluation related to studying. The most often reported negative feelings were &quot;bored&quot; and &quot;irritated,&quot; and the most often reported negative aspects related to learning were &quot;difficult tasks&quot; or &quot;not having learned anything.&quot; Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions.
A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education
Author: Rodríguez-Jiménez, Rosa-María
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Higher Education,Dance,Psychotherapy,Reflection,Self Concept,World Views,Transformative Learning,Nonverbal Communication,Communication Skills,Metacognition,Program Effectiveness,Human Body,Foreign Countries,Creative Activities

This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body-Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.
Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece
Author: Govaris, Christos
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Empathy,Student Diversity,Secondary School Students,Teacher Student Relationship,Immigrants,Educational Attainment,Parent Background,Social Attitudes,Peer Relationship,Academic Achievement,Self Esteem,Ethnicity,Gender Bias,Socioeconomic Status,Correlation

Adopting the theoretical approach of recognitive justice and the degree of students' recognitive experiences regarding empathy, respect, and social esteem, the present study focused on educational inequalities in the multicultural school and the factors that affect their appearance and reproduction. We examined the existence of social relations' differences in a sample of 1303 students from 69 secondary schools in Greece, using a questionnaire constructed to investigate students' recognitive experience of their relationships with teachers. By applying an intersectional approach, mainly through multiple regression analysis and multivariate interaction tests with MANOVA, we were able to identify that migrant students and students from families with a low educational level experienced a significantly lower degree of recognition, mainly with the forms of respect and social esteem, both in their relationships with teachers and with peers. Additionally, levels of recognition among teachers explained the large amount of variability in academic achievement and self-esteem, while higher levels of recognition among peers were a significant predictor of the respective students' higher self-esteem. These deficits in recognition concern pedagogical practices that deprive these groups of students of opportunities and possibilities for equal participation in teaching and school life.
The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education--Using Deep and Surface Approaches
Author: Alhammadi, Salah
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Quality,Higher Education,Undergraduate Students,Student Experience,Technology Integration,Internet,Electronic Learning,Discussion (Teaching Technique),Learner Engagement,Learning Processes,Foreign Countries

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students' interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.
Connective Use in Academic Writing by Students with Language Learning Disabilities from Diverse Linguistic Backgrounds
Author: Wood, Carla L.
Date: 2021-11-00
Type: Journal Articles
Subjects: Writing (Composition),Written Language,Grade 5,Language Proficiency,Student Diversity,English (Second Language),Writing Skills,English Language Learners,Learning Disabilities,Students with Disabilities,Language Usage,Academic Language,Elementary School Students

The aims of the current project included to (a) describe the use of connectives in written language samples by fifth grade students, (b) examine differences in connective use between groups who differed in English proficiency and exceptionalities, and (c) examine the predictive relationship between connective measures and writing quality ratings. Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 English learners and 144 students with language learning disabilities (LLD). Group differences were examined in the use of advanced connective words in academic writing. Regression analysis was used to examine connective measures as predictors of overall writing quality rating. Students with LLD used advanced connectives less frequently than their peers and demonstrated less variety in their connective word use. Two connective measures (total number of advanced connectives and the ratio of connectives) were significant predictors of writing quality. Findings support the need for additional efforts to improve the use of cohesive devices in academic writing for students with LLD to minimize achievement gaps.
Reporting Verbs in the Humanities and Medical Sciences Research Articles
Author: Barghamadi, Maryam
Date: 2021-00-00
Type: Journal Articles
Subjects: Verbs,Research Reports,Citations (References),Periodicals,Humanities,Medical Research,Interdisciplinary Approach,Applied Linguistics,Nursing,Obstetrics,Classification,Computational Linguistics,Preferences,Language Usage,Novices,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

Citation is an essential part of academic writing and allows writers to make strong arguments, review previous research, and express their opinions. This study investigates reporting verbs as a part of citation practice in the research articles published in Iranian and international journals (with different linguacultural backgrounds) in humanities and medical sciences from 2015-2019. In this cross-disciplinary study, 60 research articles (RAs) from Applied Linguistic (AL) and Nursing and Midwifery (NM) as part of humanities and medical sciences respectively were selected and classified based on Hyland's (2002) frameworks. The results demonstrated that the Iranian journal articles utilised more reporting verbs (RVs) than the international journal articles whereas, the international articles used RVs with a wide variety. Although the types of verbs were different, the research verbs had a clear preference in the corpus. The finding suggests some pedagogical implications for novice scholars and EFL (English as a Foreign Language) students to become familiar with differences in using RVs and select the correct choice of reporting verbs in the field of humanities and medical sciences.
Effects of Bilingual Biology Teaching at Middle Schools
Author: Rolletschek, Helga
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Middle School Students,Bilingual Students,Second Language Instruction,English (Second Language),German,Language of Instruction,Instructional Effectiveness,Knowledge Level,Student Motivation,Grade 7,Bilingual Education,Student Interests,Self Efficacy,Gender Differences

