ethanporcaro/eric-fulltext-meta huggingface dataset:
Overview of Data Mining&apos;s Potential Benefits and Limitations in Education Research
Author: Iwatani, Emi
Date: 2018-10-00
Type: Journal Articles
Subjects: Data Analysis,Educational Research,Research Problems,Statistics,Sociology

Education researchers are increasingly interested in applying data mining approaches, but to date, there has been no overarching exposition of their methodological advantages and disadvantages to the field. This is partly because the use of data mining in education research is relatively new, so its value and consequences are not yet well understood. Yet statisticians, sociologists and those who study computer-based education have discussed the methodological merits of data mining in education research. This article brings together their perspectives, providing an interdisciplinary overview of potential benefits and drawbacks. The benefits, regardless of scholar background, largely emphasize the speed and ease with which data mining approaches can help explore very large datasets. Perceived drawbacks, however, differ based on disciplinary expertise. For example, statisticians question data mining's exploratory nature and non-reliance on sampling theory, while sociologists raise concerns about an excessive reliance on data in research designs and in understandings of education.
A Study on Teacher Candidates&apos; Self-Efficacy, Motivation and Affection Levels for Children
Author: Demirtas, Vesile Yildiz
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teacher Motivation,Teacher Student Relationship,Affective Behavior,Special Education Teachers,Preschool Teachers,Elementary School Teachers,Classroom Techniques

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers? affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of &quot;Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales.&quot; The data were analyzed using independent group t-tests, one-way analysis of variance, Pearson?s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates? self-efficacy beliefs, students? participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.
Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes
Author: Duchaine, Ellen L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Behavior Problems,Inclusion,Learner Engagement,Visual Stimuli,High School Students,Teaching Methods,Program Effectiveness,Mathematics Instruction,Science Instruction,Academic Achievement

Students with academic, social, and emotional disabilities often demonstrate challenging behaviors and struggle to remain focused on the lesson, learn less that their peers, resulting in lower academic achievement. Research has demonstrated that the more actively engaged students are in the lesson, the more they learn, and therefore the more successful they will be academically and behaviorally. Oftentimes, in content intensive courses such as mathematics and the sciences, teachers need strategies to engage the learners in practice and review of the content to determine the need for re-teaching a set of skills before continuing to the next skill set. This study compared the use of response cards to the more traditional method of hand raising in high school classes required for graduation, taught by certified teachers, and inclusive of students with various disabilities and a history of challenging behaviors. The students with disabilities and challenging behaviors in this study are compared with typical, non-disabled peers. An alternating treatment method was used during daily reviews to investigate this interactive strategy to engage the students. The use of response cards increased the number of times all students attempted to participate during the daily class review as well as showing an increase in long term retention of the material reviewed using response cards. In addition, the results of a social validity assessment completed by both students and teachers report various benefits to using response cards as an instructional strategy.
Adapting Instruction in Response to Academic and Social Situational Tendencies: Supporting a Student with a Learning Disability
Author: Marita, Samantha
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Grade 8,Middle School Students,Middle School Teachers,Teacher Student Relationship,Mathematics Instruction,Algebra,Tutors,Tutoring,Secondary School Mathematics,Tutorial Programs,Mathematics Achievement

Students with learning disabilities identify teachers' understanding of them as learners as crucial for their empowerment and success in school. This study provides insight into how the analysis of students' academic and social situational tendencies can provide teachers with better understanding of their students' educational experiences and lead to strategic adaptation of instruction. For this qualitative case study, the researchers analyzed the mathematical and social tendencies of an eighth-grade student with a learning disability as well as the support tendencies of a tutor during various tutoring situations. Findings indicated that recognition of patterns of student tendencies between learning situations helped the tutor adapt instruction accordingly to promote an environment conducive to success.
Autism Spectrum Disorder: Experiences of Mothers before and after Their Children&apos;s Diagnosis and Implications for Early Special Education Services
Author: Tekinarslan, Ilknur Çifci
Date: 2018-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Barriers,Mothers,Children,Emotional Response,Communication Skills,Interaction,Behavior Problems,Clinical Diagnosis,Family Life,Parent Role,Foreign Countries,Fathers,Child Rearing,Marital Satisfaction

