ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Student Success and Engagement in a K-12 Online School
Author: Curtis, Heidi
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Success,Learner Engagement,Academic Achievement,Online Courses,Distance Education,Parent Influence,Semi Structured Interviews,Parent Attitudes,Student Characteristics,Parent Role,Student Motivation,Mentors,High Schools,Parent Background,Family School Relationship,Interpersonal Communication,Individualized Instruction,Student Needs,Student Participation,Accountability,Qualitative Research

Although questions exist about the effectiveness of online education, it is a growing part of the pantheon of educational choices available to students in America today. Online education first gained popularity for advanced learners, but at-risk populations are increasingly enrolling in online learning environments. This study explored student achievement in a K-12, full-time, online learning environment and the effect parents had on student success. Themes from semi-structured interviews found that parents of current or former students in a full-time, online school perceived multiple facets of student success in the online environment. Online K-12 schools can provide support to families by communicating, being transparent with tools, and individualizing instruction. Students must be self-motivated, engaged and participating, and accountable for their own learning. Parents should be available to monitor, mentor, and motivate students.
Learners' Attitudes toward Foreign Language Practice on Social Network Sites
Author: Villafuerte, Jhonny
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,Spanish,College Students,Social Networks,Correlation,Computer Software,English (Second Language),Computer Mediated Communication,Foreign Countries,Likert Scales,Questionnaires,Video Technology,Preferences,Listening Skills,Reading Comprehension,Reading Motivation,Gender Differences,Age Differences,Writing Skills,Statistical Analysis,Social Media

This work aims to study learners' attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers, to assess the dimensions: (i) Integration of SNS into learners' academic everyday activities, and (ii) Learners' attitudes towards English Language practices on SNS. All the data was analyzed using SPSS V24.00 of IBM. The findings showed corelationships between learners' attitudes and the factors: learners' sex, age, and country. The results also confirmed that both Spanish and Ecuadorian university students prefer YouTube, and Google+ for their easy access, and flexibility to strengthen listening, reading and comprehension skills in English. In addition, Facebook, and Whats App can be used to motivate reading, writing, and speaking practices in English.
The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area
Author: Atiyat, Omar Khalil
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Foreign Countries,Pervasive Developmental Disorders,Autism,Special Education,Special Education Teachers,Measures (Individuals),Fatigue (Biology),Psychological Patterns,Anxiety,Statistical Analysis

This study aimed at measuring the level of the psychological burnout in the teachers of students that have autism symptoms in Al-Riyadh area--kingdom of Saudi Arabia. In light of variables. These variables are the gender, the teaching place, the academic qualification of the teachers, the experience of the teachers, the age of the teachers, and the grades that the teachers teach. The methodology adopted in this study was the descriptive surveying method using the &quot;Maslach Burnout Inventory&quot; (MBI) of the psychological burnout. This measure consists of three dimensions as follows: The emotional fatigue, Sagging Feeling, Lack of feeling of personal Achievement. The sample of study included 94 teachers. All of the teachers in the Autism discover symptoms. The result obtained in this study has shown that there is an average level of burnout signs shown by the sample members at all of the three dimensions together. However, the study also showed that the awareness level varied against each dimensions as follows: the lack of feeling the personal achievement--dimension came first with a high average 27.56. In the second, place the (Emotional fatigue) dimension with an average of 23.06. Finally, in the third place came the (sagging feelings) dimension with an average of 3.16. In addition, the results showed significant differences at a level of a = 0.05 due to the effect of the variables, affecting the burnout level, namely the teachers' gender, the teachers' age, and the teacher's experience. On the other hand, the results showed insignificant differences at the effect of the other variables, which are the teaching place, the teachers' academic qualification, and the age of students with autism disorder.
Instructional Strategies to Support Creativity and Innovation in Education
Author: Seechaliao, Thapanee
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Strategies,Creativity,Educational Innovation,Foreign Countries,Problem Solving,Creative Thinking,Educational Technology,Semi Structured Interviews,Preservice Teachers,Cooperative Learning,Educational Media,Social Media

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.
Prospective Teachers' Educational Beliefs and Their Views about the Principles of Critical Pedagogy
Author: Kaya, Çaglar
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Critical Theory,Foreign Countries,Educational Philosophy,Undergraduate Students,Correlation,Student Attitudes

