ethanporcaro/eric-fulltext-meta huggingface dataset:
Hendrickson&apos;s Perception of Theory of Transfer and Multi-Sensory Processes in Developing Violin Skills and Likewise Promoting Speech in Non-Verbal Autistic Children
Author: Mikajlo, Ibolya
Date: 2020-00-00
Type: Journal Articles
Subjects: Musical Instruments,Skill Development,Speech Communication,Autism,Pervasive Developmental Disorders,Speech Impairments,Multisensory Learning,Learning Modalities,Perceptual Motor Learning,Music Techniques,Students with Disabilities

South Australian, Lyndall Hendrickson AM (1917-2017) led a lifetime of achievements as a prodigy, concert violinist, polio survivor, violin instructor and teacher of language and music to non-verbal autistic students. Her career halted when she contracted poliomyelitis at the age of 34. To regain motor skill, Hendrickson researched theories of human performance and followed developments of cognitive neuroscience. In the 1970s, she experimented with violin teaching and learning through multi-sensory channels of information. Whilst Hendrickson was not the only teacher who wrote drills, used large notation, colour, stories and focused on the actions of technique, she formulated her own series of exercises designed to map an order of finger movements, that would normally not be employed in beginner lessons. Hendrickson used theories of transfer and perception in explaining violin exercises. At the age of 73, she followed new career paths in working with non-verbal autistic children and developed a multi-sensory based program aimed to encourage speech.
Primary Teachers&apos; and Students&apos; Images of Teachers and Learning Environments
Author: Kalyon, Demet Sahin
Date: 2020-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Science,Science Instruction,Teacher Attitudes,Elementary School Students,Student Attitudes,Classroom Environment,Teaching Styles,Grade 3,Grade 4,Self Concept,Teaching Methods,Conventional Instruction,Student Centered Learning,Foreign Countries

The aim of the study was to reveal the learning environments created by primary teachers in science classes and their teaching styles and compare them with the learning environments and teaching styles that their students dream of. Qualitative survey research design was used to find an answer to the research problem. In this study, the Draw-A-Science --Teacher-Test Checklist (DASTT-C) was used to collect the data. The DASST-C was developed by Thomas et al. (2001) and a useful tool to show how science teaching environment is and how teacher behaviors in the science teaching environment are. A total of 50 primary teachers and 120 primary school students (third and fourth graders) participated in this study. The DASST-C score sheet was used to analyze the data and the criteria proposed by Sahin-Kalyon (2020) were used to evaluate the learning environment. The findings revealed that the images of the participating teachers about themselves showed that they have almost adopted each teaching style equally. In other words, the teachers have adopted student-centered, teacher-centered, and both teacher and student-centered teaching equally. In the drawings of the participating primary school students, the most frequently depicted image of teacher was the teacher with an explicit teaching style, followed by the exploratory teaching style, and conceptual teaching style. In other words, most of the students depicted a teacher adopting the teacher-centered teaching in their drawings. The analyses revealed that the students of the teachers with the exploratory and conceptual teaching styles largely illustrate teachers in their drawings with the exploratory teaching style. The students of the teachers with the explicit teaching style also largely illustrated teachers in their drawings with the explicit teaching style. The study showed that the teaching style teachers have and the learning environments they adopt are similar to the teacher images students have and the learning environments they portrayed.
Frameworks for ICT Integration in Mathematics Education - A Teacher&apos;s Perspective
Author: Perienen, Appavoo
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Mathematics Education,Teacher Attitudes,Mathematics Teachers,Computer Uses in Education,Computer Attitudes,Access to Computers,Internet

Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.
Research of Educational Results of Subject-Profile Training of Bachelor&apos;s Education in the Field of Life Safety
Author: Vileyto, Tatiana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Undergraduate Students,Bachelors Degrees,Training,Safety,Safety Education,Curriculum Implementation,Preservice Teacher Education,Preservice Teachers,Curriculum Design,Academic Standards

