ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Intentional Transfer of Knowledge for the Purpose of Deeper Understanding
Author: Engel, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Transfer of Training,Learning Processes,Teacher Role,Student Role,Access to Information,Prior Learning,Schemata (Cognition),Metacognition,Teaching Methods,Learner Engagement,Educational Change,Reciprocal Teaching,Educational Quality

Teachers and administrators must embrace the paradigm shift that has occurred with regards to student engagement, and expectation of teachers. The roles of both the student and the teacher have shifted. Because of increased student access to information, the teacher is becoming a facilitator who prepares the classroom for exploration and questioning. Teaching must centre on cultivating metacognitive thinking by students, making an awareness to them and then connecting prior knowledge to existing schema. Information is readily available to students, and teachers must be intentional in connecting the depth of the students' knowledge.
Supporting Student Learning
Author: Sloan, Tyler
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Academic Achievement,Educational Improvement,Cooperation,Leadership,Teachers,Role,School Role,Anxiety,Coping,Foreign Countries,Teacher Role,Peer Influence

Graduation from high school is a tremendous achievement and requires perseverance, determination and the ability to retain information from the various courses and subject areas throughout this journey. Teachers, parents, and peers play an important role in helping a student to attain their maximum potential. Every student has different strengths and weaknesses and every path to success is unique. Teachers need to engage the different learners in the classroom, and use their peers and parents to help support them through the educational process.
Enhanced Student Success through Personalized Learning Strategies
Author: Knight, Terry
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Learning Strategies,Lifelong Learning,Thinking Skills,Critical Thinking,Blended Learning,Teacher Role,Creative Thinking,Problem Solving,Authentic Learning,Personal Autonomy,Learner Engagement

Creating successful students beyond the classroom means creating students that are confident, independent, lifelong learners who engage in the world around them. By giving students time to learn, constructing meaningful tasks, and teaching them how to become learners, educators can foster important skill sets that motivate students to learn and become autonomous thinkers who can become effective members of society and make a positive difference in the world.
Canadian Education Abroad: Exploring the Strengths and Weaknesses of Two Distinct Models
Author: Marvin, Derek
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,National Curriculum,Systems Approach,Teacher Recruitment,Teacher Persistence,Educational Principles,Faculty Development,Educational Practices,Institutional Cooperation,International Cooperation,Cultural Context

A growing number of schools around the world are using different models of Canadian education. There is a dearth in research that examines how each model operates and how their policies, processes, and programming are implemented in foreign contexts. This mixed method thesis study explored the strengths and weaknesses of two distinct models of Canadian education implemented abroad: educational franchise schools and provincially affiliated schools (PA). Educational franchise schools contract experienced Canadian educators to train local teachers to implement Canadian curriculum and pedagogy in their country of origin. Canadian Educational Services Latin America Inc., otherwise known as Maple Bear (MB), is the educational franchise presented in this study. There were 28 participants from 10 different MB schools. MB stakeholder groups consisted of franchise administrators, teacher-trainers, curriculum writers, school owners, academic coordinators, and classroom teachers. PA schools require provincially certified teachers and administrators to provide an education for local students using Canadian curriculum. There were 48 participants from 12 different PA schools. PA stakeholder groups were government liaison officers, school principals, and teachers. Quantitative data were gathered through an online survey consisting of 15 Likert-scale questions. Qualitative data were collected through 5 open-ended survey questions and one-toone interviews. A discussion of the strengths and weaknesses of each distinct model was organized into 11 themes: systems and structures; staff profile; recruitment and retention; community perspective; school climate; cultural and professional preparation; professional development; curriculum, resources, and materials; methodology; English language learning; and student as a learner. The strengths and weaknesses of each model were examined critically, in order to develop conclusions and recommendations that were universally applicable in any form Canadian education used abroad. In this research, conclusions and recommendations were organized into four topics: &quot;The Power of the System,&quot; &quot;Recruiting and Retaining Teachers,&quot; &quot;Peering Through a Cultural Lens,&quot; and &quot;Creating a Culture of Professional Development and Collaboration.&quot;
Women and Computer Science
Author: Galatsanou, Eleni
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Computer Science Education,Disproportionate Representation,Technological Literacy,Undergraduate Students,Sex Stereotypes,Stereotypes,STEM Education,Science Careers,Science Interests