This classroom-based study investigates the relative effectiveness of content and language integrated learning in Biology for students with limited knowledge of English. The sample comprised 252 German-speaking learners of English taking intermediate English courses (3rd year of English learning) at a special secondary school (German &quot;Mittelschule), who were randomly assigned to one of three groups: lesson being conducted in English, the lesson being conducted in German, and a control group. A teaching unit about the topic &quot;breathing&quot; served as intervention. To determine the effects of the two instructional methods, the participants' prior knowledge about the topic and their motivation based on general interest in the subject, specific interest in the topic and the level of self-efficacy experienced was measured beforehand with pre-tests. An immediate post-test about content knowledge and motivation was taken right after the lesson, a post-test after one month should show long term consolidation or change in motivation. Even though most other studies show negative effects of bilingual teaching for students with a low level of language skills, the results here indicate that neither knowledge nor motivation in classes with relatively little knowledge of English was significantly different in both groups, students with multilingual background seemed to even benefit from the bilingual instruction provided that specially prepared lessons were used serving the learning needs of the students.
Improving How Schools Engage Families during the Crucial 9th-Grade Year
Author: Mac Iver, Martha Abele
Date: 2021-10-00
Type: Journal Articles
Subjects: Learner Engagement,Family Involvement,Grade 9,High School Students,College School Cooperation,Program Effectiveness,Partnerships in Education,Academic Achievement

Researchers Martha Abele Mac Iver, Joyce Epstein, and Steven Sheldon summarize the outcomes of their four-year partnership with an urban district aimed at improving the ways schools engage families during the critical transition to high school. They describe how schools put into practice the strategies learned in ongoing professional development, how family engagement practices changed, and what effects those changes had on students. Particular strategies include the use of an online parent portal and interactive homework assignments about the transition to high school.
Chemical Security in Somalia: An Assessment Survey about the Chemical Safety and Security Status in Somalia
Author: Adawe, Abdolahi Mohamed
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Chemistry,Science Laboratories,Laboratory Safety,Training,Safety,National Security,College Faculty,Professional Personnel,Knowledge Level,College Students,Terrorism,Hazardous Materials

Chemicals used in academic teaching laboratories, research institutions, and industrial facilities are mostly dual-use chemicals. They provide many desired benefits but at the same time may cause adverse effects to human health and environments. In the case of Somalia, there are gaps in terms of chemical security (CS) awareness and implementations, and this has resulted in terrorist attack involving dual-use chemicals. To fill this gap, over the past 5 years, the Somali Chemical Society has conducted CS training for CS practitioners from both academia and industry. These training sessions have uncovered a lack of basic knowledge among chemical practitioners about chemical safety and security. The aim of this study was to assess the safety and security systems in Somalia. The research method was an investigative survey to explore information related to the chemical safety and security systems in Somalia. The study was conducted with 20 universities in the country to evaluate their understanding of chemical safety and security. The questionnaire was answered by chemistry lecturers, university students, laboratory managers, and government lab personnel. One hundred and ten participants were selected through cluster sampling. Data were collected through a closed ended questionnaire. The reliability of the study resulted Cronbach's Alpha coefficient of 0.933. A noteworthy finding indicated that the chemical safety and security status in Somalia was inadequate, and coordinated efforts by all stakeholders including Government, university leaders, and scientists from different disciplines are urgently needed for effective reforming of chemical safety and security in Somalia.
Developing Paradigms, Patterns, and Mechanisms for Science Teachers&apos; Professional Development in Area-Based Networks in Thailand
Author: Sawadthaisong, Nattakit
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Faculty Development,Networks,Models,Geographic Regions,Teacher Competencies

The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that were consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index, and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers' professional development found in the northeastern area-based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students' outcome-based development. The SP was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The MNs were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study.