ethanporcaro/eric-fulltext-meta huggingface dataset:
Media Representation of Minors Who Migrate on Their Own: The MENA in the Spanish Press
Author: Gómez-Quintero, Juan-David
Date: 2021-00-00
Type: Journal Articles
Subjects: Mass Media Effects,Immigrants,Foreign Countries,Social Attitudes,Public Opinion,Newspapers,Social Bias,Moral Values,Crime,Welfare Services,Political Attitudes,Language Usage,Adolescents

This article analyses Spanish media treatment of a certain type of immigrant: the unaccompanied foreign minor (&quot;MENA&quot; in Spanish). The media play an important role in creating and disseminating ideas and images amongst the general public, thereby promoting the articulation of sets of meanings called discourses. The main goal of this research is to identify the discursive approaches that have been constructed around the term &quot;MENA&quot; in the main Spanish daily newspapers. To this end, we gathered and analysed all the news reports published between January 2017 and October 2019 by the digital editions of the four most widely-read newspapers in Spain (La Vanguardia, El País, El Mundo and ABC). This analysis was performed using text mining techniques (an important field in data science) such as term frequency, inverse document frequency, and correlation networks between words. Our results show that the term &quot;MENA&quot; evokes a criminalising, moralistic, welfare-dependent discourse that is articulated from an adult-centric, nationalist perspective. The study concluded that the conservative press uses the acronym more frequently than the left-wing media. However, no significant discursive differences were observed between conservative and progressive press in terms of the language used, which often had negative connotations that stigmatised the young people concerned.
Identifying and Teaching Students with Significant Reading Problems
Author: Vaughn, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification,Reading Difficulties,Reading Instruction,Response to Intervention,Screening Tests,Progress Monitoring,Educational Change,Mild Intellectual Disability,Moderate Intellectual Disability,Dyslexia,Teaching Methods

The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit, evidence-based instruction--and yet still present with significant reading difficulties are likely to have a severe reading impairment. In contrast, children who have not consistently been able to access high-quality, evidence-based instruction and present with significant reading difficulties are likely to have reading problems that could have been prevented and still can be remediated. This difference is of the utmost importance. Currently, there are students with preventable reading problems who are suffering academically and emotionally, and who are placed in special education often to receive accommodations without effective remediation. And there are students with severe reading disabilities or dyslexia who are not getting the intensive interventions they need--in part because special education is overwhelmed with large numbers of students who do not actually have reading disabilities. These are systemic problems--and that is why the authors of this article have proposed a new, seamless, three-tiered system of general and special education to address them. The article discusses how a supportive, integrated general and special education system can be implemented. Six steps that teachers can implement in their classrooms to support students with reading difficulties or with mild to moderate disabilities or dyslexia are provided.
Finalizing Teacher Education Capstone Projects in an Unstable Environment: Three Strategies for Success
Author: Michel, Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Educational Change,Distance Education,COVID-19,Pandemics,Capstone Experiences,Student Research,Research Projects,Social Media,Curriculum Development,Course Content,Student Participation

The Covid-19 pandemic has influenced all levels of education, including higher education. School closures have impacted teacher credentialing course work, research projects, assessments, and student teaching placements. The challenges currently facing teacher candidates necessitate a review of how we support their needs for connection, support, and relevant course content as they advance to becoming credentialed teachers. To meet these needs, I suggest building on existing practices to complete capstone research projects in distance learning contexts, developing unstructured social spaces through social media platforms, and inviting teacher candidates to co-curate course content.
A Study on the Experiences of Beginning Classroom Teachers on Teacher Induction Practices in Rural Areas in Turkey
Author: Ekinci, Necla
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Rural Areas,Mentors,Program Effectiveness,Elementary School Teachers,Teacher Attitudes,Barriers,Classroom Techniques,Teacher Evaluation,Observation,Job Performance,Documentation,Seminars,Emotional Response,Foreign Countries