This article is devoted to the presentation of the results of four years experimental' work in the form of analysis of subject-profile training of bachelors of education in the field of life safety. The presented experience is based on the results obtained during the design and implementation of curricula 2015, 2016, 2017 and 2018 in the practice of implementing the main professional program of training Bachelors in Security education Life at the Faculty of Life Safe, Herzen State Pedagogical University of Russia. The theoretical part is presented in the form of justification of the methodological basis for the development of subject-profile training through the following approaches to the organization of training of future teachers in the field of life safety: systemic, culturology, anthropological, integrative, synergetic, axiological, environmental. The practical part of the description of the experiment includes: the essence and content of the design, which is presented in the form of substation modules subject-profile training of future teachers of life safety fundamentals and presented in the form of an annual analysis of the educational results of bachelors of education in the field of life safety for each educational module (Basics of military service, Human social security, Protection of the person in emergency situations, Safety of Life in the Technosphere, Fundamentals of medico-valeological knowledge, Fundamentals of psychological safety in emergency situations, Environmental safety). The article presents the results of the annual analysis of the educational results of each academic year (stage) of subject-specific training, which was accompanied by the diagnosis of educational results. In constructing the analysis of educational results, the authors provided the following methods: testing (parametric quantitative statistics, reflecting the level of theoretical knowledge of students in the subject-profile training); solving a situational problem (reflects the ability of students to act in specified dangerous and emergency situations of various types); professional task for the construction of the educational process (reflects the ability to apply subject-specific knowledge of safety in the design of pedagogical activities). The diagnostic results (2015, 2016, 2017 and 2018) are presented in a comparative table indicating the results obtained for each module according to the traditional state system of points from 3 to 5 points.
The Influence of the Type of Secondary School and the Weekly Allocation of Informatics on Results of Students&apos; Achievements in Computer Science -- Case Study
Author: Šusteková, Daniela
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary Schools,Institutional Characteristics,Secondary School Curriculum,Time Management,Computer Science Education,Information Science,Academic Achievement,Grades (Scholastic),College Freshmen,Educational Background,Foreign Countries

The level of students coming to the University of Žilina is very different. There are significant differences in the level of knowledge from secondary schools, in the way of study, in the approach to the responsibilities and, last but not least, in the pursuit of new knowledge. Many students have difficulties integrating fully into the study process and are having problems to master the study of the first year. Therefore, research was conducted to find out what is the big difference between students, which is affecting their achievements. The article describes the results of the research done at the Faculty of Operation and Economics of Transport and Communications of the University of Žilina. There were several research objectives. The first goal was to find out the impact of the type of secondary school on the results of the study at the university from the subjects of Informatics in both semesters. The second objective was to find out how the number of hours in the subject of informatics weekly attended at secondary school affects the grade from Informatics at the faculty. The third goal was to compare study results in both semesters. To obtain the results was used the One-Factor Variance Analysis Method, T-Test for Two-Sample Assuming Unequal Variances, t-Test Paired Two Sample for Means. The research showed that the type of secondary school influences the study results in both semesters. Another interesting fact was that students who had a lot of informatics in secondary school do not achieve better results than those who have much less of Informatics. The results of the 2nd semester show that some of the students have adapted to the situation, improved their learning outcomes and were able to move further to the next years.
Scaling Problems in the System of Transition from Elementary to Secondary Education in Turkey with the Rank-Order Method
Author: Inceçam, Beyza
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Grade 8,Grade 9,Articulation (Education),Scaling,Comparative Analysis,Elementary School Teachers,Student Attitudes,Teacher Attitudes,Anxiety,Stress Variables,Educational Change,Gender Differences

The purpose of this study was to examine the significance level of problems experienced in the transition from elementary to secondary education by using the rank-order scaling method. The study was conducted using a mixed-methods design. Forty-two eighth-and ninth-grade students from different types of public schools and 15 teachers were selected as the sample for the qualitative phase. The sample for the quantitative phase constituted consisted of 336 eighth- and 397 ninth-grade students, with 130 eighth-and 139 ninth-grade teachers. An essay instruction and semi-structured interviews were used to collect qualitative data. Then, scaling forms for students and teachers were developed in accordance with the qualitative data. The qualitative data were analyzed with the content analysis technique. &quot;Thurstone's law of comparative judgments&quot; and &quot;the composite standard&quot; solutions were utilized to analyze the ranked data. The stimulus of &quot;constant and rapid changes in the transition system to secondary education&quot; was scaled as the most significant problem by eighth-grade students and teachers. &quot;Not allocating time for leisure time activities&quot; stimulus was evaluated as the most crucial problem by ninth-grade students. In terms of the independent variables, rankings of the stimuli were more consistent in eighth graders' judgments. However, ninth-grade students' judgments revealed that there was less similarity in rankings for both gender and school type variables. Besides, according to the judgments of teachers, rankings descriptively differed in terms of the branch and seniority level variables.
Early Childhood Education in Tanzania: Views and Beliefs of Stakeholders on Its Status and Development
Author: Ndijuye, Laurent Gabriel
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Educational Development,Reputation,Educational Quality,Preservice Teacher Education,Stakeholders,Educational Improvement,Educational Policy

