ethanporcaro/eric-fulltext-meta huggingface dataset:
Dialogic Teaching to Improve Students&apos; Learning: A Discussion with Reference to Teacher Education in KSA
Author: Zayed, Jihan
Date: 2016-05-11
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Theories,Teacher Student Relationship,Reader Text Relationship,Aptitude Treatment Interaction,Discussion (Teaching Technique),Questionnaires,Student Surveys,Student Satisfaction,Professional Development,Educational Practices,Islamic Culture,Student Improvement,Student Reaction,Experimental Teaching,Qualitative Research,College Second Language Programs,Preservice Teachers,Preservice Teacher Education,Foreign Countries

Adopting a qualitative design, the present study aimed to highlight Mikhail Bakhtin's theory of dialogism in relation to the objectives of teacher education in KSA. To bring this theory to teacher education, the study considered the ways in which students, texts and the instructor interact--enter into dialogue--in order to generate meaning and understanding. The aim of the dialogue was to explore new interpretations of the texts. At the end of the experiment, a questionnaire was administered to 20 students--enrolled at the English department, Humanities and Administration College, Qassim Private Colleges, KSA. Students stated that dialogic learning was very problematic at the very beginning; nevertheless, they eventually realized it vital for their professional development as well as their development as learners.
Algebra Achievement Gaps: A Comparative Study across the States over the Years
Author: Ayieko, Rachel A.
Date: 2016-11-00
Type: Reports - Research
Subjects: Achievement Gap,Algebra,Grade 8,Mathematics Achievement,Scores,Student Characteristics,Differences,National Competency Tests,Statistical Analysis

The purpose of this study was to examine eighth grade students' algebra achievement scores across various states, over years, and by students' demographics (including ethnicity/race, language spoken at home, SES factors, and academic resources). The questions guiding the study were, (a) What are the differences in eighth grade students' algebra achievement scores across sixteen states between the years 2005 to 2015? (b) Are there significant differences in eighth grade students' algebra achievement scores by student demographics? There were significant differences found in the students' algebra achievement scores based on different students' demographics. Further, the students' mean algebra scale scores continue to rise over the years. [For the complete proceedings, see ED583608.]
Worries of Novice Researchers in Writing Research Papers
Author: Wilang, Jeffrey Dawala
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Faculty,Teacher Researchers,Novices,Writing for Publication,Writing Attitudes,Anxiety,Language Usage,Grammar,Writing Skills,English (Second Language),Audience Awareness,Persuasive Discourse,Difficulty Level,Research Skills,Data Analysis,Sentences,Technical Writing,Self Efficacy,Writing Workshops,Likert Scales,Qualitative Research

Due to 'pressures' to publish research papers, a group of novice researchers (n = 9) was encouraged to attend a 'Write right' workshop. The participants were asked to fill out a self-report anxiety questionnaire to understand their worries in writing research papers in English. Afterwards, they were asked to write an essay on situations that provoke their anxiety when writing research papers. Descriptive analysis of the survey questionnaire revealed their worries on the process of research paper writing and evaluation. Additionally, responses of the participants in the open-ended question included their worries on the following situations: grammar usage (n = 6), appropriateness of word use (n = 4), weak English writing skills (n = 3), negative perception of the readers, writing arguments, writing the discussion, difficulty of the research topic, lack of research background, unsure of methods in writing 'arts' research, unsure if its research, difficulty of finding the topic, data analysis, writing a sentence, and designing the paper. Such worries were thematized into technical writing-related worries, research writing-related worries, research knowledge-related worries, and negative perception. Further, error analysis, which was used to explore their written outputs, showed grammatical, lexical and syntactic errors. Data triangulation confirmed that their writing apprehensions are due to lack of writing skill and lack of confidence in writing research papers. The responses of the participants were used to redesign the workshop as series of group and individualized sessions to respond to their needs. Some resources on technical and research writing, research methods and publishing papers are also recommended. [This paper was published in: &quot;International and National Conference on Learning Innovation in Science and Technology&quot; (ICLIST &amp; NCLIST 2018). p171-180.]
Producing Educational Learning Media Resources for Karen Children
Author: Chutataweesawas, Sirikoy
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Media,Educational Resources,Multimedia Instruction,Material Development,Picture Books,Animation,Oral History,Visual Aids,Place Based Education,Heritage Education,Student Developed Materials,Video Technology,Interviews,Workshops,World Views,Community Surveys,Folk Culture,Art Activities,Participant Observation,Participant Satisfaction,Elementary School Students,Foreign Countries

