ethanporcaro/eric-fulltext-meta huggingface dataset:
First-Year Experience Peer Mentor Program
Author: Sharp, Laurie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Peer Relationship,Mentors,Student Experience,Student Adjustment,Student Empowerment,Program Evaluation,At Risk Students,Leadership Training,Academic Achievement,School Holding Power

Peer mentoring involves a reciprocal relationship of mutual benefits to both the mentee and mentor. To help first time in college students experience a smooth transition to college and empower at-risk college students, South Central University (all names in this paper are pseudonyms) implemented a pilot study for a FYE Peer Mentor Program in fall 2019. This study employed a case study methodology to explore key outcomes and student success metrics qualitatively and quantitatively. Study participants included five FYS instructors, five peer mentors, and 49 FTIC students who were enrolled in 10 FYS course sections. Data were collected through semi-structured interviews, documentary information, and a researcher-created questionnaire. Qualitative data were analyzed with thematic analysis techniques, and quantitative data were analyzed descriptively and inferentially using independent &quot;t&quot;-tests. Qualitative findings characterized the FYE Peer Mentor Program as a vital support mechanism for FTIC students academically and socially, as well as a promising way to promote leadership development in at-risk college students who serve as peer mentors. While quantitative findings showed that FTIC students who were enrolled in a FYS course with a peer mentor earned higher final course grades and had higher fall-to-spring and fall-to-fall retention rates than FTIC students who were enrolled in a FYS course without a peer mentor, these findings were not statistically significant. A discussion of findings was presented, as well as limitations for this study and future area for research.
Renewal in Learning and Writing Center Leadership: Advice from Coaching Expert Richard Boyatzis
Author: McDonald, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Writing Instruction,Administrators,Educational Objectives,Goal Orientation,Academic Support Services,Stress Variables,Coping,Arousal Patterns,Psychological Patterns,Neurology,Problem Solving,Leadership Styles

Many directors of learning and writing centers minimize their ability to remain current with the field, conduct research, and delineate their job duties due to pressing daily demands. Scholars urge them to do so in light of the needs of students, new directors, and university restructuring. This article presents the four-step renewal process of coaching expert Richard Boyatzis whose Intentional Change Theory combines neuroscience, psychology, and management literature. Directors assess their work lives, recognize defense mechanisms, articulate original dreams for their work, and set a learning agenda. The value of Boyatzis' work is in the respect it affords the individual, allowing each director to set unique goals.
Building Bridges between Home and School
Author: Hall, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Family School Relationship,Writing Instruction,Parent Teacher Cooperation,Computer Mediated Communication,Family Involvement

When teachers take on the sole responsibility for teaching children to write, it is a hefty load to bear. Fortunately, families can serve alongside teachers as powerful writing role models and help welcome children into the world of written language. Involving families as team members in a teacher's writing instruction is not always easy. It takes more effort to develop and maintain reciprocal relationships with families than it does to utilize one-way communication through newsletters and emails (Daniel, 2009; Ferlazzo, 2011; Halgunseth, 2009; Tran, 2014). However, once teachers put the extra time and energy into building relationships with families, they will reap the benefits that come from creating an extended writing community within your classroom (Lopez &amp; Caspe, 2014; Tran, 2014). When teachers and families share openly about writing goals, instructional strategies, and children's progress, children feel supported, motivated, and inspired. Instead of viewing teachers as the all-knowing experts, families realize that they too are their children's first writing teachers. This article examines how teachers can engage families in the classroom writing community.
Early Mathematics within Rich Story and Conversation
Author: Gonulates, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Early Childhood Education,Preschool Children,Mathematics Activities,Student Motivation,Childrens Literature,Picture Books