The purpose of the study is to examine how teacher induction practices operate in Turkey based on the experiences of beginning classroom teachers appointed to schools in rural areas. The study was designed and conducted as a case study. The study group consists of eight beginning classroom teachers working in rural settlements specified through criterion and snowball sampling methods. The research data were collected through a semi-structured interview form. Descriptive content analysis method was employed in data analysis. Findings showed that the teacher induction program for beginning teachers working in rural settlements is not effective and that the beginning teachers had problem-focused experiences regarding the induction practices. Inadequate mentoring support, procedural conduct of performance evaluations, procedural approaches to teacher induction requirements are among the prominent problem-oriented experiences of the teachers.
The Challenge of Inclusive Dialogic Teaching in Public Secondary School
Author: Rapanta, Chrysi
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Teaching Methods,Public Schools,Cultural Literacy,Secondary School Teachers,Foreign Countries,Dialogs (Language),Teacher Student Relationship,Faculty Development

The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers' stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered.
Transdisciplinary Approach in Middle School: A Case Study of Co-Teaching Practices in STEAM Teams
Author: Wu, Yufei
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Language Arts,Social Studies,Art Education,STEM Education,Team Teaching,Middle School Teachers,Grade 8,21st Century Skills,Authentic Learning,Active Learning,Student Projects,Case Method (Teaching Technique),Energy,Educational Resources,State Standards,Space Utilization,Flexible Scheduling,Learner Engagement

A call for educational reform motivated this school system to devise an enhanced version of STEM in their middle school. This case provides rich descriptions of how eighth grade middle school teachers, from multiple disciplines, enacted a STEAM team model that integrated Language Arts into STEM. These STEAM team teachers were systematically studied during field observations of 100+ class sessions using what they referred to as &quot;transdisciplinary co-teaching,&quot; flexible scheduling, and multiple types of physical spaces to further engage students. Different dimensions of co-teaching were observed. The most frequently observed was &quot;reconstructed,&quot; followed by &quot;predisciplinary,&quot; &quot;correlated,&quot; and &quot;shared.&quot; Types of instruction other than &quot;reconstructed,&quot; did not fit the school's proposed definitions of &quot;transdisciplinary co-teaching.&quot; Thoughts are shared on lessons learned.
A Comparative Study of Stance and Engagement Used by English and Thai Speakers in English Argumentative Essays
Author: Papangkorn, Papitchaya
Date: 2021-01-00
Type: Journal Articles
Subjects: English (Second Language),Native Speakers,Thai,Second Language Instruction,Persuasive Discourse,Essays,Writing Assignments,Beliefs,College Students,Foreign Countries,Language Usage,Interaction

The present study aimed at investigating the similarities and differences of interactional metadiscourse markers and 3-word and 4-word participant-oriented bundles used in English argumentative texts of native speakers of English (NATIVE) and L1 Thai speakers (THAI) through the use of AntConc. The findings revealed that stance resources were used more often in THAI. The differences in the frequencies of hedges and attitude markers between the two corpora were significant, but this was not the case for boosters and self-mentions. Fewer hedges but more self-mentions, attitude markers and boosters were used by Thai learners than native speakers. Regarding engagement markers, a significant difference of the use of reader references and directives was evident in THAI, but there were significant differences in the use of questions, appeals to shared knowledge, and personal asides. For stance bundles and engagement bundles, although the number of the overall stance bundles found in NATIVE was lower than in THAI, there was lesser variety in the use of stance bundles in THAI. With respect to the structural patterns, both groups were similar, albeit with differences in terms of frequency. The findings of the study could shed light on interactional metadiscourse patterns and norms, and thus be beneficial for EFL stakeholders such as learners and teachers.
An Analysis of the Causal Relationships in Sustainable Consumption Behaviour (SCB) of Thai Student Science Teachers
Author: Pimdee, Paitoon
Date: 2021-01-00
Type: Journal Articles
Subjects: Correlation,Causal Models,Sustainable Development,Environmental Education,Science Education,Conservation (Environment),Consumer Economics,Psychological Characteristics,Locus of Control,Self Control,Mental Health,Family Influence,Peer Influence,Behavior Standards,Social Behavior,Student Teachers,Undergraduate Students,Public Colleges,Foreign Countries

