ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Placement in an Inclusive Classroom on the Academic Performance of Non-Disabled Eleventh Grade Students in a Suburban New Jersey School District
Author: Brown, Jocelyn Easley
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Placement,Grade 11,High School Students,Suburban Schools,Inclusion,Language Arts,Academic Achievement,General Education,Regular and Special Education Relationship,Scores,Standardized Tests,Ethnicity,Gender Differences,Socioeconomic Status,Attendance,Environmental Influences,Achievement Tests,Exit Examinations,High Schools,Statistical Analysis,Probability,Predictor Variables

The purpose of this study was to determine the influence, if any; assignment to an inclusive secondary language arts classroom setting has on the academic performance of grade 11 nondisabled general education students in two suburban New Jersey High Schools. Using a sampling process known as Propensity Score Matching (PSM), a statistical technique that greatly reduces the influence of selection bias endemic to most observational designs, a sample of 214 grade 11 students' 2013 NJHSPA Language Arts Literacy performance scores were analyzed to see what influence placement of non-disabled students in inclusion classes has on performance while controlling for ethnicity, gender, socioeconomic status, time in district, attendance, and past academic performance. Results suggested that placement in an inclusive classroom did have a slight, yet statistically significant, negative influence on non-disabled grade 11 student performance on the language arts literacy section of the 2013 New Jersey HSPA. Additionally, further analysis indicated that this effect could be exacerbated by the number of years a nondisabled student has been assigned to an inclusive language arts classroom environment and the school they attend.
The Superintendent/Principal: A Position Born in Purgatory
Author: Curry, Michael C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Superintendents,Principals,Administrator Role,Administrator Responsibility,School Districts,Educational Finance,Role Models,Governance,School Safety,Educational Environment,Political Issues,Supervision,Presidents,Boards of Education,Unions,Surveys,Time Management

The purpose of this quantitative study was to examine the priority level of the roles and responsibilities of the superintendent/principal in Illinois as perceived by board of education presidents, teachers' union presidents, and practicing superintendent/principals in the 102 Illinois school districts utilizing the superintendent/principal model. The findings found agreement in the two roles (chief financial officer and role model) and two responsibilities (financial oversight and build a positive and safe school climate) along with the least important role (politician) and the least important responsibility (oversight/supervision of student activities and extra curricular events).
Behind the Numbers: The Preliminary Findings of a Mixed Methods Study Investigating the Existence of Mathematics Anxiety among Mature Students
Author: Ryan, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Anxiety,Anxiety,Rating Scales,Mixed Methods Research,Undergraduate Study,Foreign Countries,Student Experience,Student Attitudes,Online Surveys,Semi Structured Interviews,Nontraditional Students,Scores,Adult Students

Admitting that one is &quot;no good at mathematics&quot; or &quot;hates mathematics&quot; is a common admission among student cohorts. For mature students who harbour a strong dislike of mathematics, these feelings can be exacerbated when they are faced with having to do an obligatory service mathematics module as part of a programme of study. For some mature students, their dislike of mathematics can be identified as mathematics anxiety. Their experiences of mathematics as a subject throughout their lives are manifold, and depict a variety of emotions, attitudes, and beliefs about the subject. In spite of their experiences with mathematics, mature students demonstrate a persistence--and even a resilience--in respect of their engagement with mathematics. Research on mathematics anxiety is frequently conducted using quantitative methods, in particular measurement scales such as the Mathematics Anxiety Rating Scale (MARS) test or equivalent. However, while these tests reveal a numerical representation for the level of anxiety felt by the participant, there is limited insight available into the context for such anxiety, thereby limiting understanding of the origin of such feelings. To this end, as part of a mixed methods approach, the researcher looks beyond the numerical results of the mathematics anxiety scale to explore the mathematics life histories of three mature students who have taken service mathematics at undergraduate level in Ireland at both University and Institute of Technology (IOT) sectors. This paper reports on preliminary findings of the researcher's data collection.
Examination of Quality in a Community Family Communication Course
Author: Cadogan, Eimer
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Education,Family Relationship,Interpersonal Communication,Experiential Learning,Group Activities,Educational Quality,Listening,Program Evaluation,Student Attitudes,Coding,Listening Skills,Parenting Skills,Community Involvement,Foreign Countries,Community Programs,Qualitative Research