A plethora of jobs for information and communication technology professionals is predicted for the future, and female students outnumber male students in tertiary education. Nevertheless, women are significantly underrepresented in the computer science field. Stereotyping and lack of interest, encouragement, exposure, confidence, and role models are some of the factors contributing to this gender gap issue. However, most factors are actionable and these actions need to be taken to ensure the 21st century's advanced technological world does not miss out, for our society's benefit, on women's perspectives and innovative technological contributions.
Using Multimodal Strategies to Teach Children with FASD
Author: Buchanan, Epseba
Date: 2017-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Learning Problems,Learning Disabilities,Cognitive Style,Multisensory Learning,Student Centered Learning,Kinesthetic Methods

Teachers who adapt a multisensory approach to teaching learners who have been affected by fetal alcohol syndrome disorder (FASD) will encourage them to be self-supporting, and to excel in the classroom through participating in a myriad of stimulating activities. Researching the learners' unique characteristics will provide teachers with the tools for planning, thereby maximizing the learners' strengths through the introduction of visual, auditory, kinesthetic, and simulation strategies. There is no one learning style that suits all learners, and regardless of any learning difficulty experienced by FASD learners due to brain damage, if teachers capitalize on their unique strengths and talents, then they can create a student-centered learning environment wherein less disruptive behaviour is displayed, and more participation is encouraged.
Aboriginal Perspectives in the Classroom: A Journey to Healing
Author: Bachewich, Laurie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Indigenous Knowledge,Culturally Relevant Education,American Indian History,American Indian Culture,Oral Tradition

Aboriginal perspectives are a very important topic in today's educational system. There is an urgent need for educators to infuse these perspectives in classrooms and school culture, ultimately benefitting communities. However, in doing so, there are several challenges, including how to infuse these perspectives respectfully while embracing the seven teachings of the good life. A variety of resources is available to help educators do this challenging, but rewarding work. Once the educational system as a whole embraces the truth of our Canadian history, faces the challenges, and celebrates diversity, true infusion will happen and the journey to healing will begin.
Attachment Theory in Adolescent Counselling
Author: Langlois, Riel
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Attachment Behavior,Adults,Counselor Client Relationship,Brain,Adolescent Development,Counseling,Caregiver Child Relationship,Parent Child Relationship

John Bowlby's (1982) attachment theory can be applied to an existing therapeutic framework to enhance the effectiveness of therapy. Using the Adult Attachment Inventory (AAI), a therapist can identify the type of attachment the client formed with his/her caregivers, and use this to navigate an authentic attachment between client and therapist. This paper focuses on the application of attachment theory in adolescent counselling, because in adolescence a person has the linguistic and psychological constructs in place to recognize the significance of attachment, and can take advantage of the brain's adaptive state before brain development reaches its adult configuration.
The Role of Leaders in Developing a Positive Culture
Author: Dinsdale, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Leadership Responsibility,School Culture,Administrator Role,Cooperation,Faculty Development,Educational Resources,Stress Management,Work Environment,Professional Development

Principals play a vital role in determining school culture. This culture sets the context within which staff and students work; therefore, it is important that school leaders strive to create a positive culture. This paper examines collaboration, development of staff, provision of resources, transparency of vision, management of workplace stress, and professional development of school leaders as tools to create a positive school culture. These areas are based on my professional experience as a coach and teacher, in addition to current research.
Effects of Japanese University Students&apos; Characteristics on the Use of an Online English Course and TOEIC Scores
Author: Ozawa, Shinya
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Characteristics,Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Foreign Countries,Teaching Methods,Student Attitudes,Technological Literacy,Instructional Effectiveness,Individual Differences,Prediction,Self Efficacy,Self Evaluation (Individuals),College Students

The effective use of Information and Communication Technology (ICT) can have positive effects on the development of learners' English abilities. To what degree it is effective is partly determined by learners' characteristics in ICT use. However, these characteristics have not yet been sufficiently discussed in Japan. This study, then, explored how the characteristics of Japanese EFL university students related to their actual use of an online English course and whether it led to the development of their English abilities. In the survey, 130 Japanese university students were asked to self-evaluate their attitudes toward computer-assisted language learning (CALL) and the use of technology in an out-of-classroom situation. As a result, it became clear that most of the students were not confident in using the technology and did not use it actively outside the classroom. Cluster analysis was employed with a focus on individual differences, revealing that the time students actually spent on the course and their high evaluations of the effectiveness of CALL did not necessarily predict development of English abilities. It was suggested that individual differences should be carefully considered in adopting online English courses effectively in higher education institutions.
Instructional Leadership Effects on Teachers&apos; Work Engagement: Roles of School Culture, Empowerment, and Job Characteristics
Author: Zahed-Babelan, Adel
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Leadership,School Culture,Teacher Empowerment,Principals,Elementary School Teachers,Job Satisfaction,Work Attitudes,Teacher Administrator Relationship,Participative Decision Making,Urban Schools,Foreign Countries,Professional Autonomy,Psychological Needs,Leadership Effectiveness

