ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Integrated Persistence Model to Predict College Graduation
Author: Huang, Liuli
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduation Rate,Predictor Variables,Predictive Measurement,Predictive Validity,Academic Persistence,Models,Majors (Students),Place of Residence,Tutoring,Supplementary Education,Undergraduate Students,School Support,Multivariate Analysis,Demography,Student Characteristics,Prior Learning,Performance Factors,College Freshmen,Regression (Statistics)

Many researchers have explored the relationships between the likelihood of graduating from college and demographic and pre-college factors such as gender, race/ethnicity, high school grade point average (GPA), and standardized test scores. However, additional factors such as a student's college major, home address, or use of learning support in college have been examined to a far lesser degree. This study seeks to add these factors to an integrative persistence model in order to examine their impact on predicting college graduation in a six-year timeframe. Results indicate that students with in-state home addresses are more likely to graduate within six years than students with out-of-state home addresses, when controlling for other factors. Findings also suggest that graduation rates vary considerably for different majors and for those using learning support such as tutoring and Supplemental Instruction in college. Therefore, these additional factors become important for institutions to consider, particularly as it applies to implementing new programs, expanding programs proven effective, and/or targeting specific populations of students in order to help them persist to timely college graduation.
When Belonging Becomes Belonging: A Bourdieuian Theorisation
Author: Agbenyega, Joseph S.
Date: 2017-01-00
Type: Journal Articles
Subjects: Holistic Approach,Group Unity,Sense of Community,Interpersonal Relationship,Inclusion,Social Theories,Educational Sociology

In this article, I offer an ontological theorization of belonging. The article interrogates the quality of belonging from a Bourdieuian perspective by critiquing exclusion generated from psychological or biological discourses; I aim to question the way that &quot;belonging&quot; is applied in a technical or an emotional sense within the field of inclusive education. The article works towards offering a new theorization that does not treat the meaning of belonging as deterministic. The paper argues that if belonging is a way of addressing concern for ourselves as human beings, then deepening the theoretical understanding of this concept will add to how we practice the complexity of inclusive education based on the Whole Schooling perspective. By articulating Bourdieu's framing of belonging, it is possible to enable inclusive professionals and families to view conceptions of belonging outside the familiar derivatives applied in everyday discourse. In addition, quality belonging provides the framework for how human relations can be strengthened for inclusive schooling and inclusive society.
Teaching Pre-Service Teachers about Belonging
Author: Gillies, Ann
Date: 2017-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Group Unity,Sense of Community,Teaching Methods,College Students,Teacher Educators,Inclusion,Holistic Approach,Writing Assignments,Reflection,Field Trips,Elementary Secondary Education,Interpersonal Relationship,Caring

This article describes how a Teacher Educator teaches her university students (pre-service teachers) about belonging; how it feels to belong to a group, why they need to spend their time and energy during the school day working to make K-12 students feel that they belong, what belonging looks like, and how to make it happen in the pre-service teachers' future classrooms with their future K-12 students. The Teacher Educator attempts to accomplish this preparation through daily community-building and inclusive activities in the university classroom, written reflections about belonging, and taking university students out into the local K-12 schools to see what belonging actually looks like. Included in this article are direct quotes from pre-service teachers that illustrate their learning, value of, and future planning for belonging.
Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice
Author: Palmgren, Marina Helena
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Inclusion,Equal Education,Grade 7,Student Experience,Critical Incidents Method,Student School Relationship,Disabilities,Learner Engagement,Social Environment,Attendance,Emotional Response,Well Being,Middle School Students,Questionnaires,Student Attitudes,Trend Analysis,General Education,Peer Relationship,Interaction,Teacher Student Relationship,Statistical Analysis