Mathematics is abstract for young children. One way to help children develop better understanding of core early mathematical concepts is by providing concrete learning experiences, thereby making mathematics more accessible to them. Additionally, children will choose to spend more time on subjects or activities they enjoy, which in turn leads to further motivation to learn more about that subject. Thus, the challenge for preschool or kindergarten teachers is fostering children's &quot;love&quot; for mathematics. This article will focus on how to provide preschool and kindergarten age children opportunities for giggles or wonderment in mathematics related activities. Suggestions for how to create an engaging, authentic context where children can actively participate and interact using interesting story and intentionally facilitated classroom discourse are discussed in the article.
The Relationship between Secondary Education Students&apos; Digital Addiction Levels and Their Inquiry Skills
Author: Yildiz, Ayla
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,High School Students,Adolescents,Addictive Behavior,Computer Use,Handheld Devices,Telecommunications,Internet,Computer Games,Social Media,Active Learning,Inquiry,Research Skills,Thinking Skills,Self Efficacy,Knowledge Level,Influence of Technology,Foreign Countries

The aim of this study is to determine the relationship between high school students' digital addiction levels and their inquiry skills. The sample of the study consists of 319 9th, 10th, 11th, and 12th grade high school students chosen by random sampling. Of these students studying in Sivas province schools of Turkey, two are Anatolian High School, and one is an Anatolian Imam Hatip (Religious) High School. 190 of the students are girls (59.6%), and 129 are boys (40.4%). Data were collected through the &quot;Digital Addiction Scale (DAS)&quot; developed by Dilci (2019) and the &quot;Inquiry Skills Scale (ISS)&quot; developed by Aldan Karademir and Saracaloglu (2013). In analyzing the data, the arithmetic mean and standard deviation values of the scores obtained from the scales were found, and Pearson's correlation analysis and simple linear regression analysis tests were used. The study detected negative significant relationships, albeit low, between the DAS sub-dimensions of deprivation, impulsivity, underperformance, low self-perception, and social isolation and all the sub-dimensions of ISS (i.e. acquiring knowledge, controlling knowledge, and self-confidence). There was also a low negative significant relationship between the overall DAS and ISS scores of the high school students. Finally, digital addiction levels were determined to explain 5% of the variance in the high school students' inquiry skills.
What Are the Expectations of Parents from Preschool Education Institutions? Why Do They Choose? What Are They Waiting For?
Author: Yoleri, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: Expectation,Parents,Parent Attitudes,Preschool Children,Preschool Education,Preschools,School Choice,Family School Relationship,Family Income,Gender Differences,Predictor Variables,Foreign Countries

The goal of this study was to investigate the expectations of the parents with a child enrolled at a preschool education institution from preschool education institutions. This research was designed as a survey study. The sample of this study consisted of 326 children, enrolled at preschool education institutions in the center of Usak province, and their parents. &quot;Parents' Expectations from Preschool Institutions Questionnaire&quot; developed by Simsek and Ivrendi (2014), and &quot;Demographics Information Form&quot; were used as data collection tools to determine the expectations of parents from preschool education institutions. It was concluded as a result of the study that the parents had a &quot;low level&quot; expectation related to the sub-scales of (teacher, education-family, school policy, informing) of the Parents' Expectations from Preschool Institutions Questionnaire. A significant difference in favor of males was found out in the informing sub-scale according to the t-test results carried out related to parents' expectations in line with the gender of children. The expectations of parents from preschool institutions showed a significant difference according to income status. It was found out that the expectations of families with low income level from preschool institutions were higher compared to the expectations of families with middle- and high-income levels regarding the sub-scales of teacher and education-family.
What Predicts Swedish Teachers&apos; Disposition for Text Talk? A Survey Study
Author: Reichenberg, Monica
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Teachers,Reading Instruction,Reading Comprehension,Predictor Variables,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Faculty Development,Social Capital,Teaching Methods,Classroom Communication,Teacher Collaboration