The main idea behind this research is to determine prospective teachers' educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers' educational beliefs and their views about critical pedagogy. In this study, &quot;Educational Beliefs Scale&quot; is used with the &quot;Principals of Critical Pedagogy Scale&quot;. Based on the Educational Beliefs Scale, five theories on educational philosophy including: Perennialism, Essentialism, Progressivism, Reconstructionism, and Existentialism are examined. Besides Education System, Functions of School and the Emancipator School dimensions of the Principals of Critical Pedagogy Scale are analyzed. The research is conducted as a survey model study. The sample of the research comprises of 452 last grade undergraduate students from the different departments of Faculty of Education in Mugla Sitki Koçman University. Descriptive statistics and Pearson Product Momentum Correlation was applied to the data.
Results from a Multi-Modal Program Evaluation of a Four Year Statewide Juvenile Sex Offender Treatment and Reentry Program
Author: Underwood, Lee A.
Date: 2015-12-00
Type: Journal Articles
Subjects: Program Evaluation,Juvenile Justice,Sexual Abuse,Psychoeducational Methods,Crime,Therapy,Screening Tests,Risk,Recidivism,Cost Effectiveness,Institutionalized Persons,Community Programs,Residential Programs,Safety,Program Effectiveness,Measures (Individuals),Surveys,Interviews,Employee Attitudes,Multivariate Analysis,Family (Sociological Unit),Attitudes,Attitude Measures

The results of the Program Evaluation show the OJJ Statewide Sex Offender Treatment program is exceptionally productive in meeting over 90% of its established performance markers. These markers included successful screening and assessment of risk and psychosocial needs, completion of initial and master treatment plans, establishment of sex offender specific treatment goals with a focus on psycho-educational treatment components, and community reintegration. The Statewide Juvenile Sex Offender Treatment Program effectively produced the cost benefit of fewer juveniles in secure care, with a 42.3% reduction from pre-grant activities to the present. The results of the Program Evaluation showed a reduction of juvenile sex offenders in the system and a reduction of juvenile sex offenders in secure care, with a 27.5% reduction from pre-grant to the present. The sex offender treatment program effectively reduced recidivism rates of juveniles in secure care and community programs. The total recidivism for sexual and non-sexual crimes was 4.1% from 2008-2012; the sexual recidivism rate was 1.6% for the same time duration. The results of the Program Evaluation showed that the secure care treatment program addressed the needs of the higher risk to re-offend juveniles and the community programs addressed the needs of lower risk juveniles, showing a comprehensive method of ensuring public safety. This comprehensive statewide approach is robust in its ability to address the needs of juvenile sex offenders while at the same time keeping the public safe.
Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School
Author: Navarre, Berengaria
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Medical Education,Medical Schools,Hispanic American Students,College Entrance Examinations,Test Preparation,Guidelines,Learning Activities,Motivation Techniques,Program Descriptions,Program Development

Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student commitment of 10-12 hours per week for 12 weeks. We included didactic material, an online community, individual coaching, daily announcements, and structured activities to maintain student interest throughout the 12-week program. This case study may provide guidelines on the elements necessary to a successful online program.
Counselor Perceptions: Let Us Do Our Job!
Author: Benigno, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,Counselor Role,Counselor Performance,Job Satisfaction,Occupational Information,Elementary Schools,Middle Schools,Expectation,Surveys

Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention required for that student. Many students at the elementary and middle school levels encounter issues related to social and emotional development that are often overwhelming and many times detrimental to the academic development of those students. School administrators address those issues by utilizing the existing infrastructure of the schools. One of the key components of the school infrastructure is the school counselor. In some situations, school counselors are being required to perform duties outside the realm of their perceived responsibilities. This study was conducted to ascertain school counselor perceptions with respect to job performance, expectations, satisfaction and responsibility. The results of the study indicated that the counselors involved in the study believed that they are being required to perform duties outside the realm of their responsibilities and that the performance of these duties has an impact on their effectiveness as school counselors.
Racial Disparities and Similarities in Post-Release Recidivism and Employment among Ex-Prisoners with a Different Level of Education
Author: Lockwood, Susan Klinker
Date: 2015-06-00
Type: Journal Articles
Subjects: Recidivism,Racial Differences,Educational Attainment,Employment Potential,Followup Studies,Institutionalized Persons,Unemployment,African Americans,Whites,Disproportionate Representation,Correctional Education,Participant Characteristics,Outcome Measures,Statistical Analysis,Multiple Regression Analysis

Previous studies, both international and domestic, rarely examined racial disparities in post-release employment and recidivism. Finding a job is an immediate challenge to all ex-prisoners, and often more difficult for African American ex-prisoners who typically return to economically-depressed neighborhoods upon release from prison. The present researchers conducted a 5-year (2005-2009) follow-up study in an attempt to understand racial disparities in post-release employment and recidivism among 6,394 ex-prisoners (2,531 Caucasian ex-prisoners and 3,863 African American ex-prisoners), while controlling for the ex-prisoner's level of education. Results of this study showed that African American ex-prisoners had a higher unemployment rate and recidivism rate than Caucasian ex-prisoners. This study also revealed that ex-prisoners, if employed, would likely be under-employed and experience difficulties in sustaining employment, regardless of the ex-prisoner's race. Most importantly, post-release employment and level of education were the two most influential predictors to recidivism among ex-prisoners, regardless of race.
Developing a Model of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction
Author: Hauk, Shandy
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Pedagogical Content Knowledge,Mathematics Instruction,Teaching Experience,Knowledge Base for Teaching,Secondary School Teachers,Cultural Awareness,Discourse Analysis,Vignettes,College Faculty,Higher Education,Algebra,Classroom Communication,Thinking Skills,Teaching Methods

