ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging High School Girls in Interdisciplinary STEAM
Author: Ng, Wan
Date: 2020-09-00
Type: Journal Articles
Subjects: Learner Engagement,High School Students,STEM Education,Interdisciplinary Approach,Foreign Countries,Females,Program Effectiveness,Active Learning,Student Projects,Self Efficacy,Career Choice,Student Attitudes,High School Teachers,Teacher Attitudes

Research into Australian students' science, technology, engineering, and maths (STEM) engagement has highlighted that there are comparably fewer women enrolling in STEM programs and working in STEM industries. In Australia, males make up 84% of the total population with STEM qualifications, for example, a report in 2015 found only 13% of all engineers in Australia were women. Science, technology, engineering, art, and mathematics (STEAM), an approach to STEM education that encourages interdisciplinarity, creativity, innovation, and entrepreneurship, is a strategy that has the potential to increase girls' engagement with STEM. This research investigated the impact of the STEAMpunk Girls Program, funded by the Australian Government, on high school girls' learning and their teachers' teaching experiences. The program uses project-learning and design thinking strategies to enable the girls to gain confidence in themselves as change-makers with the capacity to generate solutions to real-world problems. Using a mixed method approach, the findings indicated that teachers and students were positive about the STEAMpunk Girls' experience, with significant increases in confidence and motivation in the girls at the end of the program.
Exploring Chemistry Teachers&apos; General Pedagogical Knowledge through Teachers&apos; Self-Reflection
Author: Trinidad-Velasco, Rufino
Date: 2020-09-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Reflection,Teaching Methods,Foreign Countries,High School Teachers,Pedagogical Content Knowledge,Student Evaluation,Peer Relationship,Classroom Techniques,Learning Processes,Teacher Characteristics

A characterization of the teaching of three chemistry professors was carried out using a case study with a phenomenographic approach to explore chemistry teachers' general pedagogical knowledge (GPK) through teachers' self-reflection. A video stimulated recall technique was used to identify and examine teachers' thoughts and decisions, as well as the reasons for driving their behavior. The results showed that these teachers concentrated most of their GPK in eight categories, three of them reported in the literature with the highest frequencies. This could indicate that GPK emerged in different facets depending on the institutional context, and therefore, their teaching experience. This study also identifies three new categories of GPK not reported before: Applying learned concepts and abilities, student-student interaction, and assessment. Therefore, a new perspective on pedagogical content knowledge research is open that will lead us to future research.
One-Stop Lesson Planning: How Universal Design for Learning Can Help Students Who Are Deaf or Hard of Hearing
Author: Taylor, Katie
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Access to Education,Student Needs,Equal Education,Classroom Environment,Lesson Plans,Teaching Methods,Learner Engagement,Course Content,Planning,Accessibility (for Disabled),Space Utilization,Visual Aids,Acoustics,Learning Modalities,Educational Technology

In an ideal world, classrooms are not designed for and educators are not trained to teach the average student because the average student does not exist. Each student has unique measures, unique strengths, and weaknesses. Universal Design for Learning (UDL) allows teachers to easily accommodate every student; it blurs the lines of special education and general education. All educators work together, making the classroom and curriculum accessible in such a way that everyone is included. In fact, UDL allows teachers to set up classrooms, design lessons, and teach with every student in mind by addressing three main areas: (1) engagement and motivation of students; (2) representation of content; and (3) expression of what the students have learned. This article discusses five ideas that are critical in creating a UDL classroom when planning for a student who is deaf or hard of hearing. The article also explains how the Promoting Achievement through Technology and INstruction for all Students (PATINS) Project was set up to promote UDL for students throughout Indiana. The PATINS UDL Lesson Creator is a tool that allows users to walk through many aspects of creating a more inclusive lesson.
An Alternative Term to Make Comprehensive Sexuality Education More Acceptable in Childhood
Author: Cacciatore, Raisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Sex Education,Comprehensive School Health Education,Foreign Countries,Early Childhood Teachers,Teacher Attitudes,Parent Attitudes,Language Usage,Vocabulary,Young Children,Human Body,Emotional Response,Nurses,Allied Health Personnel,Attitudes,Sexuality

