ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Young English Learners&apos; Language and Literacy Skills through Teacher Professional Development: A Randomized Controlled Trial
Author: Babinski, Leslie M.
Date: 2018-02-00
Type: Journal Articles
Subjects: Elementary School Students,Hispanic American Students,Second Language Instruction,English Language Learners,Elementary School Teachers,English Teachers,Faculty Development,Randomized Controlled Trials,Educational Strategies,Teaching Methods,Teacher Collaboration,English (Second Language),Second Language Learning,Language Proficiency,Surveys,Intervention,Outcomes of Education,Student Improvement,Skill Development,Instructional Design,Cultural Capital,Experimental Groups,Control Groups,Achievement Gains,Classroom Observation Techniques,Statistical Analysis,Maximum Likelihood Statistics,Pretests Posttests

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers' implementation of high-impact instructional strategies and students' language and literacy skills.
A Study on Developing Learning Strategies in Violin Education
Author: Afacan, Senol
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Music Education,Music Techniques,Musical Instruments,Likert Scales,Psychometrics,Test Construction,Factor Analysis,Test Reliability,Test Validity,Grade 11,Grade 12,Gender Differences,Item Analysis,Correlation,Foreign Countries,Statistical Analysis

This study was conducted for the purpose of developing a valid and reliable learning strategies scale for students receiving violin education in Departments of Music at Fine Arts High Schools. The scale was applied to 391 violin students receiving education in the 11th and 12th grades in Departments of Music at Fine Arts High Schools in the provinces of Ankara, Eskisehir, Kayseri, Konya, Kirikkale, Sivas, Nigde, Adana, Mersin, Isparta, Hatay, Osmaniye, Izmir, Aydin, Denizli, Kütahya, Manisa, Mugla, Bursa, Istanbul, Balikesir, Çanakkale, Edirne, Tekirdag, Samsun, Trabzon, Ordu, Bolu, Tokat, Malatya, Erzurum and Van. The 5-point Likert scale consists of 67 items. The data obtained after applying the scale were transferred to the SPSS Package Software. Explanatory factor analysis was then carried out on the basis of the data. As a result of the explanatory factor analysis, it was determined that the scale had six factors. In addition, the Cronbach's alpha internal consistency coefficient of the scale was found to be 0.966.
Determinants of Learning Achievements: Empirical Analysis of Seven Schools in Cambodian Primary School
Author: Ishiguro, Kaoru
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Academic Achievement,Age,Enrollment,Homework,Student Participation,Parent Background,Fathers,Student Transportation,Family Income,Developing Nations,Class Size,Instructional Materials,Educational Quality,Least Squares Statistics,Surveys,Statistical Analysis,Student Characteristics

This paper examines the determinants of learning achievements in Cambodian primary schools. Both student factors and family factors are evaluated. The student factors consist of student age, enrollment age, frequency of homework completion, and number of questions to ask in class. The family factors include the father's educational background, domestic assets, and the student's commute time to school. The school factors are confirmed to influence the learning achievements, but the results are unclear as to what school factors have a concrete influence.
Educational Experiences of the International Students in Graduate Programs in Turkey
Author: Alpaydin, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Experience,Graduate Students,Foreign Students,Language Proficiency,Turkish,Theses,Expectation,Student Attitudes,Phenomenology,Qualitative Research,Semi Structured Interviews,Teacher Student Relationship,College Faculty,Peer Relationship,College Instruction,Access to Information,Academic Support Services

Educational quality determined by factors such as academic climate, physical environment and academic quality of universities are considered essential for growing numbers of international students. This study aims to reveal and analyze the experiences of international students studying at graduate education step in Turkey. To this end, it is intended to describe and analyze the language proficiency, course period and thesis period experiences of international students studying in different fields of graduate programs and their perception on how their expectations were met or their apprehension. Phenomenology, one of the qualitative research methods, is used in the study. Semi-structured interviews were conducted in the study to flexibly gather data regarding the views of the participants and the differences between their experiences. Purposive sampling and snowball sampling methods were used together in forming a phase of the participant group. Interviews were conducted with 23 students from 18 different countries who are currently in Istanbul and studying in various departments. Descriptive analysis was used to analyze the data gathered from these interviews to examine the graduate education experience of the international students in Turkey. The educational experience of the students is primarily positive, and the students believe that they have received a high-quality education and they were provided with excellent opportunities. However, not being able to acquire academic writing skills or communicate with the professors sufficiently and the unconformity of the graduate education programs with the international educational context are some of the significant problems that were mentioned.
Education for the Creative Cities: Awareness Raising on Urban Challenges and Biocultural Preservation
Author: Mammadova, Aida
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Urban Areas,Consciousness Raising,Sustainability,Interviews,Artists,Handicrafts,Comparative Analysis,Retailing,Ownership,Cultural Pluralism,Local Issues,Field Trips,Foreign Students,College Students,Foreign Countries,Cultural Awareness,Merchandise Information