The significance of reading comprehension can hardly be overestimated. Nevertheless, teachers vary in their disposition or willingness to teach reading comprehension. A wealth of field experimental studies have confirmed the importance of text talk, in class or in teacher-guided small groups, for students´ reading comprehension. However, researchers have not yet fully explored what makes teachers use text talk in the classroom. This study aimed to describe and predict teachers´ disposition to use text talk. The study posited two hypotheses based on professional development theory and social capital theory. The data came from a survey study of 320 Swedish teachers (of grades 1 to 12). The study used (a) item response estimation for measurement and (b) linear regression for analysis. It was found that attitudes towards professional development varied with disposition for text talk, on average, after adjusting for other predictors. It was furthermore found that social capital varied with disposition for text talk, on average, after adjusting for other predictors. The conclusion is that the data offer support for both teacher development theory and social capital theory.
A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher-Student Interactions
Author: Granger, Kristen L.
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Elementary School Students,At Risk Students,Emotional Disturbances,Behavior Modification,Teacher Burnout,Elementary School Teachers,Burnout,Interaction,Classroom Environment,Primary Education,Screening Tests,Behavior Disorders

Early elementary-age students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher-student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher-student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher-student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.
Everyday Literacy Practices: Normalising the School Literate Child
Author: Martin, Colwyn D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Literacy Education,Ethnography,School Readiness,Self Control,Advantaged,Disadvantaged

Background: One can argue that literacy practices work to produce forms of literacy knowledge and literate children in early childhood contexts. However, one needs to interrogate how these literacy practices create technologies of power that construct and normalise the school ready literate child. Aim: The ethnographic study employed in this article explored everyday literacy practices in early childhood contexts that were considered 'usual', the kinds of literate children these practices engendered and its normalising effects on children and teachers. Settings: The study was conducted in two early childhood centres with two early childhood teachers and teaching children between the ages of 3 and 4. Methods: The study was qualitative in nature and used participant observation. A genealogical analysis of literacy practices showed how technologies of power were embodied in different literacy practices that worked to construct and normalise the school ready child in different ways. Results: The findings revealed that everyday literacy practices were used to produce a literate child through disciplinary processes of observation, normalisation and examination. These literacy practices operated in covert ways where school readiness was tied to educational success. However, during this process of normalisation, children began to [re]position themselves within the literacy space, showing individual agency and self-regulation. Conclusion: Although the findings of this study are not generalisable, it has implications for how literacy and literacy practices are conceptualised in early childhood settings. This article advocates a reconceptualisation of school readiness by questioning embedded practices within the competence model of school readiness and calls for the early childhood field to dissect incisively what and who are advantaged and disadvantaged through early literacy practices.
School Readiness and Academic Achievement of Children with Hearing Impairment: A South African Exploratory Study
Author: Maluleke, Ntsako P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,School Readiness,Academic Achievement,At Risk Students,Early Intervention,Preschool Education,Grade 3,Success,Disability Identification,Auditory Tests,Individual Characteristics,Elementary School Students,Preschool Children

Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children. Aim: As part of a bigger study titled 'Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng', the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers' survey. Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study. Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children's preschool files. Data were analysed using descriptive statistics. Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN). Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.
Conditions for the Active Involvement of Teachers in a Design-Based Research Project
Author: Bungum, Berit
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Teacher Researchers,Teacher Collaboration,Design,Foreign Countries,Teacher Participation,Teacher Responsibility,Professional Autonomy,Professionalism,Teacher Role,Research Projects,Communities of Practice,Teacher Competencies

Design-based research (DBR) develops solutions in combination with research and has gained increasing popularity in educational research. This research approach involves close collaboration between researchers and practitioners. Many studies show that teachers are often passive participants in DBR projects, where their role becomes implementing researchers' ideas. This paper reports on a case where teachers became, instead, a driving force in a DBR project and investigates the conditions for this to happen. Data were collected by means of group interviews with the eight pilot teachers in the KreTek project, which was undertaken as a collaboration between a university and a municipality in Norway. The authors' own experiences as participants in the project also form part of the empirical basis for the study. The conditions for active involvement identified here are 1. A shared and relevant challenge; 2. An open entrance to the project; 3. An allocated time and meeting space; and 4. Responsibility and autonomy. The results are discussed in light of perspectives on teacher professionalism, theories on self-determination and previous research on teachers' roles in collaboration between researchers and teachers. It is concluded that by fulfilling the identified conditions for active involvement of teachers with an emphasis on trust, responsibility and autonomy, teachers may play an active role in DBR projects. In turn, this can facilitate a fruitful process where products of research projects using a DBR approach are deeply grounded in practitioners' contexts and thus are able to meet the actual needs of schools.
&quot;I Am Magic!&quot;: Pupils&apos; Engagement When Designing in Learning Programming
Author: Sparf, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Programming,Computer Science Education,Foreign Countries,Science Teaching Centers,Field Trips,Access to Education,Student Behavior,Psychological Patterns,Cognitive Processes,Elementary School Students,Secondary School Students