To create appropriate educational learning media resources for the Karen community in Chiang Mai, Thailand, a project called 'The Research and Development Process of Multimedia Learning Resources' was initiated by a group of researchers from a top-ranked university in Bangkok. It consisted of picture books and an animation film derived from oral stories of the most respected elders in the Karen community. These materials were collated using surveys, photographs, videos, and locally produced arts to create visual representations of learning media resources suitable for Karen children. Of the 97 stories collected, only ten stories and one animation film were published as approved by the Karen elders and experts. Then the produced learning media materials were distributed to children and teachers in seven local cottage schools within the community. Accordingly, the children were 'very interested' in the materials as they are 'familiar with the sceneries and stories' and are able to relate it with their daily life. In addition, the teachers remarked the film as the 'best' multimedia learning resource produced as it incorporated cultural and local ways of life. As suggested by the community, future research projects may include other general to specific topics such as personal hygiene, pesticide effects, environmental science, skill development, among others. In the production of educational learning media resources for ethnic minorities, cultural and local ways of life should be highly considered. [This paper was published in: International and National Conference on Learning Innovation in Science and Technology (ICLIST &amp; NCLIST 2018). p18-32.]
Cognitive Behavioral Intervention (CBI)--EBP Brief Packet
Author: Mussey, J.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Cognitive Restructuring,Behavior Modification,Intervention,Behavior Problems,Guides,Check Lists,Data Collection,Worksheets,Autism,Pervasive Developmental Disorders,Parent Education,Evidence Based Practice,Age Differences,Preschool Education,Early Childhood Education,Elementary Secondary Education,Needs Assessment,Program Development,Program Implementation

This evidence-based practice overview on Cognitive Behavioral Intervention includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The &quot;CBI Evidence-base&quot; details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the &quot;CBI Step-by-Step Practice Guide&quot; as an outline for how to plan for, use, and monitor CBI. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the &quot;CBI Implementation Checklist&quot; to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made fora learner with ASD; (6) Tip Sheet for Professionals: Use the &quot;CBI Tip Sheet for Professionals&quot; as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the &quot;CBI Parent Guide&quot; to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the &quot;Additional Resources&quot; to learn more about the practice; (9) CEC Standards: A list of &quot;CEC Standards&quot; that apply specifically to CBI; (10) Module References: A list of numerical &quot;References&quot; utilized for the CBI module. [This brief was written with the Autism Focused Intervention Resources &amp; Modules (AFIRM) Team.]
Students&apos; Conceptions Supporting Their Symbolization and Meaning of Function Rules
Author: Fonger, Nicole L.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematics Instruction,Mathematical Concepts,Middle School Students,Problem Solving,Small Group Instruction,Teaching Methods,Logical Thinking,Concept Formation,Mathematics Skills,Secondary School Mathematics,Video Technology

This paper explores the nature of students' quantitative reasoning and conceptions of functions supporting their ability to symbolize quadratic function rules, and the meanings students make of these rules. We analyzed middle school students' problem solving activity during a small group teaching experiment (n = 6) emphasizing quadratic growth through covarying quantities. Results indicate four modes of reasoning supportive of students' symbolization of quadratic function rules: (a) correspondence, (b) variation and correspondence, (c) covariation, (d) flexible covariation and correspondence. We discuss implications for research on learning vis-à-vis students' representational fluency, as well as design principles to support quantitative reasoning. [For the complete proceedings, see ED583608.]
Investigating Teacher Views on Improving the Speaking Skills of Syrian Students
Author: Bozkirli, Kürsad Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Speech Skills,Case Studies,Student Improvement,Qualitative Research,Semi Structured Interviews,Turkish,Behavioral Objectives,Learning Activities,Educational Practices,Teaching Methods,Program Implementation,Media Adaptation,Instructional Materials,Elementary Secondary Education,Outcomes of Education,Content Analysis