Having its originations in the 1987 UN Brundtland Report and the 1994 Oslo Symposium for sustainable consumption and production (SCP), education for sustainable development (ESD) has taken on global importance. As such, the study's author sought to examine the causal relationships on sustainable consumption behaviour (SCB) of Thai student science teachers, as these are the leaders of tomorrow. The sample of 200 men and 200 women was obtained by use of multistage random sampling from ten state universities located across 5 Thai regions. The research tool was a 5-level response questionnaire consisting of 130 total items examining 18 observed variables, of which 97 items were positive in nature, while the remaining 33 items were negative in nature. The IOC was used to assess the questionnaire's development process by the three teacher training experts. Subsequent item reliability testing of the pilot test group of 62 individuals used Cronbach's Alpha (alpha) to judge reliability. Further data analysis made use of LISREL 9.1 software on the interrelationships of the latent variables psychological state (PS), environmental education (EE), psychological traits (PT), situation (SIT), as well as their effect on SCB. Results revealed that all the model's causal variables had a positive effect on SCB, which can be explained by the combined influence of the factors (R[superscript 2]) being 92%. Furthermore, four factors were determined to influence SCB. Ranked in importance, these included SIT, EE, PS, and PT.
Interrogating College of Education Mandates from the Margins: Realizations from a Shift in Perspective
Author: Orozco, Socorro
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Reflective Teaching,College Faculty,Teacher Administrator Relationship,Computer Mediated Communication,Electronic Mail,Ambiguity (Context),Schools of Education,Teacher Education Programs,Team Training,Advocacy

My first year as a tenure-track professor has been nothing short of a jaw-dropping experience. From navigating the social and political environment with colleagues and administrators, to building meaningful relationships with pre-service teachers, the COVID-19 pandemic and all its attendant challenges prompted me to examine common institutional practices more closely. The result of this examination was a recognition of a shift in my perspective from &quot;are we doing enough?&quot; to &quot;we are doing all we can.&quot; A subsequent interrogation of the isolating structures that create barriers to the development and growth of both emerging scholars and pre-service teachers revealed spaces in which teacher education as a discipline and a profession can develop. I suggest that the use of mindful scaffolding to transform evaluation and retention expectations and field experience requirements, whether in face-to-face or remote settings, can yield benefits for both faculty and pre-service teachers, alike.
Lessons from Pandemic Teacher Candidate Supervision
Author: Geary, Cynthia
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Supervision,Self Management,Family Work Relationship,Educational Change,Cooperating Teachers,Videoconferencing,Meetings,Supervisor Supervisee Relationship

The COVID-19 pandemic has taught supervisors of teacher candidates some critical lessons. From our time in quarantine, surfaced the disquisition of a focus on personal and professional work-life balance, creative problem solving in the home, and K-12 teacher candidate supervision. The necessity for self-care during the pandemic and in educators' professional lives was highlighted when a death in my family and an injury brought into question the new not-so-normal. These changes have been focused on virtual pedagogy, which has been lighting the path to credential completion alongside professional and personal encouragement. The dispatch going forward is for supervisors and teacher candidates to use communication to find joy and efficiency in their lives while maintaining a heightened level of listening and care for ourselves and others.
School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs
Author: Kutsyuruba, Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Administrator Relationship,Beginning Teacher Induction,Beginning Teachers,Administrator Role,School Districts,Teacher Attitudes,State Programs,Administrator Attitudes,Teacher Centers