Background: Ignorance, misconceptions and fear hinder the implementation of young children's age-appropriate sexuality education (SE) globally. Methods to promote the SE of young children are needed. Aim: We aimed to evaluate why parents and professionals resist the concept of childhood SE and to test whether a child-centred term could reduce this resistance. Setting: We conducted nationwide studies in Finland plus focused studies in three groups. Methods: In open online situation analysis and needs assessment studies among early childhood education professionals (n = 507) and parents (n = 614) of 1--6-year-olds, negative, adulthood-associated connotations for the term 'sexuality education' were detected. We then evaluated whether a less sex-connected term than SE would be feasible to promote SE of young children. We combined 'body' and 'emotion', after our earlier study on children's most common sexuality-related expressions, to form the new Finnish term &quot;Kehotunnekasvatus&quot; [body-- emotion education] and tested it among professionals of sexual health (n = 17) and early education (n = 63) and primary health nurses (n = 29). Results: Acceptance of the new term was excellent in all three groups; the new term was reported as 'more positive, more neutral, downplaying thoughts of sex'. Most respondents deemed it appropriate, necessary and usable in their work. Furthermore, the majority of those working daily with the parents of young children preferred the new term to 'sexuality education'. Conclusion: After testing the functionality of a new Finnish term among Finnish professionals, the authors suggest considering replacing the term 'sexuality education' with a more child-centred and less sex-connected synonym when referring to SE for young children.
Relationship between Parental Burnout Level and Perceived Social Support Levels of Parents of Children with Autism Spectrum Disorder
Author: Ardic, Avsar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Parent Attitudes,Parent Child Relationship,Family Environment,Burnout,Social Support Groups,Age Differences,Children,Educational Attainment,Parent Background,Correlation,Gender Differences,Marital Satisfaction,Emotional Response

Autism Spectrum Disorder (ASD) refers to a neurodevelopmental disorder that manifests itself and continues during the disorder's course with symptoms of inadequacies in social interaction and communication, limited and repetitive behaviors and limited interests. It was stated that the burden and fatigue stemming from the long-term care of the child, changing family roles and routines, difficulties encountered during diagnosis and access to services, getting insufficient information about the diagnosis, the need for information to access appropriate education and rehabilitation services and the economic burden caused by satisfying this need, and the difficulties in participating in social life account for burnout in parents of children with ASD. The main purpose of this study was to examine the relationship between parental burnout, and the perceived social support level of parents of children with ASD and their satisfaction level from this support. In addition to this main purpose, (a) the relationship between parental burnout level, and the ages of the children with ASD, the time since diagnosis and parental age, and (b) whether there is a difference in the parental burnout level according to parental education level and gender were examined in the study. Data was collected from the parents of 296 children who met the criteria for participation in the study using the Participant Information Form, Parental Burnout Scale and Revised Parental Social Support Scale. The study results revealed that there was a weak and moderate negative relationship between perceived social support and parental burnout.
Parental Involvement and Learners&apos; Performance in Rural Basic Schools of Zambia
Author: Simweleba, Never H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Parent Participation,Rural Schools,Grade 4,Homework,Parent Influence,Elementary School Students,Interaction,Parent School Relationship,Family Environment,Educational Resources,Parents as Teachers,Mathematics Instruction,Intervention,Program Effectiveness,Native Language Instruction

Background: Parental involvement is one of the important factors in pupils' academic achievement. Aim: The study sought to assess whether an intervention to enhance the interaction of parents with Grade 4 learners (aged 10-15 years) in homework would improve the learners performance in Chitonga and Mathematics. Setting: This study was conducted with two rural primary schools in the Kalomo District of Southern Province, Zambia. Methods: The participants were Grade 4 learners and their parents. A total of 168 participants were enlisted (84 learners and 84 parents). Elementary tests in Mathematics and Chitonga, the quality of parent-child interaction in homework, the quality and frequency of parent-school communication in homework, and the use of home resources in the instruction of children to increase Chitonga and Mathematics skills were assessed. One school served as a control while the other was the target of intervention. Parents in the intervention group received a 10-week programme of sensitisation on how to support their children in homework using available local resources and on parent-child interactions. Questionnaires and interviews were sent to collect data from parents while tests in Mathematics and Chitonga, systematically developed by the national regulatory body, were set to assess the learners' performance. Results: Post-test scores of learners in Mathematics and Chitonga in the intervention school were significantly higher, in addition to increased parent-child interaction and the use of home resources in instruction. Conclusion: The authors conclude that interventions which empower parents with knowledge and skills for greater involvement in their children's homework can be effective in improving the learners' performance.
An Analysis of the Results of Literacy Assessments Conducted in South African Primary Schools
Author: Govender, Radhamoney
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary Schools,Literacy Education,Reading Achievement,Writing Achievement,Family Environment,Language Usage,Instructional Program Divisions,Student Evaluation,Testing,Standardized Tests,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6