The purpose of this study is to investigate teacher views on improving the speaking skills of Syrian students. It is a case study which was designed with a qualitative approach. In the scope of the study, semi-structured interview forms were used to obtain the views of teachers who teach Syrian students Turkish on improvement of the speaking skills of the students (reaching goals and targeted outcomes by teachers, including speaking activities, application of methods and techniques related to speaking, usage of instruction tools and materials for speaking). The sample of the study consisted of 43 teachers who agreed to take part in the study voluntarily. Convenience sampling was employed in the study. As a result of the study, it was determined that most teachers had problems in reaching goals and targeted outcomes related to speaking, they included speaking activities infrequently, and they could not use methods and techniques for speaking as they did not have sufficient knowledge of such methods and techniques.
An Analysis on Views of Prospective Turkish Language Teachers on Peer Assessment
Author: Çoban, Ismail
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Language Teachers,Preservice Teachers,Peer Evaluation,Evaluation Methods,Student Attitudes,Self Esteem,Feedback (Response),Qualitative Research,Semi Structured Interviews,Student Evaluation

This study has been conducted to examine the views of prospective Turkish language teachers on peer assessment. For this research, 47 prospective Turkish language teachers who are junior student (3rd grade) in Department of Turkish Language of Atatürk University have participated in this study. Views of prospective teachers on peer assessment have been compiled by means of structured interview form. The obtained data has been interpreted by applying content analysis method with considering the questions of interview form. In the study, it has been understood that many of the prospective teachers have positive views on peer assessment. Prospective teachers have stated that they realize their inadequate aspects, they can empathize, a democratic environment has developed, there has been increase in their self-confidence, they can get feedback and socialize through peer assessment. Despite these positive aspects, the prospective teachers have emphasized that acting upon emotions and lack of self-confidence are the negative aspects of peer assessment.
Social Empowerment of Individuals with Intellectual Disabilities
Author: Al-Zoubi, Suhail Mahmoud
Date: 2017-00-00
Type: Reports - Research
Subjects: Surveys,Administrators,Employees,Special Schools,Special Education,Student Empowerment,Administrator Attitudes,Teacher Attitudes,Foreign Countries,Social Development,Children,Adolescents,Young Adults,Vocational Education,Mild Intellectual Disability,Moderate Intellectual Disability,Likert Scales,Social Justice,Gender Differences

The aim of this study is to investigate the contribution of services and programs of special education centers (SECs) to the social empowerment of individuals with intellectual disabilities (ID). The social empowerment survey was prepared and distributed to 94 administrators and employees at SECs in the northern region of Jordan. Results indicated that there are a moderate contribution of Jordanian SECs services and programs to the social empowerment of individuals with ID according to the perspectives of administrators and employees in the northern region of Jordan. [This research project was funded by the Deanship of Scientific Research in Najran University, Kingdom of Saudi Arabia, under the grant number (NU/SHED15/087).]
Multimodal ESL Instruction: Exploring New Teaching in an Adolescent English as a Second Language Classroom
Author: Kim, Namsook
Date: 2010-05-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Multimedia Instruction,Qualitative Research,Case Studies,English Language Learners,Teaching Methods,Instructional Effectiveness,Language Acquisition,Semi Structured Interviews,Transformative Learning,High Schools,Instructional Innovation,Observation

In this qualitative case study, I examined classroom interaction in an adolescent English as a second language classroom to explore the nature of effective teaching practices with emphasis on their influence on English Language Learners' language and identity development. Developmental analyses of prolonged class observations, semi-structured interviews with the teacher and students, and documents led to finding that Transformative Multimodal Practices (TMP) in action in the shared, socioeducational space of intensive learning may play an important role on the development of ELLs' academic literacies and identities. Suggestions for transformative pedagogies in the times of diversity and networked multimodality, and issues for raising awareness of teachers, teacher educators, administrators, and policy makers are also discussed.
College Readiness and Engagement Gaps between Domestic and International Students: Re-Envisioning Educational Diversity and Equity for Global Campus
Author: Lee, Jaekyung
Date: 2018-04-10
Type: Speeches/Meeting Papers
Subjects: College Readiness,Learner Engagement,Achievement Gap,Foreign Students,Equal Education,Student Diversity,Undergraduate Students,Comparative Analysis,Mixed Methods Research,Online Surveys,Population Distribution,Social Networks,Self Management,Inclusion,Student Characteristics,Student Attitudes