Research shows that school administrators' engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators' engagement in four teacher induction programs in the United States (two statewide and two district-wide) supported by the New Teacher Center. The results identify administrator role expectations and participants' perceptions of the programs, and they indicate how vital school administrators' leadership and commitment are to a successful program. The article concludes with implications for theory, practice, policy, and further research.
Loc&apos;d and Faded, Yoga Pants, and Spaghetti Straps: Discrimination in Dress Codes and School Pushout
Author: Martin, Jennifer L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Dress Codes,School Policy,Racial Discrimination,Gender Discrimination,Elementary Secondary Education,Policy Analysis,Discipline Policy,Discipline

This article reviews dress code violations that have made national news in the United States and globally that spotlight racist and sexist issues embedded in common K-12 dress codes. It also analyzes all the school dress codes in one county in a Midwestern American state to examine the associated racist and sexist implications. The article ends with an assessment tool to help readers determine the levels of racism and sexism in their own K-12 district dress codes.
&quot;Will I Be a Teacher after I Graduate?&quot; Employment Anxiety, Self-Compassion, and Life Satisfaction among Pre-Service Teachers
Author: Kasalak, Gamze
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Anxiety,Employment Potential,Altruism,Self Concept,Life Satisfaction,Foreign Countries

This study aimed to determine the relations between employment anxiety, self-compassion, and life satisfaction among pre-service teachers. The sample of the study consists of 376 Turkish fourth-year pre-service teachers from a state university, who were selected by stratified purposeful sampling method. The data were collected via the self-compassion scale-short form, the employment anxiety scale, and the satisfaction with life scale. Positive, moderate and significant relationships were found between pre-service teachers' self-compassion and life satisfaction, and negative, moderate and significant relationships were observed between self-compassion and employment anxiety. Path analysis results revealed that self-compassion negatively predicted employment anxiety and positively predicted life satisfaction. Results also showed that employment anxiety had a partial mediating role in the relationship between self-compassion and life satisfaction. In addition, self-compassion had a stronger effect on life satisfaction than employment anxiety.
Impact of Using Personalized E-Course in Computer Science Education
Author: Mudrák, Marián
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Computer Science Education,Electronic Learning,Online Courses,Integrated Learning Systems,Instructional Effectiveness,Knowledge Level,Cognitive Style,Student Motivation,Educational Background,College Freshmen,Foreign Countries

At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student's output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches -- the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students' activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.
Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students with Severe Disabilities
Author: Brock, Matthew E.
Date: 2021-01-00
Type: Journal Articles
Subjects: Students with Disabilities,Severe Disabilities,Paraprofessional School Personnel,Training,Group Instruction,Program Effectiveness,Generalization,Models,Special Education Teachers,Individual Characteristics,Professional Development,Individualized Education Programs,Attitudes,Prompting,Program Implementation,Fidelity

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.
Efficacy Validation of the Revised First Step Program: A Randomized Controlled Trial
Author: Feil, Edward G.
Date: 2021-01-00
Type: Journal Articles
Subjects: Early Intervention,Program Validation,Behavior Modification,Behavior Problems,Preschool Children,At Risk Students,Preschool Teachers,Parents,Teacher Attitudes,Parent Attitudes,Program Effectiveness,Behavior Disorders,Screening Tests

Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children. The present study reports on a validation study of the revised and updated First Step early intervention, called First Step Next, conducted within four preschool settings. One hundred sixty students at risk for school failure, and their teachers, were randomized to intervention and control conditions. Results indicated coach and teacher adherence to implementing the core components of the program was excellent. Teachers and parents had high satisfaction ratings. For the three First Step Next prosocial domains, Hedges' &quot;g&quot; effect sizes (ESs) ranged from 0.34 to 0.91. For the problem behavior domain, children who received the First Step Next intervention had significant reductions in teacher- and parent-reported problem behavior as compared to children randomized to the control condition. For the problem behavior domain, Hedges' &quot;g&quot; ESs ranged from 0.33 to 0.63, again favoring the intervention condition. All of the domains were statistically significant. This study builds on the evidence base supporting the First Step intervention in preschool settings. [For the corresponding grantee submission, see ED606477.]