Background: South African primary school learners have participated in several national and international literacy (reading and writing) studies that measure learners' achievement in different grades and at different intervals. Numerous scholars have analysed the results of these assessments. We extended their analyses by investigating the grade coverage and the aspects of literacy that were included in these assessments, as well as whether the learners' home language impacts their results. Aim: The authors aim to determine how reliable the results of these assessments are in improving and informing policies relating to literacy teaching in primary schools and to provide recommendations to improve the administration of literacy assessments. Method: Literature on various national and international literacy studies that were conducted in South African primary schools from 2000 to 2016 was identified and analysed according to grade, province, languages in which the assessments were conducted, aspects of literacy that were included in the assessments and the accuracy of the results. Results: The analysis provides evidence that suggests that most literacy assessments target learners in the Intermediate Phase (Grades 4-6) and are not available in all 11 South African official languages. Presently, there are no large-scale literacy assessments for Foundation Phase (Grades 1-3) learners. Moreover, the results of these assessments do not provide us with reliable information about literacy levels in the country because there are vast discrepancies in assessment scores. Conclusion: This article highlights the importance of obtaining reliable information in determining literacy levels in the country and in informing decisions regarding literacy-related policies.
A Case Study on the Impacts of Advising on EFL Teacher Development
Author: Esen, Metin
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teacher Education,Foreign Countries,Language Teachers,Faculty Development,Personal Autonomy,Mentors,Teacher Attitudes

Advising in language learning is one of the new ways of creating aware, reflective, and autonomous learners in the area of Second Language Acquisition (SLA). Some language learning institutions help their learners with their learning issues through advising in Self-access Centres practices by advisors and teacher-advisors. This case study aimed at exploring the presence of advising in teacher development frameworks assessing various teacher skills and behaviours. The research also asked 12 teacher-advisors form Ankara Yildirim Beyazit University, School of Foreign Languages if they believed advising had an impact on their professional development. Both quantitative and qualitative data were collected from the participants through a 38-item questionnaire and a 10-question written interview. The analysis of the results suggested that teacher development frameworks directly or indirectly assessed some teacher behaviours that can also be attributed to a teacher, and teachers seemed to believe that the practice of advising had positive impact on their teaching skills.
A Corpus Study of Verbs in Opinion Articles of The Jakarta Post and the Relation with Text Characteristics
Author: Oktavianti, Ikmi Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbs,Newspapers,Foreign Countries,Reports,Language Usage,Computational Linguistics,Incidence,English

As one of the text categories, opinion texts have distinctive characteristics compared to any other texts in newspapers, including the choice of verb usage. This study then aims at preliminarily examining the verbs used in opinion articles in &quot;The Jakarta Post&quot; to find out the relation between frequency and text characteristics. This study collected the opinion articles of &quot;The Jakarta Post&quot; comprising 47.143 words. This study was assisted by &quot;Lancsbox&quot; to store the corpus of opinion section texts, to identify the verb lemmas, and to count the frequency of verbs. The verbs found in this study were then classified based on Scheibman's main verb classification (which is based on Halliday's and Dixon's verb types). The results of the study show that there are three most frequent verb types used in opinion texts in &quot;The Jakarta Post;&quot; they are &quot;material,&quot; &quot;verbal,&quot; and &quot;feeling&quot; verb types. Meanwhile, the lesser frequent ones are &quot;perception,&quot; &quot;possessive/relational,&quot; &quot;relational,&quot; and &quot;cognition&quot; verbs types. Meanwhile, the least frequent verb types are &quot;existential,&quot; &quot;corporeal&quot; and &quot;perception/relational&quot; verbs types. As opinion text conveys the argument of the writer, it is plausible to find &quot;feeling&quot; verb type belongs to the third most frequent types, along with &quot;material&quot; type to show concrete actions and &quot;verbal&quot; type to report the information. These frequencies exhibit that there is a firm relationship between text characteristics and the tendency of verb choice.
Foreign Language Classroom Interaction: Does It Promote Communicative Skills?
Author: Some-Guiebre, Esther
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Classroom Communication,Communication Skills,English (Second Language),Foreign Countries,Peer Relationship,Teacher Student Relationship,High School Students,Language Teachers,Discussion (Teaching Technique)

