ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;They Always Called Me Yoda&quot;: School Experiences of Young People with Developmental Language Disorders as Reported at the End of Their Secondary Education
Author: Theisel, Anja
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Secondary School Students,Students with Disabilities,Developmental Disabilities,Language Impairments,Student Experience,Barriers,Language Skills,Writing Skills,Spelling,Reading Comprehension,Oral Language,Small Classes,Classroom Environment,Intervention,Teacher Influence,Teacher Role,Speech Impairments,Foreign Countries,Student Attitudes,Elementary Secondary Education

Adolescents with developmental language disorders (DLD) often no longer receive support services when they reach secondary school although many studies show persistent educational needs (Conti-Ramsden et al., 2018; Kolonko &amp; Seglias, 2008; Romonath, 2003). To date, personal assessments of their support services by students themselves have received little research attention. On the basis of interviews with three adolescents who had special speech, language, and communication needs (SLCN) at the beginning of school due to a DLD, we investigated persistent language problems, difficulties in school learning, and helpful support throughout the school years. The results of an evaluative qualitative content analysis indicate an overall positive linguistic development, especially in the area of oral language, but the young people still reported having major problems in writing texts, spelling, and reading comprehension. The young people experienced smaller classes in sound-optimized rooms as a support as well as additional support services at times. In particular, they considered the teachers' pedagogical commitment helpful, as the teachers are aware of the language impairments and encourage students to speak and ask questions. A clear structure, sufficient time, openness to questions, and willingness to repeat explanations are important supports in the classroom.
Effects of a Multicomponent Storytelling Intervention on the Vocabulary Acquisition of German L2 Adolescents with Learning Disabilities and Peer-Relation Difficulties
Author: Barwasser, Anne
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,High School Students,Second Language Learning,German,Story Telling,Intervention,Peer Relationship,Learning Disabilities,Vocabulary Development,Social Cognition,Student Attitudes,Grade 5,Grade 7,Behavior Problems,Child Behavior,Questionnaires,Screening Tests

The number of foreign languages spoken in Germany is rising, and as a result German is increasingly being learned as a second language (L2). This is a challenge for many secondary-school students, especially those who have learning disabilities (LD) and behavioral difficulties, which are often accompanied by reduced motivation to learn, in this case to learn a new language. Vocabulary is foundational for language development and literacy. In the current study, a combined storytelling intervention was used to help students build their expressive vocabulary in a short time. Specifically, five secondary-school students learning German as a second language -- some of whom also had social-emotional difficulties -- took part in a storytelling-based intervention three times a week for six weeks as part of a single-case study. The results indicate the intervention is an effective way to teach vocabulary, with stable data in the target sample. In addition, social validity questionnaires showed positive intervention ratings. Altogether, the storytelling intervention was found to be an advantageous way to support students with different needs in L2 learning.
The Effects of the PESTS Strategy on the Spelling Skills of a Third Grader with Severe Literacy Difficulties
Author: Grünke, Matthias
Date: 2022-00-00
Type: Journal Articles
Subjects: Mnemonics,Spelling,Learning Disabilities,Program Effectiveness,Elementary School Students,Foreign Countries,Memory

In this single-case study, we evaluated the effects of PESTS, a simple mnemonic strategy to help students remember how to spell difficult words. Our participant was a 9;6-year-old girl with a suspected learning disability in reading and writing. We applied a multiple-baseline design across word sets with one follow-up measurement two weeks after the end of the intervention. The dependent measure was the number of correctly spelled words from a list of 15 difficult nouns. After only a couple of days, the student reached a perfect score on the test and even after two weeks did not commit a single spelling mistake. Although this is only a small single-case study, the findings give reasons for optimism that PESTS can be a very effective tool in supporting students with learning disabilities to overcome their spelling problems.
The Development of Digital Technology to Support Learning in Children with Disabilities
Author: Hongngam, Kanvipa
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Educational Technology,Technology Uses in Education,Program Effectiveness,Foreign Countries,Books,Electronic Publishing,Reading Skills,Thai,Vocabulary Development,Vowels,Grade 1,Elementary School Students