In the article, the relations between the principal's instructional leadership, school culture, psychological empowerment, job characteristics, and teachers' work engagement was examined on a sample of 310 elementary school teachers. The results showed no direct effects of the principal's instructional leadership on work engagement; however, they proved the belief that the principal could have an indirect effect on teachers' work engagement through indirect variables: school culture, teacher empowerment, and job characteristics. The research method is structural equation modelling, for the purpose of which five research tools (the Principal Instructional Management Rating Scale, the School Culture Survey, the Job Diagnostic Survey, the Psychological Empowerment Questionnaire, and the Job Engagement Questionnaire) were used for data collection. The participants were selected through a stratified sampling method. The reliability was assessed by Cronbach's alpha. The results showed that the model fitted the data and that the relationship between instructional leadership and job engagement was established entirely through school culture, empowerment, and the job characteristics of teachers. The principals are recommended to apply the instructional leadership approach. By assisting teachers in collaboration, instilling collective leadership, and communicating a shared vision, the principals can contribute to developing a positive and participatory school culture.
Interventionist Dynamic Assessment&apos;s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates
Author: Köroglu, Zeynep Çetin
Date: 2019-06-00
Type: Journal Articles
Subjects: Alternative Assessment,Speech Skills,Speech Tests,English (Second Language),Language Teachers,Preservice Teachers,Student Attitudes,Intervention,Foreign Countries,Second Language Learning,Test Anxiety

EFL learners' oral proficiency plays an important role in the representation of their productive skills. Especially, English language learners' speaking skills are considered as main reflection of their proficiency in foreign languages. Speaking in L2 is accepted as a vital competence for language teachers as well, who are going to teach the target language in the future. The related literature puts an emphasis on the assessment of speaking skills utilizing various techniques. However, the number of research studies, examining how dynamic assessment (DA), especially the interventionist model of dynamic assessment, can be utilized as a technique in the assessment of L2 speaking performance, is relatively limited. Thus, the main aims of the current research study are both to investigate the efficacy of the interventionist model of DA in the assessment of student teachers' speaking skills performance and to figure out their attitudes towards dynamic assessment. The participants of the current research were 29 student teachers, enrolled in the English Language Teaching Department of a state university in Turkey. To collect the quantitative data questionnaire survey was adopted and utilized as a checklist due to the number of the participants. On the other hand, to collect the qualitative data, a written structured interview was administered to the participants. The data were analyzed with the SPSS package and through the content analysis method. The findings of the current research revealed that participants were satisfied with the interventionist model and developed positive attitudes towards this assessment type. The participants stated that the interventionist dynamic assessment provided an authentic, creative and relaxing atmosphere, which decreased the level of their speaking anxiety. It can be asserted that DA can be administered to test foreign language speaking performance in language classrooms. Additionally, it was concluded that the interventionist model sustained and boosted the student teachers' oral skills achievement.
The Phenomenon of Bilingualism in Rahovec&apos;s Spoken Language
Author: Hoxha, Diellza
Date: 2019-06-00
Type: Journal Articles
Subjects: Bilingualism,Speech,Indo European Languages,Foreign Countries,Language Usage,Dialects,Social Stratification

The paper focuses on addressing the bilingual phenomenon among bilingual speakers that learn or even speak the language at the same time L1 and L2. The phenomenon of bilingualism emerges as a result of the languages in contact. Within this phenomenon, we will consider the use of Albanian language and the local speech of the citizens of Rahovec, &quot;Rahovecjançe.&quot; Quantitative study, in this paper consists of sociolinguistic measurement, in individual interviews recorded with voice recorder in &quot;smart phone&quot;. The graphical presentation we claim to bring concrete results about the degree of bilingualism in the different social strata, as a result of this and also toward s the emergence of the concrete situation of the use of language codes in each language domain. Social stratification shows the current state of the use of both language codes. The bilingual phenomenon with the local speech is considered to be disappearing, and the level of bilingual speakers should be declining.
Is Machine Learning Real Learning?
Author: Kodelja, Zdenko
Date: 2019-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Philosophy,Man Machine Systems,Computers,Learning