Creative Cities are facing the big challenges due to the demographical, environmental and economic issues. In this study we considered to create the educational fieldworks inside the creative city and raise the awareness in youth about the importance of the biocultural preservations to sustain the city's creativity and sustainability. Our participants were 10 international participants with different backgrounds and majors. The fieldwork trips were divided according to the ecosystems of Kanazawa City, in three main part: mountain areas, rives and forest areas and finally coastal areas. In each course students directly interviewed the local artists, craftsmen and shop owners and recorded about the importance of biocultural diversity to preserve the city's traditions. Evaluation of the students were conducted according to the submitted reports with comparative analysis, and providing further recommendations. From the results, awareness level about the present issues was increased in each student, and they provided the recommendation according to the local issues. However, this time we did not considered the scientific background of all interviews, and all recommendations were given based on the opinions of the locals. To improve our methodological approach in our next studies we are going to develop approved survey instruments to record and analyse the data collected by students, and perform quantitative data analysis with second cohort research group to evaluate and confirm the outcomes of the field trips.
Developing Deaf Students Fraction Skills Requires Understanding Magnitude and Whole Number Division
Author: Mousley, Keith
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Fractions,Mathematics Skills,Arithmetic,Mathematical Concepts,College Students,Self Esteem,Reading Ability,English,Correlation,Statistical Analysis

Research has shown that fraction magnitude and whole number division are important precursors to learning and understanding fractions. Deaf and hard-of-hearing (DHH) students are consistently challenged with learning fractions from K-12 through college. Sixty DHH college students were tested for both their understanding of magnitude between two fractions and their ability to calculate whole number division. The results showed that both understanding the magnitude between two fractions and whole number division are significantly associated with accurately calculating arithmetic functions of fractions with like denominators and different denominators that required them to add, subtract, multiply, and divide two fractions. Understanding fraction magnitude and whole number division were also significantly associated with their self-rated confidence of math performance with fractions. Tangentially, DHH college students' English reading ability was significantly, but modestly associated with their fraction performance.
Evolving Korean Parenting Foundations Revealed through Children&apos;s Perspectives of East Asian Parenting Beliefs, Styles and Practices
Author: Otto, Wendi J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parenting Styles,Parent Attitudes,Asians,Korean Americans,Models,Child Development,Mothers,Parent Child Relationship,Academic Achievement,High Achievement,Elementary School Students,Fathers,Family School Relationship,Correlation,Qualitative Research,Semi Structured Interviews,Content Analysis

Research on parenting styles and children's developmental outcomes have been prominent in the parenting and achievement literature for decades and research shows that parenting style is not consistent across families from diverse backgrounds (Baumrind, 1971; Chao, 1994; Grusec, Goodnow, &amp; Kuzcynski, 2000). Building on this research, this study examines Korean parenting and its influence on Korean-American achievement by examining the common factors across East Asian parenting ideologies, styles, and practices through the East Asian Parenting Model (EAPM) (Chao, 1994; Choi, Kim, Pekelnicky, &amp; Kim, 2013; Darling &amp; Steinberg, 1993). Perceptions about child development and learning and the changing and evolving mother-child relationship are patterns particularly explored in this study. Overall, this study purports important findings regarding evolving Korean parenting foundations affecting Korean-American achievement which add to the field of Asian-American achievement literature. These findings may help inform educators working within school settings about ways in which Korean parenting foundations influence the education of these children.
Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities
Author: Okpareke, Alicia Wyche
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Social Action,Special Education,Disabilities,Grade 7,Middle School Students,Correlation,General Education,Peer Relationship,Inclusion,Student Behavior,Student Attitudes,Behavior Theories,Social Behavior,Questionnaires,Self Efficacy,Observation,Statistical Analysis

This study deepens the field's understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students' social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students' attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.
Exploring Creativity in Social Studies Education for Elementary Grades: Teachers&apos; Opinions and Interpretations
Author: Ucus, Sukran
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Creativity,Elementary Education,Elementary School Teachers,Teacher Attitudes,Interviews,Observation,Freehand Drawing,Case Studies,Qualitative Research,Foreign Countries,Influences,Barriers,Teacher Motivation,Teacher Behavior,Imagination

Creativity is the critical point to developing innovative and effective citizens and children in learning social studies. The purpose of this study is to explore how creativity is promoted in social studies classrooms for young children and to research teachers' opinions and interpretations of creativity in Turkish elementary schools. The study was conducted with in-depth interviews, teacher observation, and teacher drawings. The participants included 33 Grade -1 to Grade 4 (K1-K4) teachers, all of whom taught &quot;life science&quot; which is a key and preliminary subject for social studies from Grade 1 to Grade 3, and social studies for Grade 4 in central Turkey. The case study was used as a qualitative methodology. The data was analyzed using MAXQDA-11. The findings revealed that teachers were highly motivated and eager to nurture creativity in their students' social studies learning in their implication for practice. They also indicated some obstacles regarding low-quality curriculum and instruction, teachers' negative perceptions in promoting creativity, and finally a lack of teacher flexibility, freedom, and well-qualified professional development.
Social Justice Advocacy in Graduate Teacher Education
Author: Hoyle, Amy Gratch
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Advocacy,Pedagogical Content Knowledge,Educational Strategies,Graduate Students,Teacher Education Programs,Communities of Practice,Self Concept,Cultural Background,Elementary Secondary Education,Student Attitudes,Catholics,Church Related Colleges,Liberal Arts,Course Descriptions,Qualitative Research,Questionnaires,Interviews

This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and pedagogical strategies that they are able to implement in their K-12 classrooms. Findings indicate that through participating in this course students deepen their sense of what social justice is and act in ways that are consistent with that view.
Short-Term International Experience (STIE) and Students&apos; Understanding of Quality Early Childhood Service Provision
Author: Sims, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Quality,Neoliberalism,Foreign Countries,Preservice Teacher Education,Preschool Teachers,Educational Practices,Standards,Cultural Awareness,Transformative Learning,Learning Theories,Student Attitudes,Focus Groups,Grounded Theory,Travel,Photography,Sustainability

Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogeneous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget's accommodation).
Profiles of Pre-Service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan
Author: Smith-Sherwood, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Profiles,Preschool Teachers,Cultural Awareness,Qualitative Research,Case Studies,Preservice Teacher Education,Cross Cultural Studies,Educational Attitudes,Educational Quality,Standards,Theory Practice Relationship,College Faculty,Educational Change,Teacher Effectiveness,Foreign Countries,Cooperating Teachers,Teacher Attitudes,Teacher Educators,Practicums,Semi Structured Interviews,Comparative Analysis

This qualitative multi-case study investigated three exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today's schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today's classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.
Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work
Author: Ali, Clement Ayarebilla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handicrafts,Indigenous Knowledge,Numbers,Mathematics Instruction,Mathematical Concepts,Qualitative Research,Elementary School Teachers,Preschool Teachers,Skilled Workers,Early Childhood Education,Algebra,Geometry,Statistics,Surveys,Interviews

Even though basketry is an age old occupation in Ghana and the world over, it appears mathematics tasks and activities involving the designs and structures have remained unnoticed and inadequately tapped for early school instructions. This qualitative survey therefore, purposively sampled four teachers, two basket artisans and six pupils in the Bolgatanga Municipality of Upper East Region of Ghana to harness, discuss and apply the tasks and activities indigenous basket resources could be employed to enhance conceptual knowledge and understanding in prenumber and early work. The findings showed that apart from providing employment and income for local artisans, teachers and pupils were equipped with prenumber activities that lead to the acquisition of early number work in pre-algebra, pre-geometry and pre-statistics tasks and activities in mathematics. We therefore, recommended instructional policies and programmes that promote and improve upon conceptual learning of prenumber and early school mathematics with indigenous resources.
Teacher Opinions on the Problems Faced in Reading and Writing by Syrian Migrant Children in Their First Class at Primary School
Author: Ugurlu, Necla Isikdogan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Elementary School Students,Elementary School Teachers,Student Problems,Reading,Writing (Composition),Language Skills,Communication Skills,Turkish,Second Languages,Qualitative Research,Second Language Instruction,Reading Instruction,Writing Instruction,Problem Solving,Instructional Effectiveness,Educational Cooperation,Questionnaires,Interviews,Observation

The objective of this study is to evaluate, according to the opinions of teachers, the problems faced by the children of Syrian families who have taken refuge in Turkey since 2011 with regard to their linguistic and communication skills, as well as their reading and writing process in Turkish as a foreign language. The research group is composed of seven teachers working in the first class of public primary schools attended by Syrian children. The study, which is based on the statements and perceptions of teachers, has been designed with the descriptive approach in the qualitative research method. Linguistic problems faced by Syrian immigrant children during their reading and writing process in Turkish as a foreign language, as well as the opinions of teachers on solution recommendations, are treated in detail in the study. The opinions of teachers are assessed under four main theme: Opinions on preparatory processes of instructing Turkish as a foreign language; opinions on communication approaches and the program implemented during the instruction of reading and writing; the importance of cooperation in the solving of problems; and opinions on instructing Turkish to Syrian children in a more effective manner. The study found that class teachers experience many problems in teaching Turkish reading and writing as a foreign language to Syrian students, as well as developing their linguistic and communication skills. The findings also reveal that teachers tend to look for support from their colleagues and other students in their classes, rather than from the families of children.