This study was conducted with the following objectives: 1) to develop digital technology that supports learning in children with disabilities; 2) to test the effectiveness of digital technology used in children's learning. The sample selected to study the current context of and needs of digital technology consisted of a group of 46 teachers and parents. The sample group of children with disabilities who participated in the digital technology experiment comprised three children. The sample group who took part in the experiment in fieldwork comprised 45 children from nine types of disabilities; these were purposively sampled. The research instruments consisted of 1) ten easy-books with single vowels in Thai; 2) ninety individual implementation plans; 3) computer software to promote the reading of ten stories; 4) an evaluation form for children with disabilities' reading ability in Thai vocabulary in Prathom level 1; 5) a survey form for the current context of and the needs for digital technology to promote the children's learning; 6) an interview form for the current context of and the needs for digital technology to promote the children's learning. The data were analysed with the statistics of mean, standard deviation (SD) and efficiency assessment, using the E1/E2 formula with the 80/80 criteria. The research found that the effectiveness assessment value of digital technology to promote the children's learning was found at the rate of 86/90, which was higher than the standard rate.
A Research on the Use of the Alexander Technique in Flute Education Given in the Music Department and Music Teaching Departments of Faculties of Fine Arts in Turkey
Author: Önal, M. Ayça
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Higher Education,Foreign Countries,Content Analysis,Singing,Musicians,Human Posture,Performance,Human Body,Music Teachers,Teacher Attitudes,Specialists,Departments,Musical Instruments

The Alexander Technique is a method that emerged as a result of Actor Frederick Matthias Alexander's work on himself to solve the problems he had with his voice during his performance. This technique, which was effective for himself, rapidly became widespread because it was tried by different people over time and positive results were obtained. Today, it is effective not only for music but also for people from different disciplines to use their bodies more comfortably and thus have a natural posture. In this sense, in the study, ten different instructors working in various locations were selected as the study group to reach the findings related to the use of the Alexander Technique and the results of the technique in flute lessons given in the music departments of higher education institutions in Turkey. Framed by the researcher, interview questions with expert opinions were asked, and the data obtained were tabulated and presented with the content analysis method, one of the qualitative research methods.
Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future
Author: Aljameel, Iman H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Teaching Methods,Technology Uses in Education,Telecommunications,Handheld Devices,Blended Learning,Web 2.0 Technologies,Social Media,Computer Software,Video Technology,Virtual Classrooms,Futures (of Society),Educational Trends

This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms could enhance language learning, and researchers encouraged teachers to explore technology use in their classrooms. The study concluded that using technology in EFL classrooms in Saudi Arabia is promising once the educational settings, including the technology infrastructure, are ready and reliable.
Consequences, Impact and Washback of CET Test within Assessment for Use Argument to Validation
Author: Shijun, Chen
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Test Use,Second Language Learning,Second Language Instruction,High Stakes Tests,Testing Problems,Comparative Analysis,Work Environment,Graduates,Test Validity,Employer Attitudes,Generalization,English (Second Language)

The high-stakes College English Test (CET), developed, administered, and reformed over the last 20 years, has received great attention in the aspect of washback on teaching and learning from previous research. Very few studies explored its consequences in the workplace domain--being used as a screening lever. This research aimed to 1) compare difference and similarities between skills measured in the test and performance required in the workplace, as well as the relevance between tasks in two domains, 2) investigate employers and employees' interpretation on the use of the test in the working environment, 3) explore the impacts of the test per se on both stakeholders and consequences of the test use. To reach this goal, the researcher adopted Bachman and Palmer's (2010) Assessment for Use Argument (AUA) framework and constructed three claims as research questions. This research employed qualitative method, carrying out in-depth interviews with eight participants consisted of employers and just-graduated students as employees. These participants' responses to the interviewing questions were fully transcribed and analyzed. The study found that though some task methods in two domains are different; there is a high level of similarity between skills measured in two areas. The test is proved in this study to be impartial, generalizable, and sufficient for employment. Therefore, the CET can be used for selection decision in commercial domain and beneficial to both groups of stakeholders.
Development of an English Writing Model: A Guide to Self-Directed Learning for Local Food Product Entrepreneur
Author: Kiatkheeree, Parussaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Food Service,Entrepreneurship,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Merchandise Information,Models,Retailing,Thai,Translation,Vocabulary,Writing Processes,Foreign Countries,Safety,Advertising,Likert Scales,Check Lists