Adult education is under-researched and when quality is researched it is based on summative assessment, having implications for both policy and practice. Courses which deal with parenting often measure progress in this manner, missing out on the experience of learners. The present study uses conventional content analysis to examine the positive experiences of participants as an indicator of quality. The principal finding of this study was that the group process was critical to the learning, and that being listened to was the main benefit noted by participants, though this is not often used as a signifier of quality.
Nursing Students&apos; Readiness for the Numeracy Needs of Their Program: Students&apos; Perspective
Author: Galligan, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Nursing Students,Numeracy,Student Attitudes,Nursing Education,Career Readiness,Foreign Countries,Mathematics Skills,Student Surveys,Grounded Theory,Comparative Analysis,Arithmetic,Fractions,Mathematical Concepts,Algebra,College Students,Graphing Calculators,Statistics,Problem Solving,Learning Readiness

Numeracy needs of nursing students are often underestimated by students when they enter university. Even when students are aware of the mathematics required, students underestimate or overestimate the skills they have. Research has highlighted the mathematics and numeracy skills required of nurses and nursing students and numerous studies have tested these skills. Research highlighted in this paper investigates students' perceptions of these skills generally, and students' retrospective reflection after having finished a course. Results indicate both an underestimation and overestimation of students' skills when compared to students' results.
Parental Homework Completion and Treatment Knowledge during Group Parent-Child Interaction Therapy
Author: Ros, Rosmary
Date: 2017-12-00
Type: Journal Articles
Subjects: Parent Participation,Parenting Styles,Homework,Attendance,Parent Education,Parent Child Relationship,Preschool Children,Behavior Problems,Intervention,Pretests Posttests,Therapy,Drills (Practice),Knowledge Level,Correlation,Self Esteem,Skill Development,Hispanic Americans,Questionnaires,Child Behavior,Rating Scales,Cognitive Development,Intelligence Tests,Young Children,Child Rearing,Stress Variables,Socioeconomic Status,Statistical Analysis

The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M[subscript age] = 5.07, 82% Hispanic/Latino) with externalizing behavior problems participated in an 8-week group BPT program. Pre-and posttreatment measures included parent-reported parenting practices and a treatment knowledge quiz. Parental homework completion, or home practice of skills, was reported by parents and collected weekly. Increases in positive parenting and decreases in negative parenting were observed (Cohen's &quot;d&quot; = 0.63 and 0.70, respectively), as well as increases in treatment knowledge (&quot;d&quot; = 1.46). Treatment knowledge moderated the association between parental homework completion and negative parenting as well as parenting skill-use confidence. Increased parental homework completion was only associated with decreases in negative parenting and increases in skill-use confidence for families with high treatment knowledge. Parental homework completion also moderated the association between session attendance and negative parenting, such that lower session attendance was only associated with higher negative parenting for families that had low parental homework completion. Findings highlighted the potential impact that parents' reports of home practice may have on improving parenting.
The Relationship between Building Teacher Leadership Capacity and Campus Culture
Author: Harris, Dawn R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Campuses,School Culture,Capacity Building,Mixed Methods Research,Suburban Schools,Statistical Significance,Teacher Attitudes,Administrator Attitudes,Predictor Variables,Correlation,Elementary Secondary Education,Semi Structured Interviews,Focus Groups

The purpose of this explanatory sequential mixed methods research study was to explore the relationship between building teacher leadership capacity and campus culture in a suburban East Texas school district. Developing teacher leaders by building leadership capacity depends on administrators' abilities to develop leaders from within the existing staff and to shape campus culture. Results of this mixed methods study yielded findings that identified a statistically significant relationship between teacher leadership capacity and campus culture. Leaders play a role in the culture of corporate and academic organizations, and culture is at the forefront of exemplary performance of both entities. Therefore, administrator and teacher leaders must view culture as a priority and understand that culture is a product of school leadership.
Mathematics Dialogic Gatherings: A Way to Create New Possibilities to Learn Mathematics
Author: Díez-Palomar, Javier
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Foreign Countries,Mathematical Concepts,Adult Learning,Adults,Numeracy,Case Studies,Qualitative Research,Ethnography,Classics (Literature),Discussion Groups,Discourse Analysis