The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK- as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.
Coping Strategies of Pre-Service Teachers of Turkish with Tensions in Achieving Agency
Author: Yayli, Derya
Date: 2017-00-00
Type: Journal Articles
Subjects: Coping,Preservice Teachers,Foreign Countries,Teacher Education,Conflict,Qualitative Research,Content Analysis,Experienced Teachers,Beginning Teachers,Professional Development,Professional Identity,Semi Structured Interviews,Focus Groups

Purpose: Pre-service and in-service teachers experience conflicts between the requirements of teaching and their own personal desires, which might lead to serious tensions with negative consequences. Teachers, especially pre-service teachers, try to cope with tensions by developing strategies accompanied by actions teachers take to modify the teaching context and achieve teacher agency. The purpose of this study was to identify how pre-service teachers in Turkey cope with different types of tensions during their practicum in schools. This study also investigated how their coping strategies motivate actions to develop teacher agency. Research Methods: This was a qualitative study guided by symbolic interactionism focusing on how shared meanings are constructed and mediated. Data were collected through reflective journals, semi-structured interviews, and a focus group interview to obtain the meanings made by pre-service teachers. Eight pre-service teachers of Turkish language at a public university participated in the study. Data were analyzed through content analysis. Findings: Findings reveal that pre-service teachers experience all types of tensions described in the literature and cope with them using four of the strategies mentioned in the literature. They do not receive help without asking for it. Many teachers turn to people around them to find a solution, but not many of them take initiatives to achieve agency. Implications for Research and Practice: Findings from the study display that pre-service teachers suffer from tensions in their teaching experiences in schools. They do not receive help without asking. For a qualified teacher identity process, continuous mediation should be at pre-service teachers' disposal and teachers should not be left alone. Supervisors at the faculties of education should raise pre-service teachers who are aware of tensions, coping strategies, and teacher agency issues.
Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction
Author: Angell, Katelyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Questioning Techniques,Teaching Methods,Library Instruction,Undergraduate Students,Primary Sources,Learning Activities,Information Sources,Credibility,Expertise,Information Skills

This study details the design of library instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The authors found a widespread reliance on traditional indicators of academic and scholarly authority, though some students expressed more personal or complex understandings of source evaluation, trustworthiness, and authorship. Based on the findings, recommendations are made for academic librarians interested in promoting learners' senses of agency and authority.
Barriers to Participation in Vocational Orientation Programmes among Prisoners
Author: Brosens, Dorien
Date: 2015-12-00
Type: Journal Articles
Subjects: Barriers,Participation,Vocational Education,Predictor Variables,Correctional Education,Institutionalized Persons,Access to Education,Performance Factors,Influences,Adult Education,Regression (Statistics),Likert Scales,Foreign Countries,Statistical Analysis

This study investigates the barriers to prisoners' participation in vocational orientation programmes, as well as the predictors of different types of barriers. Survey data derived from a project in a remand prison in Belgium (N = 468) provided the empirical evidence for the analyses. The results indicate that facing situational and informational barriers are most common. Based on the different kinds of barriers, various types of non-participants can be distinguished and multinomial logistic regression analyses are conducted to identify in what way participants of vocational orientation programmes differ from various types of non-participants. For instance, prisoners with a poor understanding of the Dutch language and those who never/rarely receive visitors participate less in vocational orientation programmes as they are more likely to be confronted with informational barriers. Paths for future research and implications for policy and practice will be discussed.
Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom
Author: Whitver, Sara Maurice
Date: 2017-00-00
Type: Journal Articles
Subjects: Library Instruction,Classroom Techniques,Questioning Techniques,Teaching Methods,Classroom Communication,Academic Libraries,Educational Practices,Educational Strategies,Observation,Statistical Analysis,Higher Education

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes.
Creative Approaches to Information Literacy for Creative Arts Students
Author: Appleton, Leo
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Creative Activities,Art Activities,Teaching Methods,Teaching Models,Cognitive Style,Design,Case Studies,Visual Literacy,Freehand Drawing,Workshops,College Programs,Educational Practices,Educational Strategies,Foreign Countries

This paper discusses the information literacy requirements of art and design students, and how traditional approaches to information literacy education are not always appropriate for these particular students. The paper argues that different, creative, and innovative approaches to information literacy training need to be developed with the specific learning styles of this group of students in mind and that using a radical information literacy approach, incorporating the specific nature of the art and design information landscape, enables this. Using the University of the Arts London (UAL) as a specific art and design higher education institution, the paper shares three separate case studies which demonstrate such approaches including the incorporation of drawing, object-based learning, and enquiry-based learning into information literacy.