This study aimed to analyse local food product labelling and information and to develop a writing model focusing on local food product labelling and information. Ten entrepreneurs in one province in the south of Thailand selling local food products were selected. The research employed the quantitative research approach which involved three phases of data collection. In phase one, a questionnaire was employed to gain data necessary for the development of a writing model and to study local food products and labelling of 10 local food products in the selected province. Phase two involved the development of a writing model in which document analysis was employed to strengthen the content included in the writing model. In phase three, a satisfaction questionnaire was utilized as an additional data to adjust the writing model and confirm its usage. The study revealed that the participating entrepreneurs placed an importance on English food labelling. Consequently, the writing model was developed to meet the needs of the participants. The components of the writing model included four major units of information which were product safety, product value, product advertising, and product reliability and warranty. In each unit, crucial information was provided to allow users to study relevant information and related food vocabularies by following the step-by-step information in a form of Thai-English translation. Along with the information provided, the writing model presented a process of writing which can enable the users to develop their product labelling in English.
Empowerment and Development of Self-Leadership of Children and Youths Lile&apos;s Story
Author: Zilka, Gila Cohen
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Females,Foreign Countries,Interaction,Peer Relationship,Shyness,Mentors,Self Concept,Adolescent Development,Empowerment

These days, children are exposed to a variety of information sources and channels, which create more complex interactions than ever before. It is important, therefore, to develop and reinforce children's self-leadership. The present work is a narrative qualitative study focusing on the story of Lile, a 14-year-old Israeli girl who was assessed as a passive, quiet child, preferring not to stand out or express herself face-to-face or through the numerous media channels where other children in her class are active. The purpose of the study was to document the process of transformation experienced by Lile, from a child who avoided interaction as much as possible into a child seeking interaction. Lile stopped treating herself as stupid and censuring herself for things she did not say or did not do. She understood her difficulty, learned to accept it, learned to process and contain her feelings, not to try to hide them from herself, and learned to express feelings and apprehensions aloud, without fear of herself and of others.
Enculturation, Education and Sustainable Development: Understanding the Impact of Culture and Education on Climate Change
Author: Motevalli, Saeid
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Climate,Cultural Influences,Cultural Background,Barriers,Social Influences,Role of Education,Parent Attitudes,Teacher Attitudes,Student Attitudes,Educational Environment,Literacy,Environmental Education,Cultural Differences,Energy,Oceanography,Cross Cultural Studies,Curriculum Development,Teaching Methods

Education should play an important role in sustainable development. However, we were also faced with the enculturation in the education systems that contribute to the literacy of the environmental issue and challenges in maintaining sustainable development. In this review, we aimed to synthesize the recent research findings on how enculturation was developed among students through social and cultural factors and the role of education for sustainable development. In synthesizing the enculturation in the education system, we found several contributing social and cultural factors such as family cultural background and parental values, school systems, teachers' beliefs, and the attitudes and appraisal of students used in the different school environments. Co-existing differences were also found when examining the environmental issue literacy among students from different cultures in the studies along with energy literacy and ocean literacy from cross-cultural studies perspectives. Drawing on these findings, we further add on how education for sustainable development in different cultures was integrated and emphasized in their existing school curricula to help other cultures to learn more about how education for sustainable development was developed across cultural contexts.
Internal School Quality Assurance Practices and Undergraduate Students&apos; Attitude towards Academic Activities: A Case of Public Universities in Cross River State, Nigeria
Author: Asuquo, Michael Ekpenyong
Date: 2022-00-00
Type: Journal Articles
Subjects: State Universities,Educational Quality,Quality Assurance,Attitude Measures,Student Attitudes,Undergraduate Students,Foreign Countries,Correlation,Reliability,School Effectiveness,Educational Facilities,Curriculum Implementation,Testing,Educational Experience