This study examines undergraduate students' college readiness and educational engagement gaps in a U.S. public research university. The study reveals the heterogeneity of domestic (American) and international student groups. While typical international students may have disadvantages in college readiness and engagement, English speakers and American high schoolers among international students perform even better than domestic peers. In contrast, English learners and foreign high schoolers among domestic students, such as recent immigrants face the same challenges as typical international peers lacking adequate language and cultural preparation for college success. The study re-envisions educational diversity and equity for global campus where an integrated system of academic and sociocultural support enables transnational students to succeed.
Postsecondary Institutions and Cost of Attendance in 2017-18; Degrees and Other Awards Conferred, 2016-17; and 12-Month Enrollment, 2016-17. First Look (Preliminary Data). NCES 2018-060
Author: Ginder, Scott A.
Date: 2018-05-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Costs,Educational Finance,Institutional Characteristics,Tuition,Fees,Graduation,Enrollment,Federal Legislation,Educational Legislation,Geographic Regions,Housing,Gender Differences,Racial Differences,Ethnicity,Grants,Student Financial Aid,Academic Degrees,On Campus Students,Commuting Students

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other United States jurisdictions. 1 This First Look presents findings from the preliminary data of the IPEDS fall 2017 data collection, which included three survey components: &quot;Institutional Characteristics,&quot; &quot;Completions,&quot; and &quot;12-Month Enrollment.&quot; Data for all components were collected through the IPEDS web-based data collection system. The Institutional Characteristics component collected basic information on the characteristics of institutions for the academic year 2017-18. The Completions component collected data on the number of degrees and certificates awarded by level of award, field of study, race/ethnicity, and gender between July 1, 2016 and June 30, 2017. The &quot;12-Month Enrollment&quot; component collected the unduplicated count of students enrolled and the instructional activity of institutions for the 12-month period July 1, 2016 to July 30, 2017. A brief summary of the fall 2017-18 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018195. This &quot;First Look&quot; provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data containing fully reviewed, edited, and imputed data will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2018-19). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a few of the data included in the fall 2017 collection are displayed in this &quot;First Look,&quot; all data from the fall 2017 collection are publicly available through the IPEDS &quot;Use the Data&quot; page, found at http://nces.ed.gov/ipeds/Home/UseTheData.
Small Frog in a Big Pond vs. Big Frog in a Small Pond: Comparing Actual and Perceived Math Achievement Gaps among Korean, Korean-American Immigrant and Korean-American Native Students
Author: Lee, Jaekyung
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Asians,Immigrants,Korean Americans,Comparative Analysis,Mathematics Achievement,Achievement Gap,Grade 8,Elementary Secondary Education,Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Longitudinal Studies,Children,Scores,Student Attitudes,Self Concept,Student Surveys,Statistical Analysis,Cross Cultural Studies

This study examines the pattern and extent of actual vs. perceived math achievement gaps (test scores vs. self-ratings) among Koreans, Korean-American immigrants and Korean-American natives. The study links TIMSS 2007 8th grade math data and ECLS-K 2007 8th grade math data together for matched sample (Korean ethnicity) comparisons. In terms of actual achievement as measured by test scores, Korean students perform significantly better than Korean-American students who in turn perform better than other American students. In contrast, in terms of perceived achievement as measured by self-ratings, Korean students have significantly lower self-concept than both Korean-American and other American students. The findings imply that Korean students are akin to &quot;a small frog in a big pond&quot;, whereas Korean-American students are more like &quot;a big frog in a small pond.&quot; This study gives new insights into multi-faceted, transnational achievement gaps between student groups with common ethnic background but different frames of reference and academic standards.
Innovative Multilinguocultural Practice: Multicultural Education for Urban English Language Learners in New Times
Author: Kim, Namsook
Date: 2014-04-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Qualitative Research,Multicultural Education,Urban Areas,Adolescents,English (Second Language),Second Language Instruction,Observation,Interviews,Documentation,Transformative Learning,High School Students,Student Diversity,Cultural Pluralism,Teaching Methods,English Language Learners,Culturally Relevant Education,Language Usage,Educational Environment,Learning Activities

The present qualitative case study grounded in critical, socio-constructivist perspectives towards transformative learning and identity development intends to identify and explore the in-depth nature of innovative multicultural educational practice in an urban adolescent ESL [English as a Second Language] class in new times. Data, collected from an intensive year-long class observations, field-notes, interviews, and multi-genre, multimodal documents and analyzed in four-stage, spiral procedures, led to the multidimensions of Transformative Pedagogy of Multilinguoculture: (a) fostering second language literacies: activizing multilinguocultural literacies; (b) revitalizing Language One and Culture One for learning and development: pedagogizing multiculturalism; (c) framing a sociopedagogy of multilinguocultural literacies: realizing transformers' society. Detailed discussions of the core features of TPM [Transformative Pedagogy of Multilinguoculture] and pedagogical and policy implications are suggested.