Within a theoretical framework grounded in design for learning, this article presents a research project about pupils' engagement during programming education. In a design-theoretical perspective, everyone who is somehow engaged in a learning process is a designer. The results show that how pupils design their learning when programming is related to different types of engagement. By analysing pupils' engagement when programming, the study contribute to an insight how behavioural, emotional, and cognitive engagement can be identified and understood. The study was carried out during programming lessons adapted for novice learners (age group 7-15), visiting Swedish science centres (SCs) as a part of their school day. SCs had experience of programming education and was used as complement to education at school ahead of the implementation of programming as a mandatory subject in Swedish compulsory schools
STEM in Early Childhood: Establishing a Culture of Inquiry with Young Children
Author: Farris, Shari
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Early Childhood Education,Inquiry,Young Children,Educational Environment,Educational Change

One of the most impactful and transformative practices early childhood teachers can engage in is the practice of inquiry. Inquiry requires educators to be both fully present and fully engaged in professional practice while adopting the mindset that the cycle of inquiry is never complete. In inquiry-based learning, the learner is at the center of the learning process. Discovery of new learning is encouraged through questioning, observing, exploration, and the sharing of ideas and reflection. The use of an inquiry approach is especially suited to Science, Technology, Engineering, and Mathematics or STEM topics in early childhood. Capturing their natural curiosity, STEM inquiry lessons can be collaborative, data-driven, and reflective for young children, allowing teachers to promote learning for diverse groups of young children as well as improve their professional practice. Whatever the STEM topic, presenting an inquiry experience to children, while at the same time teachers use inquiry tools for planning and modifying the learning experience as it unfolds, has the potential to result in a positive learning experience for all.
Using Children&apos;s Literature to Embed Character Education in Primary Classrooms
Author: Parks, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Values Education,Teaching Methods,Elementary School Students,Literacy Education,English Instruction,Language Arts,Justice,Prosocial Behavior,Lesson Plans,Safety,Well Being,Educational Objectives,Ethics,Teamwork

Educators strive to support their students as they develop into well-rounded, productive members of society. The ability to act with respect and to work well with others may come somewhat naturally for some young children, while others may benefit from more direct exposure to character education programs. Using children's literature as a tool, teachers can connect classroom literacy and English language Arts (ELA) skills while embedding character education topics. This article provides examples of children's books that can be used for teaching justice (leadership, fairness, teamwork), and teaching humanity (kindness, love, respect, responsibility). Teachers work arduously to create content-based, meaningful lessons. They also worry about their student's safety and well-being. Embedding character education as an experience in the primary classroom can be a way to successfully blend these two goals together.
Supporting Students with Disabilities with Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned from Research and Practice
Author: Meyer, Katherine
Date: 2021-12-00
Type: Journal Articles
Subjects: Students with Disabilities,Behavior Problems,Student Behavior,Behavior Modification,Positive Behavior Supports,Program Implementation,Emotional Problems,Behavior Disorders,Program Effectiveness,Standards,Teacher Expectations of Students,Classroom Environment,Learner Engagement,Prompting,Positive Reinforcement,Feedback (Response)

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with disabilities experience poor outcomes--and (b) How do you implement PBIS in classrooms that support all students?--differentiate and intensify supports.