This study examined internal school quality assurance practices and undergraduate students' attitude towards academic activities in public universities in Cross River State, Nigeria. The study was guided by three null hypotheses and the design adopted was ex-post facto research design. The population of the study was made up of all the regular undergraduate students in their third year of study in the two public universities (University of Calabar and Cross River University of Technology) in Cross River State, Nigeria. The researchers used convenience sampling technique in selecting a sample of 2,500 students from the population which cut across the two public universities in the study area. Internal Quality Assurance Practices and Undergraduate Students' Attitude Towards Academic Activities Questionnaire (IQAPUSATAAQ) with Cronbach reliability reliabilities of 0.81, 0.86, 0.83, and 0.80 was the instrument used for data collection. Pearson Product Moment Correlation was the statistical tool used in testing the hypotheses at .05 level of significant. The results of the study revealed significant relationship between school quality assurance approaches (maintenance of facilities, curriculum implementation, examinations administration) and students' attitude towards academic activities. It was recommended among others that available teaching and learning facilities at the disposal of the management of universities should be maintained and made functional for the benefit of the students.
Professional Development of Outstanding Secondary School Physics Teachers--Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers
Author: Sun, Haibin
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Science Teachers,Physics,Teaching Styles,Lifelong Learning,Faculty Development,Teaching Methods,Teacher Effectiveness,Personal Narratives,Preservice Teacher Education,Teacher Orientation,Master Teachers,Guidance,Family Relationship,School Culture,Educational Research,Skill Development,Foreign Countries

Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals' own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.
Isolated or Aligned? The Cooperative English Class for Fair Education in Inclusive Teaching Framework
Author: Chen, Haoran
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Critical Theory,Educational Improvement,Classroom Techniques,Ethics,Learning Processes,Cooperative Learning,Educational Opportunities,Problem Solving,Class Activities,Educational Legislation,Educational Policy,Grade 5,Elementary School Students,Private Schools,Foreign Countries

Teaching fairness is very important for inclusive teaching, which requires teachers' creation of a fair classroom atmosphere and helps students construct their own meaning while learning. In the inclusive teaching framework, the present study descriptively explores the cooperative English class for fair education, especially providing impartial learning opportunities the students with anxiety disorders. The findings of the paper are as follows: teachers should realize the significance and importance of fair education and provide every child with the opportunity to return to problems solving and participate in classroom activities, the classroom atmosphere is the essential factor influencing the direction and validity of teaching processes and the implementation of inclusive education, and the teaching pedagogy should also be considered in the inclusive classroom. In general, it is well suited to inclusive teaching and evaluation although critical pedagogy has some drawbacks to use. The present study is expected to provide a reference for the improvement of fair education in classroom-based English teaching.
The Degree of Jordanian Universities&apos; Organizational Agility
Author: Qtairi, Amal Ribhi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Public Colleges,Gender Differences,Teaching Experience,Academic Rank (Professional),Geographic Location,Change,Coping,Adjustment (to Environment),Teaching Conditions,Institutional Characteristics,Administrative Organization,Teacher Attitudes,Teacher Characteristics

The study aimed at exploring the degree of Jordanian universities' organizational agility and its relation to some variables. The correlational descriptive method was applied. The study sample consisted of (369) faculty members working at three public universities representing the three regions of Jordan: (Yarmouk University/The Northern Region), (The Hashemite University/The Central Region), and (Mutah University/The Southern Region). The study results revealed that the degree of organizational agility at Jordanian universities was moderate, and that there were no statistically significant differences in the degree due to sex, experience, and academic rank, but there were statistically significant differences in that degree due to (country of graduation), in favor of the faculty members who graduated from universities in Arab countries, and due to (university), in favor of The Hashemite University faculty members.