The question of whether machine learning is real learning is ambiguous, because the term &quot;real learning&quot; can be understood in two different ways. Firstly, it can be understood as learning that actually exists and is, as such, opposed to something that only appears to be learning, or is misleadingly called learning despite being something else, something that is different from learning. Secondly, it can be understood as the highest form of human learning, which presupposes that an agent understands what is learned and acquires new knowledge as a justified true belief. As a result, there are also two opposite answers to the question of whether machine learning is real learning. Some experts in the field of machine learning, which is a subset of artificial intelligence, claim that machine learning is in fact learning and not something else, while some others -- including philosophers -- reject the claim that machine learning is real learning. For them, real learning means the highest form of human learning. The main purpose of this paper is to present and discuss, very briefly and in a simplifying manner, certain interpretations of human and machine learning, on the one hand, and the problem of real learning, on the other, in order to make it clearer that the answer to the question of whether machine learning is real learning depends on the definition of learning.
Creating Effective Professional Learning Communities (PLCs)
Author: Reynolds, Krista
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Program Effectiveness,Teacher Collaboration,Trust (Psychology),Goal Orientation,Leadership Responsibility,Cooperative Planning,Academic Achievement

Professional learning communities (PLCs) are increasingly providing opportunities for school teachers to collaborate in order to develop shared beliefs about learning. Five key characteristics ensure the PLC's effectiveness. A PLC requires collaboration and a learning culture of trust among teachers. A goal-oriented plan is needed that involves data-driven conversations while ensuring that students remain the focus of the PLC's work to benefit all learners. A trustworthy leader is required to support teachers with challenges and successes along the journey together. With a focus on student achievement, PLCs can provide a school with significant gains in student growth.
Unpacking the Call to Action in Early Years Education: Teaching Global Citizenship through a Critical Lens
Author: Nicol, Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship Education,Global Approach,Civil Rights,Early Childhood Education,Educational Resources,Holistic Approach,Social Justice,Foreign Countries,Citizenship Responsibility,Altruism,Social Studies,Elementary Education

Global Citizenship Education in its noblest terms is a commitment made by educators to provide students with opportunities to situate themselves as citizens within a global community. This article addresses the lay of the land for global citizenship and Human Rights Education in early years spaces. Drawing upon the context of a classroom teacher's experience educating through school-based, divisional, and provincial mandates, this article addresses the dearth of resources for holistic citizenship education in early years classrooms. The discussion is intended to emphasize the need for a vibrant discourse on the placement of social justice resources in early years education. [For the related presentation, see EJ1230530.]
Spotlight on Undergraduate Scholarship: Healing Relations Through the Land
Author: Brown, Diane
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Ethnic Stereotypes,Indigenous Knowledge,Cultural Differences,Public Education,Teaching Methods,Culturally Relevant Education

This article ponders the task of bridging the rift of understanding between Indigenous and non-Indigenous people in Canada. The media is rife with many negative stereotypes of Indigenous people that seem not only to permeate Canadian culture but also to seep into the conscious and unconscious minds of young people. The authors strives to find a means by which to close the national, and personal, relationship divide and considers that a factor of commonality could be found in the natural world.
Identifying and Supporting Struggling Readers
Author: Kreitz, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Instruction,Student Needs,Reading Motivation,Individualized Instruction,Literacy Education,Elementary School Students,Response to Intervention,Phonemic Awareness,Phonics,Reading Comprehension,Teaching Methods

Teaching children to read is a complicated process. Children begin school at varying levels of ability, yet are all required to meet a set standard of achievement. It is up to teachers to assess each student, identify individual learning needs, and provide support. A motivating, literacy-rich program that includes whole-class, small-group, and individualized instruction is beneficial to struggling readers. Scripted and non-scripted literacy programs have proven to be effective, but it is the teacher who has the greatest effect on student success.
Student Success through Instructional Leadership
Author: Brolund, Liisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Success,Principals,Teacher Administrator Relationship,Administrator Role,Best Practices,Teaching Methods,Mentors,Coaching (Performance),Faculty Development,Barriers

Instructional leadership is a model of school leadership in which a principal works alongside teachers to provide support and guidance in establishing best practices in teaching. Principals employing this model of leadership communicate with their staff and together set clear goals related to student achievement. In this model, teachers are supported by the principal. The principal provides coaching and mentoring to those teachers who require it, as well as professional development opportunities that allow teachers to explore best practices in teaching. The goal of instructional leadership is for the principal to work closely with teachers in order to increase student achievement.