Mothers of children diagnosed with Autism Spectrum Disorder (ASD) face various burdensome challenges in many stages of their lives. This study aimed to explore the experiences of Turkish mothers whose children were diagnosed with ASD in terms of the emotions they felt and the challenges they encountered before and after the diagnosis. 17 mothers participated in this study which was designed in line with qualitative research methods and participant information form based on demographic characteristics was utilized to collect data along with the interview form composed of 11 questions. Findings from face-to-face interviews conducted with mothers showed that mothers thought their children had some problems as a result of their observations of limitations in communication skills, limitations in social interactions and some problem behaviors in their children. Children were diagnosed with ASD by doctors during the preschool period. Mothers expressed that they had experienced grief, denial, anxiety and fear after the diagnosis and stated that these feelings had not changed. In addition, mothers mentioned that they had changes in their family lives and that they maintained a child-centered life. Mothers pointed out that they generally spent their time doing research and gathering information on the subject. Research findings reveal the necessity of taking these mothers' experiences into account in early special education services and the need for planning these services to meet these mothers'needs.
Using an Apple iPad and Communication Application to Increase Communication in Students with Autism Spectrum Disorder
Author: Meeks, Jamy H.
Date: 2017-07-02
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Assistive Technology,Communication Skills,Skill Development,Autism,Pervasive Developmental Disorders,Augmentative and Alternative Communication,Preschool Children,Pictorial Stimuli,Intervention,Special Education,Oral Language,Outcomes of Education

With the increase in the number of students diagnosed with autism spectrum disorder (ASD), it is imperative to determine productive interventions to enhance communication skills. Recent investigations regarding the use of speech generated devices (SGD), such as the Apple iPad, to communicate have been performed with mixed results (Flores, Musgrove, Renner, Hinton, Strozier, Franklin, &amp; Hill, 2012). The researcher used a single subject design, incorporating multiple baselines across settings, for two preschool students diagnosed with ASD in a public preschool during snack time and center time. The purpose of this study was to determine if the use of a SGD increased requesting skills in students with ASD and if the communication behavior transferred across settings. Both students demonstrated an increase in communication using the iPad across settings, however generalization from one setting to another for the same behavior (requesting a snack) were inconclusive. The implications of these findings are discussed.
The Effects of Computer-Assisted Culturally Relevant Repeated Readings on English Learners&apos; Fluency and Comprehension
Author: Barber, Mariah
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Reading Programs,Culturally Relevant Education,English Language Learners,Second Language Instruction,Reading Fluency,Reading Comprehension,Oral Reading,Repetition,Urban Schools,Elementary School Students,Grade 1,At Risk Students,Computer Software,Emergent Literacy,Reading Tests

This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of repeated readings of culturally relevant passages delivered through computer software. A multiple baseline across participants revealed that after intervention, the participants increased their oral reading fluency and comprehension of novel culturally relevant (CR) passages, and to a slightly lesser extent, generalized these skills to AIMSweb (non-culturally relevant, NCR) passages. These findings are discussed relative to study effects for ELLs and the usefulness of this technology in urban classrooms.
Bridging Pedagogy and Practice: From Coursework to Field Experiences in a Teacher Preparation Program
Author: Emerson, Judith M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teachers,Preservice Teacher Education,Teacher Educators,Disabilities,Educational Practices,Individualized Instruction,Access to Education,Inclusion,Special Education,Mathematics Instruction,Secondary Education,Mathematics Teachers,Special Education Teachers