This paper introduces the Mathematics Dialogic Gatherings (MDG) as a successful way to encourage adults' learning of mathematics. We report on a group of adults who attended a MDG in an adult school placed in Barcelona. Participants in this group do not have an academic trajectory. They attend once a week a session in the adult school, where they read, share and discuss paragraphs from textbooks of mathematics. Popular gatherings are a historical way for adults to learn in Spain. MDG are based on the dialogic learning approach developed by Flecha and others. In this session I will provide evidence on adults' discussions illustrating how they scaffold themselves through egalitarian dialogue to learn and understand the mathematical concepts included in the textbooks used within the MDG. Drawing on the data collected, I argue that adults learn as a result of a dialogue in which they negotiate the meaning of the mathematical objects discussed, using dialogic talk. I conclude that MDG have the potential to create further learning opportunities especially for those who have never attended formal school courses, or dropped out of their school.
Holding the Line: A Slow Movement towards a Critical Professional Development for Community Educators
Author: O'Neill, Jerry
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Adult Education,Adult Educators,Community Education,Communities of Practice,Asynchronous Communication,Teacher Workshops,Values,Educational Practices,Educational Philosophy,Barriers,Foreign Countries

Professional development is a fundamental, if sometimes, overlooked aspect of nurturing high quality adult education. Creating genuine and engaging spaces for such development presents a number of challenges for organisers in any one of Ireland's sixteen Education and Training Board's community education services who work with a tutor body that are contractually and occupationally precarious and geographically dispersed. In December 2016 a group of adult and community education practitioners came together for a day-long professional development workshop, entitled &quot;Deepening Practice&quot; in which they critically reflected on their values, philosophies, challenges and opportunities as educators. The workshop was creatively recorded by the graphic harvester, Eimear McNally, as a series of hand-drawn, wall-postered images (Figs. 1-7). In what follows Susan Cullinane, a Community Education Facilitator who was also a participant on the day, and Jerry O'Neill, the workshop co-facilitator, engage in an asynchronous reflective dialogue about the process and significance of the workshop that aspired to be part of a slow move towards a critical and creative professional development space for ETB educators.
The Prevalence of Reading Fluency and Vocabulary Difficulties among Adolescents Struggling with Reading Comprehension
Author: Clemens, Nathan H.
Date: 2017-12-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Fluency,Vocabulary,Reading Comprehension,Adolescents,Grade 6,Grade 7,Grade 8,Multivariate Analysis,Incidence,Reading Instruction,Reading Achievement,Randomized Controlled Trials,Intervention,Reading Tests,Oral Reading,Bayesian Statistics

This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 students in sixth through eighth grades with reading comprehension difficulties. A subsequent LCA identified subgroups of students with common patterns of strengths and weaknesses in reading fluency and vocabulary. Results indicated that more than 96% of the students demonstrated deficits in at least one area, with the largest subgroup exhibiting co-occurring difficulties in fluency and vocabulary. Difficulties in fluency were more common than difficulties in vocabulary. Students with low reading comprehension but adequate scores in reading fluency or vocabulary represented only a very small portion of the sample. Coupled with findings from prior studies, results indicate that large numbers of adolescents with reading comprehension difficulties are likely in need of intervention in foundational skill and knowledge areas, which may not be viewed as instructional priorities among secondary educators.
The Professional Identity of Mathematics Teachers in Further Education
Author: Dalby, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Identity,Mathematics Teachers,Foreign Countries,Continuing Education,Postsecondary Education,Questionnaires,Semi Structured Interviews,Teacher Qualifications,Teacher Attitudes,Teacher Education

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this brings additional complexity to their professional identities. In this study, questionnaires and interviews with mathematics teachers in three Further Education colleges are used to examine their roles and professional identities. The findings show how teachers' personal experiences of mathematics, in formal education and the workplace, influence their beliefs and are linked to their narrative and working identities. These teachers enact complex and varied roles but develop a &quot;leading professional identity&quot; that can be linked to significant critical events in the past.
Numeracy Skills and the Numerate Environment: Affordances and Demands
Author: Evans, Jeff
Date: 2017-00-00
Type: Journal Articles
Subjects: Numeracy,Adult Literacy,Adults,Mathematics Skills,Mathematics Education,Foreign Countries,Environmental Influences,Mathematics Instruction,Job Skills,Adult Learning

In the 2012 PIAAC Survey of Adult Skills of 23 industrialised countries, the UK (England &amp; NI) scored below average on adult numeracy. Several recommendations focus on the need for (some) individuals in the population to undergo training. Yet, even in &quot;high-performing countries&quot; like the Netherlands, many adults (1.5M) score at or below PIAAC Level 1 (sometimes designated as &quot;functionally innumerate&quot;). The question arises as to how all of these people manage in important domains of their lives. In this article we aim to consider the context of the exercise of numeracy by adults, drawing on earlier research in mathematics education. We examine a recent conception of an adult's &quot;literate environment&quot; (EU HLG on Literacy, 2012), and extend this to reflect on the idea of an adult's &quot;numerate environment&quot;. We consider the range of practices that particular adults may engage in, and the demands that these may make on the adult, the affordances the practices may offer; the latter include the opportunities, and the supports and/or barriers produced within these practices, and in cultures more generally, that may foster or impede an adult's ongoing numerate development. We give examples of each of these aspects of adults' numerate practices, and consider implications for the teaching, learning and development of numeracy.
Exploring EFL Students&apos; Use of Writing Strategies and Their Attitudes towards Reading-To-Write and Writing-Only Tasks
Author: Soltani, Azimeh
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Writing Strategies,Interviews,Student Attitudes,Multivariate Analysis,Foreign Countries,Statistical Analysis,Qualitative Research,Comparative Analysis,Writing Evaluation,Classification,Reading Writing Relationship,Translation,College Students

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study explored whether there was any significant difference in the writing strategies used by Iranian EFL students in reading-to-write and writing-only groups. In addition, Iranian EFL students' beliefs and attitudes about reading-to-write were inspected. In so doing, 34 EFL students from the Sobhe Sadegh Institute of Higher Education in Isfahan, Iran, took part in the present study. The data were collected by the students' writing, academic writing strategies questionnaire which is developed by Abdul-Rahman (2011) and students' interviews in reading-to-write class. The data analysis via independent-samples t-test for comparing students' performance revealed that students in reading-to-write group performed better than students in writing-only group. Additionally, the results using MANOVA showed no significant difference in the writing strategies used by Iranian EFL students in reading-to-write and writing-only groups. Finally, qualitative analysis of data in reading-to-write class indicated that the students had a positive attitudes towards reading-to-write class because they believed that reading has exerted a positive effect on their writings.
Integrating Cognitive Linguistics Insights into Data-Driven Learning: Teaching Vertical Prepositions
Author: Kilimci, Abdurrahman
Date: 2017-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Pretests Posttests,Models,English (Second Language),Second Language Learning,Second Language Instruction,Quasiexperimental Design,Teaching Methods,Statistical Analysis,Comparative Analysis,Form Classes (Languages),Control Groups,Retention (Psychology),Foreign Countries,Undergraduate Students,Vocabulary Development,Experimental Groups

The present study investigates the impact of the integration of the Cognitive Linguistics (CL) pedagogy into Data-driven learning (DDL) on the learners' acquisition of two sets of English spatial prepositions of verticality, &quot;over/under&quot; and &quot;above/below.&quot; The study followed a quasi-experimental design with a control and an experimental group including a pre-test, two instructional treatments, and a post and a delayed post-test for each group. A total of 52 students participated in a two-week instruction on the vertical prepositions. The treatment group (N = 26) received a DDL-based CL-inspired instruction, which employed cognitive explanations based on the Principled Polysemy model and concordance activities. The control group (N = 26), on the other hand, received traditional instruction (i.e. dictionaries, either electronic or print, as being the only resource). The groups were later compared with respect to their performance on pre-test, post-test and delayed post-test. The statistical analyses revealed that the two teaching methods, the traditional and the DDL-based CL-inspired instruction, helped the students significantly improve their knowledge of the vertical prepositions, yet the latter led to greater learning gains and better retention of knowledge. The findings suggest that the combination of the two instructional pedagogies with the meaningful presentation of the senses of prepositions and the rich context provided for their uses can be quite effective to teach spatial prepositions.
Investigation of Turkish EFL Learners&apos; Attributions on Success and Failure in Learning English
Author: Yavuz, Aysun
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Attribution Theory,Questionnaires,Semi Structured Interviews,Gender Differences,Computer Software,College Students,Student Attitudes,Statistical Analysis,Focus Groups,Qualitative Research,Content Analysis

The purpose of this study is to investigate the attributions of Turkish EFL learners on success and failure in learning English as a foreign language with different variables such as gender and level of English proficiency. To investigate the attributions of the participants and gather the relevant data, a questionnaire including 38 items and semi-structured interview protocol were applied. To analyze the data, SPSS 20.0 was used, and interview protocol was decoded using document analysis. It was revealed from the findings that learners attribute their success and failure to both internal and external attributions; however, they give more priority to internal attributions. Investigating all these concepts will help all the stakeholders to be aware and understand the reasons behind the learners' success and failure in learning English with different variables including gender, and level of proficiency.