Classroom interaction is an essential element in developing communicative skills. In a foreign language context like Burkina Faso, the classroom appears as the only setting that provides an opportunity for English language learners to practice their communicative skills. In the classroom, teachers create opportunities for interaction between students and their peers, between students and teachers, and between students and teaching materials. Although those interactions are expected to promote English language acquisition, they sometimes seem insufficient. In this paper, the author examines the interactions between teachers and their students. The author seeks to understand the extent to which they can be conducive to communicative skills. The methodology used to collect this data is qualitative, mostly based on classroom observation and interviews. The participants are high school classroom teachers and their students. The results unveiled that the nature of the interaction was determined by the control and elicitation techniques used by teachers which often limited the opportunities to communicate.
Digital Makeover: What Do Pre-Service Teachers Learn from Microteaching Primary Science and How Does an Online Video Analysis Tool Enhance Learning?
Author: McCullagh, John F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Microteaching,Elementary School Science,Video Technology,Electronic Learning,Undergraduate Students,Feedback (Response),Teaching Methods,Preservice Teacher Education,Foreign Countries,Learning Activities,Student Attitudes

This paper reports on pre-service teachers' experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary science. Opportunities for pre-service teachers to observe and teach high quality primary science lessons during placement may be restricted by the focus on Numeracy and Literacy and recently reported decrease in the profile of science within the primary curriculum. This in turn will compromise the confidence and competence of future teachers with respect to teaching science. Within initial teacher education Microteaching continues to be used widely as a means of introducing the practice of teaching in a gradual and controlled manner. Data obtained from questionnaires and focus group interviews of 93 undergraduate students suggests that the online video analysis tool VideoAnt adds significant value to the learning resulting from each of the three features of microteaching; shortened lessons, video analysis and feedback. The majority of pre-service teachers enjoyed using the tool and reported that the experience had increased their levels of confidence in teaching primary science and that as a result they would now be better equipped to learn during the course of school placement. The findings may help address the challenge of achieving greater integration between the college-based and school-centred components of ITE programmes, and enhance pre-service teachers' experience of teaching in curricular areas such as primary science where the opportunity for practice during placement may be limited.
IES/NSF Pipeline-of-Evidence Protocol as Explanation for Successes and Failures of Gates Foundation Funded Initiatives
Author: Schirmer, Barbara R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Philanthropic Foundations,Financial Support,Evidence,Program Effectiveness,Elementary Secondary Education,Public Schools,Academic Achievement,Educational Research,Guidelines,Improvement Programs

This study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol in ascertaining why two notable educational initiatives spearheaded and financially supported by the Bill and Melinda Gates Foundation achieved or not the goal of improved academic outcomes for K-12 public school students. Our interest was not whether there is a sufficient body of high quality research evidence to support the two initiatives but whether the research considered by the Gates Foundation established the likelihood that the initiatives would be successful and worth the decision to dedicate substantial funding, time, and effort required for each versus the many competing programs seeking sponsorship. We found that in the case of Intensive Partnerships for Effective Teaching, foundational, efficacy, and effectiveness research were absent and the Gates foundation discontinued grant support because the initiative had not achieved the goal of improved high school graduation and college attendance among low-income minority students. In the case of Early College High School, we found empirical evidence was manifest at all but the effectiveness stage of the pipeline and the initiative continued to receive funding. Our findings support the importance of widening the net of methodologies that constitute a framework for elements needed to make predictions of effectiveness for any given intervention before investing in scale-up initiatives and the need for private foundations to be transparent in their decision-making process to enable others to scrutinize the research that informs the design of initiatives.
Minute by Minute: Building Student-Teacher Relationships in Initial Teacher Education
Author: King, Hazel
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Student Teachers,Preservice Teacher Education,Formative Evaluation,Class Activities,Student Empowerment,Foreign Countries,Student Attitudes,College Faculty,Student Evaluation,Intervention,Teaching Methods

In their training, student teachers are introduced to the effectiveness of formative assessment, which relies on the teacher having in-depth understanding of their learners. Ironically, this personal understanding is not always modelled in university sessions; with tutors struggling to learn the names, let alone the individual needs of their learners. In this action research project, an inductive approach was used to evaluate the development of student-teacher relationships through written dialogue, building on research on the 'one-minute paper'. The teacher completed a reflective diary throughout the project and the students' views on the value of written dialogues were collected by means of a questionnaire. Students were positive about the benefits of using 'one-minute papers', and content analysis of the questionnaire responses drew out themes around personal student-teacher relationships and how these can support student learning. This paper concludes by discussing the importance of making learning explicit for student teachers and using teaching approaches that nurture student-teacher relationships (such as 'one-minute papers') to empower students to become partners in the business of learning.