ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Positive Classroom Environments with Electronic Behavior Management Programs
Author: Riden, Benjamin S.
Date: 2019-06-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Technology Uses in Education,Students with Disabilities,Special Education Teachers,Special Education,Positive Reinforcement,Program Implementation,Computer Oriented Programs,Handheld Devices,Feedback (Response)

Teachers in special education classrooms often struggle with classroom management. In response, many educators are looking for technological solutions to assist in promoting positive classroom environments. Electronic behavior management programs (eBMPs) use strategies based in research that are shown to reduce challenging behavior and encourage positive behavior, such as reinforcement strategies and the Premack principle. This article explains the theoretical efficacies of eBMPs, describes three commonly used eBMPs, and provides procedures on how educators can get started implementing eBMPs with additional tips to consider.
Going Public in an Age of Digital Anxiety: How Students Negotiate the Topoi of Online Writing Environments
Author: Gold, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Literacy Education,Anxiety,Writing (Composition),Audiences,Persistence,Power Structure,Barriers,Teaching Methods

Though composition studies has long sought to leverage new technologies of literacy to help students go public, we remain anxious about our ability to do so, as students commonly enter our classrooms already composing for diverse public audiences in a variety of digital contexts. Yet students, too, are often anxious about these new modes of composition, which circulate in a destabilized rhetorical environment where traditional understandings of authority, argument, and audience no longer hold. This article identifies five topoi of this new rhetorical landscape--&quot;presence,&quot; &quot;persistence,&quot; &quot;permeability,&quot; &quot;promiscuity,&quot; and &quot;power&quot;--describing the anxieties and affordances they present for student writers, the dispositions toward writing they foster, and the challenges and opportunities they pose for composition. This framework provides a critical vocabulary for compositionists seeking to help students negotiate emerging networked publics.
Learning How to Ask Writing Questions with Rhetorical Reflections
Author: Jankens, Adrienne
Date: 2019-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Rhetoric,Essays,Freshman Composition,Writing Assignments,Reflection,Persuasive Discourse,Problem Solving,Writing Strategies,Writing Processes,Inquiry,Active Learning

Positioned within our field's work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that helped me identify a key problem in my inquiry-based first-year composition classroom: while students were comfortable asking questions, they were not asking the kinds of questions that would help them move across assigned genres most successfully. I explain how this finding led me to develop a rhetorical reflection assignment and explore the rhetorical reflections of two students in my fall 2016 FYC course to identify and describe what happens when these knowledge domains are explicitly emphasized in reflective tasks and to consider questions for future study of this kind of reflective writing.
Precarious Spaces, Institutional Places
Author: Passwater, T.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Freshman Composition,Educational Environment,Safety,Writing Instruction,Feminism,Racial Bias,Violence,Sexual Abuse,Art Expression,Teacher Student Relationship,Intervention,Praxis,Teaching Methods,Risk,Emotional Response

This article searches after more nuanced understandings of safe space pedagogies in writing classrooms. Drawing on experiences of teaching a first-year writing course on a campus that had been tagged with white supremacist graffiti, this article uses autoethnography and narrative to rethink the function of place in composition pedagogy and develop feminist tools for teaching. This article suggests that classrooms should not be thought of as singular places, and for that reason a safe space pedagogy cannot be thought of in stable or static terms; instead, this article attempts to articulate a situated and contingent idea of safe space pedagogies.
Composing a Career, from Expressivism to Essayism: A Conversation with Bruce Ballenger
Author: Michaud, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Teachers,Writing Instruction,Writing Processes,Revision (Written Composition),Rhetoric,Creative Writing,College Faculty,Writing for Publication,Textbooks,Scholarship,Expressive Language,Essays

In this interview Dr. Bruce Ballenger and I discuss his career, his many textbooks on writing, his recent collaboration on an extensive study of the revision processes of advanced writers, and the challenges of balancing a career with a foot in multiple academic fields (i.e. composition and rhetoric and creative writing). Dr. Ballenger retired from teaching at Boise State University in the spring of 2018.
Analysis of the Theses about Marital Adjustment (2006-2016)
Author: Güven, Naciye
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Marital Satisfaction,Theses,Graduate Study,Marriage,Adjustment (to Environment),Institutional Characteristics,Colleges,Geographic Location,Researchers,Supervisors,Educational Attainment,Research Methodology,Gender Differences

The aim of this study is to analyze the theses about marital adjustment in Turkey. 74 postgraduate theses that exist on the data base of &quot;Council of Higher Education&quot; were investigated via &quot;Thesis Review Form&quot;. Theses studied between 2006-2016 are examined. &quot;Marital adjustment&quot; was used as key words. It is a qualitative research. The document analysis was used throughout the study. As a result, it is found that most of the theses are master theses and quantitative studies. Mostly, women studied on theses and working groups are composed of different married men and women.
Assessment Indicators of Tertiary Student of Internship Programs Adjust Industry 4.0
Author: Chou, Chun-Mei
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Internship Programs,Entrepreneurship,Industry,Job Skills,Employment Qualifications,Educational Indicators,Cognitive Development,Leadership Qualities,Communication Skills,Technological Literacy,Innovation,Money Management,Human Resources,Marketing,Risk Management,Information Technology,Foreign Countries

The purpose of this study was to study the assessment indicators for the entrepreneurial learned by tertiary student of internship programs adjust Industry 4.0. This study used in-depth interviews and focus groups were used to develop the ability indicators and gain consistency between the ability items. The research results showed that there were three types of entrepreneurial cognition learned by students of internship programs adjust Industry 4.0: start-up experience, industry-specific experience, and managerial experience. The ability content included 11 items of entrepreneurial cognition ability: entrepreneurial traits, basic commercial ability, communication ability, digital ability, professional innovative ability, financial management ability, human resource management ability, marketing management ability, operational (work) ability, and risk management ability, and there were a total of 91 ability indicators. There were 48 items of entrepreneurial cognition that had high importance and usage frequency.
Beating the Bamboozle: Literacy Pedagogy Design and the Technicality of SFL
Author: Matruglio, Erika
Date: 2019-04-00
Type: Journal Articles
Subjects: Literacy Education,Instructional Design,Teacher Collaboration,History Instruction,Disadvantaged,Outcomes of Education,Specialists,Metalinguistics,Writing Instruction,Inservice Teacher Education,Preservice Teacher Education,Secondary School Students,Secondary School Teachers,Experienced Teachers,Educational Improvement,Linguistic Theory,Applied Linguistics,Teaching Methods,Classroom Communication,Foreign Countries,Nonstandard Dialects,English (Second Language),Second Language Learning,English Curriculum

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more effectively in the classroom. It demonstrates both the struggles involved and the positive impact of making texts more visible, and reveals the benefits of a focus on explicit teaching of writing. It also raises some implications for future in- and pre-service teacher education.
Dropout Patterns and Cultural Context in Online Networked Learning Spaces
Author: Bozkurt, Aras
Date: 2019-00-00
Type: Journal Articles
Subjects: Dropouts,Dropout Characteristics,Cultural Context,Online Courses,Social Networks,Network Analysis,Electronic Learning,Dropout Rate,Open Education

Dropout is a major concern in networked learning practices, however, little is known about the issue within the perspective of cultural contexts. On this basis, cultural context and dropout patterns were examined through a mixed-methods approach in which social network analysis and two-way between-group comparisons (culture vs. dropout) were conducted. The sample comprised 179 MOOC learners who were active in a networked extension of the &quot;Introduction to Open Education&quot; MOOC (#openEDMOOC). The dependent variables of interest were centrality metrics, whereas the independent variables were dropout (i.e., yes-no) and cultural contexts (i.e., high-low). The findings of the social network analysis suggested that non-dropout learners hold central positions in the network. Furthermore, learners from high cultural contexts tend to drop out, whereas those from low contexts tend not to drop out.
Chinese Migrant Children in Crisis
Author: Xiang, Yajuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Migrant Education,Migrant Children,Barriers,Access to Education,At Risk Persons,Public Policy,Social Bias,Costs,Family Relationship,Rural Areas,Urban Areas

With the increasing population of Chinese migrant children in China and the call for addressing educational equity and revising education goals on behalf of the whole child, research indicates that those children experience various challenges regarding their education and well-being including unequal access to education, low quality of education, discrimination, social anxiety, and depression. Thus, this article explores institutional-, school-, and family-level factors to understand how migration might create threats for Chinese migrant children. It is believed that government, community, school, and family have unintentionally formed an intertwined and complex dynamic where the development and education of migrant children is compromised. It is the authors' hope to raise awareness to the academic and practical arenas of both the educational plight and living conditions of Chinese migrant children.
Music in the Classroom
Author: Blackburn, Heather
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Environment,Music,Physiology,Emotional Response,Cognitive Processes,Singing,Musical Instruments

In order to maximize children's learning environment, this article describes how classroom teachers may introduce different types of music into the daily classroom schedule; current findings indicate music contributes to students' learning. This discussion identifies several different kinds of music and further describes how classroom teachers and children may benefit from listening to music as background for learning.
Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis
Author: Yoo, Joanne
Date: 2019-04-00
Type: Journal Articles
Subjects: Team Teaching,Ethics,Educational Philosophy,Preservice Teacher Education,Elementary School Teachers,Teacher Collaboration,Educational Benefits,Instructional Effectiveness,Teaching Methods,Student Attitudes,Foreign Countries,Communities of Practice

This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers' weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Challenges Faced by Adult Learners in Online Distance Education: A Literature Review
Author: Kara, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Adult Learning,Barriers,Educational Technology,Technology Uses in Education,Adult Education,Age Differences,Gender Differences,Knowledge Level,Context Effect

Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and programrelated factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.
Is There a Place for Children as Emotional Beings in Child Protection Policy and Practice?
Author: Drake, Gabrielle
Date: 2019-04-00
Type: Journal Articles
Subjects: Child Development,Child Safety,Well Being,Program Descriptions,Emotional Response,Public Policy,Personal Autonomy,Epistemology,Foreign Countries,Self Concept,Children,Adolescents,Attachment Behavior,Catholic Schools,Elementary School Students,Secondary School Students,Play,Student Attitudes,Family Environment,Environment,Federal Legislation

The emotional aspects of children's social relations have generally been marginalised in social science discourse. Children, who participated in the Australian segment of the Children's Understandings of Well-being (CUWB) project used various media to 'voice' the importance for their well-being of emotional relatedness with family, friends, animals and places. In this paper we place our construction of children's discussion of emotional relatedness in the context of the 'emotional turn' in research and briefly describe how the methodology for our project facilitated an understanding of the importance of children's emotions for their lives in the present. We then focus on the significance for child protection policy and practice, of what children tell us about feeling safe, as this relates to the importance of agency and relatedness with people and also with places.
Childhood Remembered: Reflections on the Role of Play for Holistic Education in Armenia, Kuwait, Saudi Arabia, the USA, and Wales
Author: Ernest, James M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Child Development,Cultural Influences,Cultural Differences,Teacher Attitudes,Holistic Approach,Young Children,Student Experience

Play remains a topic for discussion, debate, and research within the education community. In this article, the authors argue for a broader view of education in line with Plato's observation (gender not withstanding) that &quot;The direction in which education starts a man will determine his future life&quot; (Jowett, 1874, p. 249). The authors begin with a short overview of the potential and traditional developmental and academic benefits of play. Their argument then focuses on a less common consideration of the holistic benefit of play: they explore teachers' cultural reflections about the nature and worth of play through their personal accounts of playful childhood in Armenia, Great Britain, Kuwait, Saudi Arabia, and the United States of America. Finally, they provide recommendations for the value of play as part of a whole child education.
School Climate, Emotions, and Relationships: Children&apos;s Experiences of Well-Being in the Midwestern U.S.
Author: Newland, Lisa A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Environment,Well Being,Phenomenology,Student Attitudes,Emotional Experience,Teacher Student Relationship,Peer Relationship,Emotional Response,Rural Areas,Urban Areas,Figurative Language

The purpose of this phenomenological study was to explore children's perceptions of school relationships, and the ways in which those relationships supported or undermined children's emotional well-being (EWB). This sub-study of a multinational comparative investigation of children's well-being followed a semi-structured qualitative interview protocol. Rural and urban children (age 8 to 13, N = 23) from the Midwestern U.S. completed the interview and mapping exercise used to explore aspects of and influences on their subjective well-being (including school). Phenomenological analyses of interview transcripts focused on 1) the essence of children's EWB (including emotional valence and arousal) within the context of school relationships and 2) children's perception of the impact of school relationships on their EWB. A seasonal metaphor captured the essence of children's experiences of EWB, which naturally clustered into four themes based on emotional intensity and valance: spring, summer, fall, and winter. Children's emotional experiences with teachers and peers were similarly represented in the themes, with the exception of winter emotions, which diverged. Children expressed complex, multilayered emotions within the school setting that were connected to the quality of school relationships. Findings are discussed in the context of improving school relationships and climate to support children's EWB.
Critically Reflective Leadership: Defining Successful Growth
Author: Reardon, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Styles,Reflection,Check Lists,Mentors,Leadership Effectiveness,Models,Measures (Individuals),Goal Orientation

The purpose of this article is to propose a technique that can be used by emerging leaders when considering adopting the most appropriate leadership styles, behaviors or actions in a particular context. The authors review several different leadership models explored by scholars during the past six decades; not all of these models work for all leaders in all situations. In order to become effective leaders, authors propose the use of reflection-in-action to facilitate emerging leaders when faced with challenging situations. By considering a descriptive, yet brief informal checklist, the emerging leader can be supported in choosing from different models or approaches. The practical application of this information is to assist those mentoring emerging leaders and leaders themselves to develop reflective practices and insightful dispositions necessary to navigate the complex situations encountered in today's daily interactive environments. This original work combines the literature of leadership with Schön's work on reflective practice. While it seems an obvious application of Schön, the concept of critically reflective leadership is not prevalent in the literature.
ACEs and Healthcare: Creating a Positive Future
Author: Lancaster, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Experience,Child Abuse,Risk,Trauma,Resilience (Psychology),Coping,Health Behavior,Safety,Racial Differences,Nursing Education,Health Services

When individuals are exposed an adverse childhood experiences (ACEs), they can be impacted in a variety of ways including health risks, threats to safety, and community-level adverse experiences. The authors have combed recent research to explore what new evidence is available in understanding the nature of adversity that children face and the impact on future health. They also sought to discover the latest guidance available for practitioners who encounter children and adults.
English Language Anxiety: Development and Validation of a Brief Measure
Author: Ali, Mustafa Ali Khalaf
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,Measures (Individuals),Validity,Speech Communication,Listening Comprehension,Student Attitudes,College Students,Factor Structure,Reliability,Foreign Countries,Factor Analysis,Reading Comprehension,Goodness of Fit,Communication (Thought Transfer),Writing Skills

In view of the lack of a short scale for the direct measurement of English language learning anxiety developed in the Egyptian context, this study aims to develop and validate a brief scale. Exploratory factor analysis (EFA) was employed using (362) EFL learners enrolled in first year at college of education, Minia University. Results of EFA proved that the scale consisted of four subscales: (speaking anxiety, (8) items, a=0.84, writing anxiety (8) items, a=0.84, reading anxiety (8) items, a=0.84, listening anxiety, (8) items, a=0.83). Confirmatory factor analysis (CFA) was conducted on 46 items to examine the structure validity. Results of confirmatory factor analysis showed that the four-factor model fitted well and results met the criteria for goodness of fit indices (&gt;0.90) and root mean score residual (RMR &lt; 0.05) which means the (ELAS) has a four factor structure in the Egyptian university students sample. The brief scale has good reliability and adequate validity and results of the analysis supported the conclusion that it is a reliable and valid measurement instrument.