In this study, two teacher educators, one special education faculty and one mathematics education faculty, examined ways to infuse educational theory into their practice to develop preservice teachers' ability to meet the demands of the 21st century classroom. The study took place at an urban university in the southeastern United States where the teacher education program prepares future educators for the most diverse classroom settings existing in U.S. public schools today. Results informed the teacher educators of relevant challenges preservice teachers experience with regard to instructional design that addresses the needs of diverse learners. The action research study took place over a 3-semester period during which time the teacher educators learned how structured supports enhanced their students' abilities to develop effective instruction for diverse learners.
edTPA as a Tool to Measure Teacher Readiness: A Case Study on First Year Teachers
Author: Zhou, Molly
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Evaluation,Performance Based Assessment,Readiness,Scores,Reflective Teaching,Teacher Attitudes,Measures (Individuals)

The case study intends to study edTPA as a measure for teacher readiness. The case study examined four first year teachers' edTPA experience, performance, and their perspectives on edTPA as a tool to measure teacher readiness in light of their first year teaching experiences and TKES assessment results. Three research questions were used to guide the study: What were first year teachers' edTPA experience and performance? What were first year teachers' TKES assessment results? What were first year teachers' perspectives on edTPA as a tool to measure teacher readiness? Four first year teachers in north GA participated in the study. These participants passed edTPA assessment prior to employment as full time teachers. The participants were interviewed individually. Six interview questions were used. Interviews were structured for about 45 min each. Data were recorded, transcribed, and coded for analysis to see trends, patterns, and themes. The results of the study indicated that edTPA did not measure all aspects of teacher readiness. Factors such as diversity, relationship building, collaboration were valued by participants as important for teacher readiness in the classroom. edTPA as an effectiveness tool to measure teacher readiness was uncertain. Discussion and future implications of the research results on edTPA to teacher preparation, teacher quality, and policy making were offered.
Promoting Student Buy-In: Using Writing to Develop Mathematical Understanding
Author: King, Barbara
Date: 2016-12-00
Type: Journal Articles
Subjects: Content Area Writing,Problem Solving,Mathematics Instruction,Constructivism (Learning),Teaching Methods,Instructional Effectiveness,Student Centered Learning,Mathematical Logic,Grade 5,Elementary School Students,Elementary School Mathematics,Scoring Rubrics

Writing in mathematics provides students with the opportunity to think critically about and reflect on their experiences while solving problems. While many studies have documented the benefit of writing in math, it is not clear which instructional methods should be used to help students learn how to use writing to support learning. In this study, we take a constructivist approach to building students understanding of effective writing by developing a series of active, student-centered lessons. The findings indicate that students wrote more effectively after the instructional sequence; in particular, they were better able to explain their reasoning and to make connections between abstract mathematics and the context of the problem. These results provide a pathway for improving both students' conceptual understanding, and their performance on open-ended state assessment items.
From Worldviews to Classrooms: Framing Evolution Acceptance in Pre-Service Science Teachers in the Southeastern United States
Author: Glaze, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Evolution,Scientific Concepts,Science Instruction,Teacher Attitudes,Beliefs,Scientific Principles,Religion,Preservice Teachers,Secondary School Teachers,Science Teachers,World Views,Conflict,Controversial Issues (Course Content),Creationism