Globally, there is consensus among education stakeholders that early childhood education sets a foundation for children's development, learning, and future life achievements. While global perceptions of early childhood care and education (ECCE) have been broadly explored in other parts of the world, little is known about ECCE in Tanzania even though it is ideally a compulsory part of formal basic education for every child before joining grade one. This study investigated the status of early childhood education (ECE) in Tanzania by critically analyzing the views and beliefs of stakeholders on its status and development. The study recruited two policy makers, 14 ECE college principals, 34 preprimary college tutors, and three ECE academics using a homogeneous sampling technique. Employing a phenomenological research design, the study used questionnaires, semi-structured interviews, focus group discussions (FGD) and documentary analyses in collecting the required data. Findings revealed that while in the policy and curriculum documents ECE holds equal status with other levels of education, it holds extremely low status among education stakeholders, resulting in ill-prepared preservice ECE teachers and limited parent-school engagement. To improve the quality of ECE in Tanzania, stakeholders suggested improvements in the quality and quantity of preservice teachers, including detachment of preprimary classes from primary schools and establishment of an integrated ECCE policy, guidelines, and practices to be completed by an ECCE joint taskforce. Further, in-service training for ECE college tutors and principals is critically important, as is concentration of limited resources in few selected teachers' colleges.
Narrowing the Language Gap for Africa&apos;s Learners: A Pathway for Change Model
Author: Schroeder, Leila
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Attainment,Economic Development,Rural Areas,Academic Failure,Native Language,Native Language Instruction,Reading Instruction,Elementary School Students,Oral Language,Second Language Learning,Language of Instruction,Transfer of Training,Teaching Methods,Textbooks,Foreign Countries,Language Classification,Illiteracy,Poverty,African Languages,Access to Education,Higher Education,Attendance,Elementary Secondary Education,English (Second Language)

Even a quick glance at international data reveals something troubling: There is an increasing economic and educational gap between Africa and the rest of the world. If we look just a bit deeper, we find that economic and educational stagnation may simply be the inevitable outcomes of broad educational failure for millions of rural African children. Behind that educational failure is a &quot;gap,&quot; a chasm that most African learners must leap in order to succeed academically to benefit the entire continent. I suspect it is linguistic to its very core. This research follows a backward trail all the way from university level to the point of entry for early grade teaching across Africa. It asks three questions: (1) Why isn't L1 reading instruction giving students success in the primary school years? (2) Why are students not gaining adequate oral L2 for use as medium of instruction beyond primary? (3) How might a reading transfer curriculum close the final gap, providing meaningful access to L2 textbooks for all African students? As these questions are answered by current research, the findings suggest solutions. I propose a series of three language-related strategies aimed at closing the education gap--a yawning chasm--for all African youth.
Academic Boredom: An Underestimated Challenge in Schools
Author: Özerk, Gül
Date: 2020-09-00
Type: Journal Articles
Subjects: Learner Engagement,Student Motivation,Goal Orientation,Academic Achievement,Psychological Patterns,Student Behavior,Behavior Patterns,Student Experience,Attention,Executive Function,Definitions

Academic boredom is a complex and underestimated problem in schools in many countries. The research on this phenomenon is mostly from Germany and Northern America. During the last two-three decades several studies have highlighted some aspects of academic boredom and its relationship to motivation and school-based learning behavior and outcomes. This paper addresses and tries to clarify academic boredom as an important concept from several angles and highlights new and promising improvements in the field. A special emphasis is laid on presetting the extend and identifying features, signs and antecedents. Furthermore the paper discusses academic boredom as a negative deactivating goal achievement emotion, and illuminate academic boredom as an antecedent and consequence.
ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships
Author: Becker, Stephen P.
Date: 2020-12-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Intervention,Interpersonal Competence,Resilience (Psychology),Adolescents,Adolescent Attitudes,Barriers,Evaluation Methods,Educational Environment,Teaching Methods,Decision Making,Risk,Social Bias,Self Concept,Self Evaluation (Individuals),Symptoms (Individual Disorders)

Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions.
Improving Preservice Teachers&apos; Feelings of Preparedness to Teach through Recruitment of Instructionally Effective and Experienced Cooperating Teachers: A Randomized Experiment
Author: Ronfeldt, Matthew
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Readiness,Cooperating Teachers,Experienced Teachers,Teacher Effectiveness,Recruitment,Coaching (Performance)

New studies show that the instructional effectiveness of preservice candidates and their cooperating teachers are positively related. However, we neither know if these relationships are causal nor, assuming they are, if it is possible to significantly increase the instructional effectiveness of the cooperating teacher pool. In this study, we randomly assign districts to receive recommendation lists (generated using administrative data) for the recruitment of more promising cooperating teachers. Districts receiving lists recruited significantly more effective/experienced cooperating teachers, while candidates placed in these districts felt significantly better prepared to teach. As a result, this study offers an innovative, low-cost strategy for recruiting effective/experienced cooperating teachers and presents the first causal estimates that more effective/experienced cooperating teachers improve candidates' preparedness to teach.
Determining Language and Inclusion for Deaf-Plus Children
Author: Singer, Steven James
Date: 2020-09-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Inclusion,Comorbidity,Multiple Disabilities,Sign Language,Parent Attitudes,Decision Making,Influences,Interpersonal Communication,Language Usage,Family Environment,Educational Environment,Student Characteristics,Student Needs,Physical Health,Medical Services,Access to Education,Equal Education

Educators have long argued about the best ways for Deaf children to communicate and how they should be educated. The two notions are inseparable for Deaf students who most often learn language at school. Since the passing of IDEA, most Deaf students have moved from segregated schools to their neighborhood schools where all students might benefit from learning and socializing together--the foundations of inclusion. Might inclusion for Deaf students with multiple disabilities mean something different? In this ethnography, the authors examined the experiences of six families that had school-aged children who were Deaf-Plus and used signed language to communicate. Research questions included: (1) what were the experiences of parents navigating communication and education for their children; and (2) what did inclusion mean for their children? Data collection included: Semi-structured interviews, participant observations, and focus groups. The team developed three themes: (1) External Influences on Parent's Decision-Making Regarding Language and Communication; 2) Language and Communication Varies Among Deaf-Plus Children and Their Family Members; and (3) Struggling to Determine and Secure an Inclusive and Productive Learning Environment for Their Deaf-Plus Children. It behooves educators to consider how students' individual characteristics might benefit learning and create improved inclusive experiences.
Development of the Child Neglect and Abuse Awareness Scale for Parents and Its Relationship with Various Variables
Author: Ünal, Hazal Begüm
Date: 2020-09-00
Type: Journal Articles
Subjects: Test Construction,Child Neglect,Child Abuse,Parent Child Relationship,Parent Attitudes,Parent Background,Predictor Variables,Age Differences,Gender Differences,Family Income,Educational Attainment,Preschool Children,Preschool Education,Foreign Countries

This study aims to develop the Child Neglect and Abuse Awareness Scale for Parents (CNAASP) as well as examine their awareness of the children who attend preschools according to age, gender, educational status, and income status. First, the validity and reliability studies were conducted with 595 parents through the random sampling method. Then, the validity and reliability of the study were completed by using CNAASP to determine whether there was a difference in parental awareness according to the variables of gender, age, education, and income. In this study carried out with 144 parents determined by convenience sampling method, t-test and Analysis of Variance (ANOVA) were used in the analysis according to gender variable; Scheffe Test was performed to determine the source of the differences. It was found that there was a significant difference in the mothers' awareness of child neglect and abuse. As a result of the analysis of the income status of the parents, a difference was found in favor of the parents with high-income status in the emotional abuse subscale. As a result of the analysis of the educational status variable of the parents, it was concluded that there was no statistically significant difference.