Basic education strives to provide an equal education for all students, whether the students attend regular or special education. In this study, we explore seventh grade comprehensive school students' (N = 119) experiences of engaging and disengaging events at school and the points at which these events occur in their school career. The students represent Finland-Swedish-speaking students in Finland, and 95 of the participants attend general education, while 24 students have received special educational services. Two aspects of the students' school experiences were empirically examined: (1) determining the point in the students' school career at which critical incidents occur and (2) identifying the primary contexts of critical incidents. The results show that critical incidents occurred during the students' entire school career with an increase in sixth grade. Students perceived peer interaction as being the most positive as well as the most problematic part of their school career. In conclusion, both students in regular education and students receiving special educational services experienced the sense of belonging as an inclusive school experience in their learning path. Results indicated that no differences in experiences that were found between general education students and students who received special educational services. Implications for research and practice are discussed.
Constructing Quality Childcare: Perspectives of Quality and Their Connection to Belonging, Being and Becoming
Author: Robinson, Christine
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Quality,Child Care,Guidelines,Teacher Attitudes,Parent Attitudes,Educational Benefits,Caregiver Child Relationship,Child Development,Learning Experience,Child Care Centers,Foreign Countries,Qualitative Research,National Standards,Social Development,Emotional Development,Interpersonal Relationship,Semi Structured Interviews

Discourse on quality, within the context of childcare, has moved beyond the level of licensing to consider children's right to belong. Within Western Australia (WA), there has been a paradigm shift as international research literature on quality childcare has advocated the long-term benefits for individuals and the community when children experience high quality early education and care. This paradigm shift has resulted in new legislation in WA that articulates the components of quality across childcare, as well as the criteria on which centres are assessed. This paper reports the findings of an investigation into the constructs of quality from two stakeholder groups; parents and educators. Findings from this study indicated that, when it comes to quality, what matters most to both parents and educators are the types of interactions children have with others and their environment; the ways in which children's needs are met; and children's experiences for development and learning. These findings align with the themes of the nationally mandated early years' document--The Early Years Learning Framework (Department of Education, Employment and Workplace Relations [DEEWR], 2009) Belonging, Being and Becoming.
A Sense of Belonging: Childrens' Views of Acceptance in &quot;Inclusive&quot; Mainstream Schools
Author: Rose, Richard
Date: 2017-01-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Student Experience,Mainstreaming,Peer Relationship,Foreign Countries,Barriers,Longitudinal Studies,Documentation,Observation,Photography,Video Technology,Web Sites,Elementary Secondary Education,Special Schools,Semi Structured Interviews,Interpersonal Relationship,Student Needs,Paraprofessional School Personnel,Student Attitudes

In recent years, international initiatives such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the Sustainable Development Goals (United Nations General Assembly, 2015) have encouraged educational researchers to focus their attentions on those conditions that enable schools to become more inclusive. Much of this research has focused upon teacher attitudes and expectations (Unianu, 2012), the development of inclusive pedagogical approaches (Florian &amp; Black Hawkins, 2011), and aspects of assessment and classroom management (Erickson &amp; Davis, 2015). Less attention has been given to the experiences of children with special educational needs as learners in mainstream classrooms. In this paper, drawing upon data from interviews conducted with children during a four year longitudinal study, (Project Iris--Inclusive Research in Irish Schools), we consider the relationship between acceptance and belonging as critical factors in defining what it means to be included in school. In addition to presenting data from children in 24 schools across Ireland, we will discuss the challenges of undertaking fair analysis that ensures that the researchers' interpretation of pupil voices can be seen as trustworthy and informed. The paper concludes with a discussion of the principles that might inform the ways in which researchers can work with children in order to ensure them fair representation in research that investigates critical aspects of their lives.
Contextualizing the Participation and Challenges in Education for All: The Case of Guam and Hong Kong
Author: Poon-McBrayer, Kim Fong
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Foreign Countries,Comparative Education,Inclusion,Qualitative Research,Cultural Context,Administrator Attitudes,Confucianism,Educational Legislation,Cultural Background,Asian Culture,Geographic Location,Educational Policy,Statistical Analysis,Correlation,Cross Cultural Studies,Sampling,Principals,Geographic Isolation,Profiles,Selective Admission,Decision Making,Elementary Schools,Secondary Schools,Semi Structured Interviews,Special Education,Christianity,Educational Finance,Disabilities,Socioeconomic Influences,Policy Analysis

Enormous variation exists among nations and regions in their inclusive education provisions. In addition to comparisons based on policy documents and figures, in-depth and contextually grounded comparative studies involving qualitative data based on stakeholder experiences are needed, especially between western and Asian regions or nations where socio-economic and cultural contexts vary greatly. This article examined and compared how the conceptualization of inclusive education and elements that affected school leaders' decisions to participate in inclusive education in Guam and Hong Kong where vastly different socio-economic and cultural contexts were present. An interpretive qualitative approach of interviewing school leaders was adopted to permit an in-depth understanding of these contexts. Findings revealed that the legislation-based versus the cultural heritage of Confucianism and the geographical location versus the elite education system of Guam and Hong Kong were key contexts affecting conceptualizations and challenges in the two regions. Large scale cross-national qualitative studies are called for to examine contextual factors from other key stakeholders, to give meaning to statistical figures and policy documents, and to offer more meaningful interpretation of the relationship between national contexts and inclusive education provisions.
Facilitating Local Understanding and Literacy Development for Students with Autism Spectrum Disorder through Teacher Training
Author: Robledo, Jodi
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Autism,Pervasive Developmental Disorders,Skill Development,Workshops,Observation,Preservice Teachers,Documentation,Qualitative Research,Student Attitudes,Teacher Competencies,Barriers,Special Education,Reflection,Assignments,Program Effectiveness

Developing literacy skills can liberate students with Autism Spectrum Disorder (ASD) to engage with the world, connect with others, and communicate their experiences and their insights. It also allows individuals with ASD, regardless of the severity of their disability, to be included in literacy learning opportunities with their peers. With the increase in the number of students identified on the autism spectrum, it has become essential to understand the nature of schooling experiences that provide these students access, the fullest access possible, to learning activities and experiences that develop their literacy. Using workshop observations of teacher candidates along with analyses of documents and reflections produced by the teacher candidates over the course of three semesters, this qualitative study examined how teacher candidate perspectives and sense of preparedness was impacted when they were provided instruction and opportunities to explore ASD and literacy using a more inclusive framework for literacy with a focus on developing local understanding. The analysis concluded that post instruction teacher candidates had a broader, more inclusive understanding of the potential of students with ASD in developing literacy skills.
Novice Veterans: An Exploration of the Roles Teach for America Teachers Inhabit
Author: Bialka, Christa S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Professional Identity,Urban Teaching,Longitudinal Studies,Grounded Theory,Semi Structured Interviews,Beginning Teachers,Experienced Teachers,Preservice Teacher Education,Urban Schools,Universities,Teacher Role,Teacher Attitudes

The development of one's teaching identity is a dynamic and multi-layered process, which becomes more immediate when one enters the profession through an alternative route, such as Teach For America (TFA). This grounded theory study examines how participation in three interrelated institutions--the urban school, the university, and TFA--directly affects the identity development of TFA teachers in one urban, northeastern US location. Through longitudinal, semi-structured interviews, the authors developed an emerging theory that explains how participation in these three institutions engenders the development of a novice veteran teaching identity. This study fills a void in current research as it offers a novel way to consider the identity development of alternatively certified teachers and offers insight into how to best support them as they navigate this process.
Mathematics Problem Solving, Literacy, and ELL for Alternative Certification Teachers
Author: Evans, Brian R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Mathematics Instruction,Problem Solving,Literacy,English Language Learners,Teaching Methods,Reading Skills,Word Problems (Mathematics),Vocabulary Development,Writing Skills,Journal Writing

New teachers who entered the profession through alternative pathways often teach in high-need urban environments, which means there may be a significant number of English Language Learner (ELL) students in their classrooms. In order to best support these students, techniques can be employed to best facilitate learning for students who do not have English as their first language. Given the importance of reading problem solving in mathematics class, it is increasingly important that teachers support their ELL students' learning. This article will address problem solving and literacy in the ELL context, as well as provide strategies for new teachers to employ in the classroom.
Using K-12 Lessons Learned about How to Balance Accessibility and Test Security to Inform Licensure, Credentialing, and Certification Exam Policies
Author: Lazarus, Sheryl S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Information Security,Accessibility (for Disabled),Elementary Secondary Education,Educational Assessment,Disabilities,Scores,Testing Accommodations,State Policy,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation

This paper explores how to balance test security and accessibility on licensure, credentialing, and certification exams. It examines K-12 test security policies related to educational assessments across states to discover lessons learned about how to meet accessibility needs of individuals with disabilities while minimizing test security risks. It then discusses how licensure and certification programs can adapt those lessons and policies to ensure exam score validity for all candidates without jeopardizing exam security.
The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors' Perceptions of Effective Mentoring
Author: Jenkinson, Kate A.
Date: 2017-04-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,Preservice Teachers,Student Attitudes,Program Effectiveness,Physical Education,Cooperative Learning,Interpersonal Competence,Preservice Teacher Education,Reflection,Individual Characteristics,Organization

In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight &amp; Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring Program (AMP): a four-way collaborative learning community. Mentoring occurs between final year physical education students (mentors), reciprocally between mentors and their year two mentees, and in collaboration with lecturers. Prior to the commencement of the AMP, to understand the pre-service mentors' perception of effective mentoring, they were asked to annotate an A3 poster with the characteristics they perceived were required to be the &quot;perfect&quot; mentor and complete the AMP successfully. We present data of their perceptions. De-identified data were transcribed verbatim, coded and analyzed using NVivo (Version10) software to explore themes of the mentor's perceptions of effective mentoring within the context of Le Cornu's (2005) critical mentoring framework including interpersonal skills, a mentoring attitude and critical reflection. The AMP mentors identified characteristics in all three categories; organization was also identified as an essential mentoring characteristic. Students' perceived a diverse set of mentoring skills were required. Given that many key skills developed through mentoring are important for pre-service teachers when they graduate, the challenge is how to provide relevant, authentic and context specific experiences for students that enable them to become collaborative reflective practitioners who can provide quality learning and assessment opportunities for their own diverse students within the constraints of a university environment.
Student Off-Task Electronic Multitasking Predictors: Scale Development and Validation
Author: Qian, Yuxia
Date: 2017-04-00
Type: Journal Articles
Subjects: Test Construction,Predictor Variables,Correlation,Time Management,Executive Function,Educational Technology,Technology Uses in Education,College Students,Questionnaires,Telecommunications,Handheld Devices,Laptop Computers,Online Surveys,Time Factors (Learning),Classroom Environment,Student Attitudes,Test Validity,Test Reliability,Factor Analysis,Goodness of Fit,Hypothesis Testing

In an attempt to better understand factors contributing to students' off-task electronic multitasking behavior in class, the research included two studies that developed a scale of students' off-task electronic multitasking predictors (the SOTEMP scale), and explored relationships between the scale and various classroom communication processes and outcomes. The first study inductively developed initial typologies for the SOTEMP scale, refined the scale item pool, and explored the dimensions of the scale. Subsequently, the second study validated the scale through a confirmatory factor analysis and by assessing different concurrently existing communication processes as well as students' perceived learning outcomes. Four factors were found: Lack of Class Relating, Technology Dependence, Class Easiness, and Overwhelmed feeling. Reliability and validity were established for the scale. Results indicated the SOTEMP scale was positively related to students' cognitive absorption, and negatively related to students' perception of their affective learning. However, the SOTEMP scale was not related to students' perceived cognitive learning. Limitations and implications for future research are discussed.
Registration Delay and Student Performance
Author: Siefken, Jason
Date: 2017-04-00
Type: Journal Articles
Subjects: School Registration,Course Selection (Students),Time Perspective,Correlation,Academic Achievement,College Freshmen,Grade Point Average,At Risk Students,Student Records,Statistical Analysis,Intervals,Student Reaction

Tracking the difference between the time a first-year student is allowed to register for a course and the time he or she does register for a course (a student's registration delay), we notice a negative correlation between registration delay and final grade in a course. The difference between a student who registers within the first two minutes they are allowed to and one who waits three weeks to register is approximately a full GPA point (on a 9 point scale). Registration delay may be a useful factor in helping to identify at-risk students, and should be taken into account as a confounding variable when doing educational studies on multi-section courses.
Using Multiple High-Impact Practices to Improve Student Learning in an Undergraduate Health Science Program
Author: Ganesh, Chandrakala
Date: 2017-04-00
Type: Journal Articles
Subjects: Undergraduate Study,Health Sciences,Problem Based Learning,Teaching Methods,Critical Thinking,Thinking Skills,Instructional Effectiveness,Grades (Scholastic),Enrollment Trends,Academic Failure,Skill Development,Teamwork,Research Skills,Writing Skills,Ethics,Laws,Grading

Problem-based learning can be an effective educational approach for students entering the health care field. While broadly used in graduate and professional education in the health sciences, it is less widely used in undergraduate programs. We discuss the use of problem-based learning as part of an approach to address failure rates in select Health Sciences courses and poor critical thinking skills. While our results were mixed, we saw an overall improvement in student outcomes. Problem-based learning experiences prepare students better for demands of the real world.