Research demonstrates that teachers' acceptance or rejection of evolution impacts whether they teach evolution in their classrooms. Furthermore, factors such as religiosity and nature of science understanding impact acceptance or rejection. What is absent from the literature is an exploration of experiences that inform choices made regarding acceptance or rejection, experiences that illuminate the counter-intuitive relationships demonstrated in quantitative studies. For this reason, we explore the lived experiences that inform the worldviews of Pre-Service Secondary Science Teachers (PSSTs) and how those worldviews might inform their acceptance or rejection of evolution. Coding and pattern analysis informed themes within the data explaining how worldviews and evolution intersect, influencing acceptance or rejection. Themes included framing of experiences by worldviews, levels of commitment to religiosity, lack of consistent exposure to evolution, conflicting and coping, and the fact that PSSTs are already thinking about whether to teach evolution before they enter the classroom. Exploring these interactions and the process by which PSSTs negotiate acceptance or rejection provide insights for support and rich preparation in order to ease the process and positively impact the teaching of evolution, and other controversial topics. Understanding how PSSTs think about evolution can inform teacher education and science education, using understanding of our past and present to impact the future.
The Effects of the RAP Strategy Used in a Peer-Tutoring Setting to Foster Reading Comprehension in High-Risk Fourth Graders
Author: Leidig, Tatjana
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Programs,Peer Teaching,Tutoring,Reading Comprehension,Grade 4,Elementary School Students,Foreign Countries,Tutors,Learning Disabilities,Control Groups,Experimental Groups,Intervention,Token Economy

Children who do not adequately master the transition from &quot;learning to read&quot; (LTR) to &quot;reading to learn&quot; (RTL) will clearly fall behind in every subject area during their secondary education. The purpose of this study was to determine whether a simple reading comprehension strategy developed by Schumaker, Denton, and Deshler (1984) (&quot;RAP&quot;, Read, Ask, and Put) is suitable for application as a low-threshold peer-tutoring intervention under everyday school conditions and to test its efficacy for at-risk students. A randomized two-group design with repeated measures was implemented. We included 22 teams of low-achieving (tutees) and high-achieving (tutors) fourth graders. For the first three weeks, the tutees in the first group were trained in the use of the RAP strategy combined with a token economy, while the students in the second group continued to perform regular classroom activities. During the following four weeks, a scoring system, visual feedback, and verbal encouragement on the basis of attribution theory were employed as interventional components, and all twenty-two low-achieving children received the intervention. The students at risk in the first group improved only slightly in their comprehension skills during the first phase of the experiment, whereas they demonstrated striking gains in the subsequent four weeks. Although the tutees in the second group only participated in the intervention for four weeks, they also exhibited respectable enhancements. The explorative nature of this study does not allow for causal inferences. However, the results provide hope that supporting struggling text comprehenders during their last year of elementary school by using the RAP strategy within a peer-tutorial setting can significantly improve their skill level if the intervention continues for several weeks, including scoring, visual feedback, and operant conditioning.
Teaching Approaches and Practices of Student Teachers in Early Childhood Education: A Convergent Mixed Methods Study
Author: Veziroglu-Celik, Mefharet
Date: 2018-11-00
Type: Journal Articles
Subjects: Student Teachers,Video Technology,Teaching Methods,Preschool Teachers,Student Teacher Attitudes,Constructivism (Learning),Conventional Instruction,Reflective Teaching,Preschool Education,Private Colleges,Teacher Education Programs,Foreign Countries

This study examined the teaching approaches and practices of student teachers in early childhood education using a convergent parallel mixed methods design. The participants were 112 student teachers for the quantitative strand and 29 randomly selected student teachers for the qualitative strand of the study. Participants reported on their teaching approaches in the quantitative strand, and video recordings of teaching practices of student teachers were used in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an observational coding of behaviors, following that which the quantitative and qualitative results were merged. Cluster analyses showed that student teachers to be categorized into three groups (traditional, constructivist, and mixed) that reflect their teaching approaches. The qualitative analyses from the video recordings consistently showed that student teachers reflected their perceptions of teaching approaches in their practice. Findings from the current study highlight the importance of understanding student teachers' teaching approaches and practices in early childhood.
Is Kindergarten the New First Grade?
Author: Bassok, Daphna
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,Public Schools,Educational History,Preschool Teachers,Teacher Attitudes,School Readiness,Teacher Expectations of Students,At Risk Students,Low Income Students,Minority Group Students,Curriculum,Instructional Materials,Teaching Methods,Institutional Characteristics,Teacher Characteristics,Evaluation Methods,Elementary School Teachers

Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers' beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities.