ethanporcaro/eric-fulltext-meta huggingface dataset:
A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum
Author: Robinson, Ann
Date: 2018-01-00
Type: Journal Articles
Subjects: Talent Development,Low Income Groups,Engineering Education,Quasiexperimental Design,Scientists,Biographies,Science Achievement,Knowledge Level,Learner Engagement,Grade 1,Intervention,Hierarchical Linear Modeling,Effect Size,Summer Programs,Academically Gifted,Pretests Posttests,Experimental Groups,Control Groups,STEM Education,Minority Group Students,Faculty Development,Elementary School Students,Elementary School Teachers,Measures (Individuals),Science Tests,Statistical Analysis

Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.
Treatment for School Refusal among Children and Adolescents: A Systematic Review and Meta-Analysis
Author: Maynard, Brandy R.
Date: 2018-01-00
Type: Journal Articles
Subjects: Meta Analysis,Attendance,Adolescents,Children,Randomized Controlled Trials,Quasiexperimental Design,Intervention,Psychological Patterns,Anxiety,Counseling,Outcomes of Treatment,Cognitive Restructuring,Behavior Modification,Literature Reviews

Objective: School refusal is a psychosocial problem associated with adverse short- and long-term consequences for children and adolescents. The authors conducted a systematic review and meta-analysis to examine the effects of psychosocial treatments for children and adolescents with school refusal. Method: A comprehensive search process was used to find eligible randomized controlled trials and quasi-experimental studies assessing the effects of psychosocial treatments on anxiety or attendance outcomes. Data were quantitatively synthesized using meta-analytic methods. Results: Eight studies including 435 children and adolescents with school refusal were included in this review. Significant effects were found for attendance but not for anxiety. Conclusions: Evidence indicates that improvements in school attendance occur for children and adolescents with school refusal who receive psychosocial treatment. The lack of evidence of short-term effects on anxiety points to the need for long-term follow-up studies to determine whether increased attendance ultimately leads to reduced anxiety.
Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
Author: Bottge, Brian A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intervention,Resource Room Programs,Inclusion,Special Education,Disabilities,Comparative Analysis,Pretests Posttests,Special Education Teachers,Fractions,Mathematics Skills,Error Patterns,Program Effectiveness,Educational Technology,Technology Uses in Education,Problem Solving,Computation,Middle School Students,Observation,Multivariate Analysis

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students according to error subtypes and tracked their performance patterns. Results indicated that EAI was more effective than business as usual in reducing combining errors (e.g., adding denominators) and denominator errors (e.g., not finding common denominator) of students with disabilities (SWD) and students without disabilities in both settings. SWD in inclusive classrooms scored higher on the pretest than SWD in resource rooms, but EAI reduced the disparity on the posttest. An important additional finding revealed that the SWD who received more support from special education teachers in inclusive classrooms scored higher and made fewer errors than the SWD who were provided only limited support. [For the full text grantee submission, see ED578254.]
The Growing Concerns Regarding School Resource Officers
Author: Ryan, Joseph B.
Date: 2018-01-00
Type: Journal Articles
Subjects: Discipline Policy,Discipline Problems,Student Behavior,Behavior Problems,Educational History,Educational Responsibility,Staff Role,Staff Development,Barriers,Discipline,Elementary Secondary Education

There have been an increasing number of incidents in which school resource officers (SRO) have been used to manage student disciplinary issues with disastrous results. Court cases brought by parents and advocacy groups claim SROs have traumatized and injured students. This article addresses several critical issues concerning SROs being used to manage student misbehavior, lack of training, lack of policies regulating roles and responsibilities, and inadvertently promoting a school-to-prison pipeline. The authors provide recommendations and best practices for future use.
Effects of Professional Development on Preschool Teachers&apos; Use of Embedded Instruction Practices
Author: Snyder, Patricia
Date: 2018-01-00
Type: Journal Articles
Subjects: Learner Engagement,Randomized Controlled Trials,Program Effectiveness,Faculty Development,Preschool Teachers,Child Development,Preschool Education,Preschool Children,Disabilities,Comparative Analysis,Coaching (Performance),Standardized Tests,Workshops,Rating Scales,Observation,Emergent Literacy,Pretests Posttests,Statistical Analysis,Child Behavior

We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers' classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments.
Using Discipline Data to Enhance Equity in School Discipline
Author: McIntosh, Kent
Date: 2018-01-00
Type: Journal Articles
Subjects: Discipline Policy,Discipline,Referral,Suspension,Disabilities,Disproportionate Representation,Aggression,School Statistics,Information Utilization,Statistical Data,Bias,Evidence Based Practice,Social Justice,Behavior Problems,Guidelines,Elementary Secondary Education,Minority Group Students

There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time.
Extending Peer-Assisted Learning Strategies for Racially, Linguistically, and Ability Diverse Learners
Author: Thorius, Kathleen A. King
Date: 2018-01-00
Type: Journal Articles
Subjects: Peer Teaching,Student Diversity,Minority Group Students,English Language Learners,Disabilities,Social Bias,Teaching Methods,Student Experience,Student Characteristics,Cooperation,Reading Instruction,Cooperative Learning

This article discusses a research-based reading intervention called peer-assisted learning strategies in reading (PALS) and includes practical suggestions for educators concerned with literacy as a tool to reposition and empower students of color, English learners, and students with disabilities in schools and society. Following a rationale informed by historical oppression related to learners' race, language, and ability, the article describes PALS methodology along with specific extensions for incorporating students' lived experiences, considering disability as an important element of student diversity, and focusing on students' progress and cooperation beyond their reading problems and competition.
An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program
Author: Siregar, Nurhafni
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Listening Comprehension,College Students,Interviews,Questionnaires,Observation,Class Activities

The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening comprehension at STKIP Tapanuli Selatan (63 students and one lecturer). A descriptive study was used to achieve the objective of the study. The sample was taken by cluster sampling. The data were collected by using interview to know how the lecturer carried out the teaching practice of listening, and questionnaire for the students and observation were used to find out how the classroom activities were conducted. The descriptive analysis was used to analyse the data. Based on the data analysis, it was found that: (1) the lecturer carried out listening activities into four parts, they are preparation, prediction stage, listening, and post listening, and (2) the practice of teaching listening was effective related to the teaching pedagogical procedures in teaching listening comprehension. although there were some points that should be practice further. Based on the findings, it was recommended that the lecturer and the students may apply the less activities that had not been done.
Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia
Author: Sundari, Hanna
Date: 2017-12-00
Type: Journal Articles
Subjects: Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Models,Teacher Attitudes,Focus Groups,Coding,Classroom Communication,Secondary School Teachers,Grounded Theory,Educational Objectives,Instructional Materials,Discourse Analysis,Interviews

The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers' perspectives.
Enhancing Thai Engineering Students&apos; Complaints and Apologies through Pragmatic Consciousness-Raising Approach (PCR)
Author: Noonkong, Uraiwan Rattanapan
Date: 2017-12-00
Type: Journal Articles
Subjects: Pragmatics,Consciousness Raising,Engineering Education,Scores,Grounded Theory,Color,Coding,Instructional Innovation,Teaching Methods,Comparative Analysis,Evaluation Criteria,Foreign Countries,Pretests Posttests,Cloze Procedure,College Students,Mixed Methods Research,Control Groups,Experimental Groups,English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts

Successful communication requires &quot;Pragmatic Competence&quot; or abilities to use appropriate language in transferring one's needs while maintaining a positive relationship with the interactant (Thomas, 1995; Leech, 1983). This study was an attempt to investigate the pragmatic competence of Thai Engineering students when making complaints and apologies through twelve sessions of a pragmatic consciousness-raising approach (PCR). Perceptions toward the innovative teaching activities were also examined. Both qualitative and quantitative methods were used to collect data from forty-five engineering students (n = 45) at a university in Thailand. Pre-test and posttest written discourse completion tests (WDCTs) were administered and a semi-structured interview was conducted. Three native speaker raters scored the performances through WDCTs using assessment criteria from Hudson (2001) and Duan (2008). For data analysis, paired-samples t-test was employed to compare the mean scores of students, while the researcher employed a Grounded Theory's color coding technique (Strauss &amp; Corbin, 1998) to generate the findings on students' perceptions about the innovative methods implemented. The results revealed significant development of students' pragmalinguistic and sociopragmatic abilities in both complaints and apologies. Furthermore, participants perceived the PCR class to be beneficial in four areas: having more awareness of the impacts of social factors in language use, realizing the favor of indirect strategies, more understanding of nonverbal communication, and provision of motivating class atmosphere. However, some participants concerned about three aspects: inadequate confidence to use expressions learned in class in real communication, insufficient endeavor to develop grammar knowledge, and the test abilities of the roleplay test. The results confirm the teachability of pragmatic and the benefits of PCR in EFL contexts; whereas, students' concern about learning through the approach might be helpful for further teaching practices.
Active Learning and Self-Regulation Enhance Student Teachers&apos; Professional Competences
Author: Virtanen, Päivi
Date: 2017-12-00
Type: Journal Articles
Subjects: Active Learning,Self Management,Teacher Competencies,Statistical Analysis,Goal Orientation,Intentional Learning,Teamwork,Learning Motivation,Profiles,Learning Experience,Questionnaires,Online Surveys,Correlation,Student Teacher Attitudes,Foreign Countries,Teacher Education Programs,Faculty Development,Multivariate Analysis,Regression (Statistics),Preservice Teacher Education,Preservice Teachers

The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods.
Digital Story-Based Problem Solving Applications: Preservice Primary Teachers&apos; Experiences and Future Integration Plans
Author: Kilic, Çigdem
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Technology Integration,Story Telling,Teaching Methods,Problem Solving,Word Problems (Mathematics),Elementary School Mathematics,Questionnaires,Focus Groups,Content Analysis,Learner Engagement,Computer Oriented Programs,Case Studies,Interviews

This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students' learning, development, and attitudes. Participants further described digital story (DS) integration as in line with behaviorist pedagogy. Study results revealed that most of the preservice primary school teachers planned to integrate DSs into their future classrooms for purposes such as capturing students' attention and reinforcing, rewarding, or supporting learning.
Improving English Speaking Fluency: The Role of Six Factors
Author: Shahini, Gholamhossein
Date: 2017-12-00
Type: Journal Articles
Subjects: Speech Skills,Speech Communication,English (Second Language),Language Fluency,Second Language Learning,Qualitative Research,Age Differences,Educational Attainment,Teacher Characteristics,Second Language Instruction,Dictionaries,Notetaking,Performance Factors,Interviews,College Faculty,College Students,Foreign Countries

This qualitative study, using an open interview, set out to investigate the roles six factors, including age, university education, teachers of English Language institutes, teaching English, dictionary, and note-taking, played in improving English speaking fluency of seventeen fluent Iranian EFL speakers. The participants were chosen purposefully based on the speaking scale of Common European Framework of Reference for Languages (CEFRL). The findings indicated that early age had a great impact on the participants' speaking fluency. They mentioned that they could not pick up fluency if they had started learning English at older ages. Moreover, university education had no effect on enhancing their fluency. They stated that not having enough opportunities to speak English in classrooms, being exposed to wrong amounts of input from their classmates or even from some university instructors, having no access to English native speakers in English Language Departments, professors' talking in native language out of classes, in their offices or even sometimes in classes all led to their losing motivation after entering the university. In contrast, teachers in English language institutes had a supportive role in increasing the participants' English learning. Although two participants quit teaching English since it had a negative influence on their speaking, it had a positive impact on improving speaking ability of the rest. And finally, fruitful strategies were suggested on how to use dictionaries and note-takings.
Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education
Author: Jenkins, Kathryn A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Temporary Employment,Part Time Faculty,Beginning Teachers,Preservice Teacher Education,Content Analysis,Focus Groups,Teaching Conditions,Emotional Experience,Foreign Countries,Anxiety,Fear,Itinerant Teachers,Job Security

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment--often a tenuous and unsupported transition into the profession--it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook &quot;memory work&quot; based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small study, as well as previous research on casual beginning teachers and casual teachers, provide significant insights that have ramifications for initial teacher education, highlighting the importance of the emotional practices of teachers.
Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework
Author: Westerveld, Marleen F.
Date: 2017-12-00
Type: Journal Articles
Subjects: Phonological Awareness,Orthographic Symbols,Pedagogical Content Knowledge,Knowledge Level,Preservice Teachers,Preservice Teacher Education,Reading Instruction,College Students,Foreign Countries,Student Surveys,Pretests Posttests,Reading Tests,Units of Study,Student Improvement

The teaching of reading is a core priority across the education sector. In an attempt to better prepare our next generation of professional teachers of reading, academic staff at an Australian university implemented coursework changes that were designed to enhance the phonological awareness and orthographic knowledge of first-year preservice teacher education students. All students were asked to complete written surveys measuring phonological awareness and orthographic knowledge during class-time at the start and end of their first semester of study. During the semester, students were expected to complete two online modules on phonological awareness and orthographic conventions and pass an online quiz (worth 10% of their grade) as part of their course on the Teaching of Reading and Writing. Education students' performance in phonological awareness and orthographic knowledge improved significantly over the course of the semester. However, a significant percentage of students failed to achieve mastery level in phoneme-level awareness. Implications and future directions for current higher education practices are presented.