ethanporcaro/eric-fulltext-meta huggingface dataset:
Case Management Strategies to Promote Employment for Transition-Age Youth with Disabilities
Author: McCormick, Sara T.
Date: 2021-05-00
Type: Journal Articles
Subjects: Caseworker Approach,Employment Potential,Individualized Transition Plans,Role,Interpersonal Relationship,Program Effectiveness,Youth,Disabilities,Attitudes

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers' roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers' interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.
&quot;Yo hablo el español de mi pueblo&quot;: A Conscious Curriculum for the Heritage Language Learner
Author: Moreno, Gabriela
Date: 2021-00-00
Type: Journal Articles
Subjects: Spanish,Native Language Instruction,Culturally Relevant Education,College Instruction,Academic Standards,College Curriculum,Sociolinguistics,Learning Activities,State Universities,Spanish Speaking

The search for a more comprehensive and conscious curriculum for Spanish heritage language learners and Spanish native speakers (SHL/SNS) is a task that many educators are making a priority due to the diversity in the classroom. This paper focuses on presenting the theoretical framework and approaches that have facilitated SHL/SNS instruction in our institution in the Southwest. The theoretical framework includes a Culturally and Linguistically Responsive (CLR) approach, the World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblo-based pedagogy, followed by activities that have been effective in establishing a conscious curriculum in SHL/SNS pedagogy.
Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies
Author: White, Justin P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,College Faculty,Language Teachers,French,Spanish,Familiarity,Grammar,Drills (Practice),Communicative Competence (Languages),Teacher Attitudes,Teaching Methods,Classroom Techniques,Literature,Feedback (Response),College Second Language Programs,Departments,Cultural Education

This study serves as a follow-up to VanPatten's (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings.
The Current Status of In-Service Trainings for Teachers and Expectations: Do They Match?
Author: Yirci, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Professional Development,Expectation,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Program Effectiveness,Program Improvement,Foreign Countries

Taking into consideration the INSETs' direct influence on teachers' professional development and indirect influence on the education, the present study aims to find out teachers' views about in -service training activities and their proposed solutions to improve the effectiveness of the in-service training activities through the semi- structured and in-depth interviews. Moreover, the latest statistics of in-service trainings in Turkey was examined with holistic and critical approach. 59 teachers from three different types of school (primary, secondary, junior high school) in Turkey participated in the study. Data were collected through a semi-structured interview, and analyzed through content analysis by searching for patterns and synthesizing them. NVivo 8 was used to code the transcriptions and to derive broader themes shaped around core meanings and then to group together (Miles &amp; Huberman, 1994). While the most useful aspects of in-service training programs are found as professional development, meeting new people and professional development, weaknesses of in-service training programs are poor planning, lack of qualified trainers and lack of practical implications according to teacher opinions. Teachers suggested that employing expert trainers, effective planning and more interactive contents are crucial for an ideal INSET activity. The study concludes with possible reasons for the problems in concern, and practical implications.
The Effect of Gender Equality Course on Turkish Counselor Candidates&apos; Gender Role Attitudes and Their Sexism
Author: Koçyigit, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Counselor Training,Sex Role,Student Attitudes,Consciousness Raising,Attitude Change,Knowledge Level,Counselor Attitudes,Undergraduate Students,Social Influences,Cultural Influences,Program Effectiveness

Discussing the concept of the gender-sensitive counselor is still very new in Turkey. As a new development gender equality course has been added to the counselor undergraduate curriculum as a selective course since 2018. This research aimed to reveal that if this new development is a really effective step to train gender-sensitive counselors. This mixed-method research aimed to examine the effect of the Gender Equality Course on Turkish Counselor Candidates' gender role attitudes and sexism. Twenty-eight counselor candidates participated in this study. Data were obtained by Gender Role Attitudes Scale, Ambivalent Sexism Scale, Semi-Structured Interview Form. All findings indicated that the gender equality course contributed to counselor candidates to gain awareness of gender equality and how important being a gender-sensitive counselor. Besides, various interventions are still needed to reduce their sexist attitudes and enable them to experience more radical changes in their own life. Results showed that gaining the knowledge, skill and attitude on gender-related issues and training a gender-sensitive counselor require multidimensional intervention and training process.
Environmental Change and Adaptation in Predominantly Undergraduate Institution Sponsored Programs Offices in Kentucky: A Multiple Case Study
Author: Niles, Scott
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Administration,Financial Support,Organizational Change,Administrative Organization,State Universities,Adjustment (to Environment)

The decline in funding to state-supported institutions of higher education (IHEs) in Kentucky has compelled these universities to secure alternate forms of revenue to support their capacity to meet public expectations. These other funding streams include enrollment, philanthropic support, and acquiring sponsored funding for research projects and programs. While smaller state-supported Predominantly Undergraduate Institutions (PUIs) face resource and credibility challenges in their pursuit to expand external funding activity, they continue to strategically bolster their respective research enterprises amid shrinking budgets and increased competition for external funds. This case study--conducted in Fall 2015 and Winter 2016--employed qualitative methods to gain an understanding of how three purposefully selected PUIs in Kentucky adapted to a decline in state appropriations and reconfigured organizational structures and roles to facilitate adaptation. Key findings in the study support the importance of upper-administrative knowledge building and leadership in expanding the PUI research enterprise. Additionally, strategic resource allocation, organizational restructuring, a strong policy base, and a focus on research development activities are critical elements in bolstering competitive external funding procurement. [Paper presented at the National Council of University Research Administrators (NCURA) Region III Annual Meeting (Miramar Beach, FL, Apr 29-May 4, 2016) and the NCURA Annual Meeting (Washington, DC, Aug 7-10, 2016).]
Errors and Misconceptions of Eighth-Grade Students Regarding Operations with Algebraic Expressions
Author: Aydin-Güç, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Patterns,Misconceptions,Mathematical Concepts,Equations (Mathematics),Algebra,Problem Solving,Diagnostic Tests,Grade 8,Foreign Countries

The study aimed to determine the mistakes of students in operations with algebraic expressions, and their misconceptions that may lead to errors. The study adopted case study method, one of the qualitative research models. The participants were composed of 48 (24 boys, 24 girls) randomly selected among 8th grade students in three different classes from three different schools that were selected via convenience sampling method. To determine students' errors and misconceptions, the &quot;Misconceptions Diagnostic Test for Operations with Algebraic Expressions&quot; was developed by the researchers, considering the curriculum, relevant literature, and researchers' teaching experience. The diagnostic test included 10 open-ended questions. In addition, clinical interviews were conducted with all students on their wrong answers. Results indicated that the most common misconception was that the minus at the beginning of the algebraic expression had no meaning and that half of the students had this misconception. It was also observed that the number of students with the following misconceptions were close to each other: &quot;The operation on one side of the equation should also be applied to the other side so that the equality is not broken&quot;, &quot;we should take into account the order of operation priority in integers while writing the sentences as algebraic expressions,&quot; and &quot;everything before the parenthesis is distributed to the parentheses.&quot; The reasons for the emergence of these misconceptions were found to be epistemological barriers and over-generalization of information in arithmetic.
History Education for Disadvantaged Groups in Theory and in Practice
Author: Okumus, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Disadvantaged,Theory Practice Relationship,Teacher Attitudes,Teacher Responsibility,Student Centered Learning,Student Participation,Students with Disabilities,Cultural Background,Poverty,Communication Problems,Barriers,Inclusion,Civil Rights,Foreign Countries

Many individuals have been considered in disadvantaged group status due to their specific qualities. These individuals' participation in educational processes requires a special effort. This study is to evaluate history curriculum in theory in terms of disadvantaged groups and to learn history teachers' opinions considering their approaches and experiences towards the disadvantaged groups in practice. The study adopted qualitative research method and it was designed as case study. Firstly, history curriculum was examined and the statements about disadvantaged groups in the curriculum were explained via descriptive analysis. Then, 11 history teachers were interviewed in 2019 with the semi-structured interview form developed by the researcher and the data obtained were analysed via content analysis. It was found that history curriculum included indirect emphases about the disadvantaged groups and history teachers were given the responsibility for the inclusion of students with different qualities in learning processes. It was determined in the interviews carried out with teachers that they had limited knowledge about the disadvantaged group and the individuals in this group, what they understood from the concept was multi-cultural individuals and the disabled, communication was the biggest problem experienced with the disadvantaged students, and teachers carried out mostly student-centered activities in order to overcome such obstacles. Disadvantaged status is not a condition that is usually in an individual's power. In addition to this, education is the right of these individuals. The disadvantaged students must be enabled to engage in educational processes more effectively. History courses are the available field in this regard. Studies must be carried out about the effective and active participation of disadvantaged groups in history education activities. The good examples in Turkey and in the world must be followed and the researchers and educators must gain an access to these examples.
Successful Strategies for Increasing Faculty Grant Activity
Author: Yaun, Katherine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Grants,College Faculty,Research Administration,Services,Grantsmanship

The purpose of this paper is to describe how a college-level research office has used a variety of services and tools to increase faculty grant activity. A dozen practices will be discussed. Results indicate that the grant dollars received in the most recent fiscal year (FY2019-2020) are almost 150% higher than in the year before these practices were initiated. Moreover, during the same time period, annual grant dollars expended have increased by more than 80%. While these and other positive findings cannot be tied to a specific tool or service, the authors discuss several practices that faculty have indicated are particularly helpful.
Textbooks in English Language Teaching in View of Globalisation, Localisation and Glocalisation
Author: Toprakci, Nihal
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbook Content,Textbook Publication,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Instructional Effectiveness,Global Approach,Local Issues,Perspective Taking,Multicultural Textbooks,Cultural Awareness,Academic Standards,Visual Aids,Communicative Competence (Languages),Grade 9,Foreign Countries

Recent research has revealed that the relationship between language and culture stands out as an important factor in language teaching. The purpose of this study was to examine the cultural content of ninth-grade textbooks used in teaching English based on the WorldReadiness Standards for Learning Languages (WRSLL), and also from teachers' opinions. The study was conducted via phenomenology, one of the qualitative research paradigms. In accordance with the aim of the study, three textbooks prepared with global, local, and glocal perspectives were selected. As data collection tools, the WRSLL form and also semistructured interviews were conducted, and with descriptive and content analysis techniques applied in analysing the collected data. The study group consisted of 50 English teachers who had used all three of the selected textbooks. The study's findings revealed that the book with a local perspective was found to be inadequate in terms of its cultural content. It was also concluded that, according to the participant teachers' views, there was no need to prepare a localised book for the Turkish context, and that universal books containing less localised content would be more suited to effective teaching. From this perspective, it is suggested that the regulations on textbook preparation issued by the Turkish Ministry of National Education (MoNE) should be revised in accordance with requirements of gaining intercultural knowledge.
The Impact of Game-Based Teaching Practices in Different Curricula on Academic Achievement
Author: Arcagök, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Teaching Methods,Instructional Effectiveness,Academic Achievement,Educational Research,Program Length,Sample Size,Preschool Education,Elementary Secondary Education,Foreign Countries

The study aimed to identify the impact of game-based teaching practices available in different curricula on academic achievement. The study adopted meta-analysis method via grouping similar studies about that subject, theme under the heading of certain criteria, and combining the quantitative data obtained. For this purpose, 412 studies conducted between the years of 2000-2020 were examined and 54 experimental studies on the game-based teaching practices were included in the study. The data of 54 experimental studies were analyzed via the Comprehensive Meta-Analysis Program (CMA) and MetaWin programs. The study results revealed that the game-based teaching practices applied in different curricula affect the students' academic achievement positively compared to traditional practices. The effect sizes of game-based curricula were identified to significantly differ across education levels, treatment duration, sample sizes and publication types.
Disruption to School Examinations in Our Past
Author: Cooke, Gillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Educational Testing,Pandemics,War,World History,Strikes,Foreign Countries,Social Change,Costs,Standards,Emergency Programs

In times of crisis it is good to look back. Not only is it comforting, but better understanding of events in our past can inform decision-making and help us find direction at uncertain times. COVID-19 may have presented new challenges, but this exploration of historical disruptions to school exams highlights themes and a recognisable human spirit. For this study Gillian Cooke and Gill Elliott have identified five crisis events in the history of Cambridge Assessment and tracked responses to these circumstances through documents held in the corporate archive. The flu pandemic of 1918, two World Wars, Indian Partition and the Strikes of the 1970s all, in different ways, pushed the boundaries of examination administration. The search yields both short, and long-term responses and reveals just how much the impact of a crisis is connected to the society that deals with it.
Early Policy Response to COVID-19 in Education--A Comparative Case Study of the UK Countries
Author: Mouthaan, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Educational Policy,Policy Formation,Curriculum,Instruction,Student Evaluation,Research Methodology,Comparative Analysis,Case Studies,Crisis Management,Governance,Cultural Differences,School Closing

Inspired by the work of David Raffe and his co-authors who set out the positive benefits gained from comparing the policies of &quot;the UK home nations&quot; in an article published in 1999, researchers in the Education and Curriculum Team launched a project in early 2020 that we called Curriculum Watch. The aim of this project was to collate a literature and documents database of education and curriculum policies, research and analyses from across the four countries of the United Kingdom (UK). In this article, we draw on our literature database to make sense of the rapid changes in education policy that occurred in the early stages of the COVID-19 pandemic in the four UK nations of England, Scotland, Wales and Northern Ireland. We analyse some of the key areas of UK policy formation and content (in relation to curriculum, pedagogy and assessment) that we observed during the first six months of the unfolding pandemic. In addition, we reiterate the clear benefits of using comparative research methods in the UK context: our research findings support the idea that closeness of national contexts offers the opportunity for evidence exchange and policy learning in education.
Design Thinking Applications in Teaching Programming to Gifted Students
Author: Avcu, Yunus Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Design,Thinking Skills,Programming,Computer Science Education,Gifted,Scoring Rubrics,Computer Software,Task Analysis,Summer Programs,Science Education,Teamwork,Student Attitudes,Teaching Methods,Empathy,Problem Solving,Brainstorming,Feedback (Response),Worksheets,Foreign Countries

The study aimed to present suggestions for how a design thinking (DT) approach can be applied in the processes of teaching programming to gifted students and to reveal its effects on the teaching process. The case study method was used. 5 different DT tasks were defined to create solutions for an unstructured problem by using programming tools and DT processes. DT activities were applied to 25 gifted students (13 girls, 12 boys) at the Science and Art Center (BILSEM) in the city center through the summer term. Data were collected through interviews, observation forms, and the DT Rubric which was developed by the researchers. The findings showed that gifted students improved their DT skills to a certain level, learned the academic content, enjoyed the process itself, and experienced some problems working in teams. At the end of the teaching process, the students emphasized that a good designer should be a respectful person who can work well within a team. Additionally, according to the students' views, different programming tools and environments namely Scratch, Arduino IDE and Lego Mindstorms EV3 can be used in the prototyping phase of the DT processes. Updating DT tasks to include DT mindsets and taking into account the leadership qualities of gifted students during the implementation process may be suggested.
Mobile Learning in Turkey: Trends, Potentials and Challenges
Author: Özsari, Gönül
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Foreign Countries,Graduate Study,Student Motivation,Positive Attitudes,Barriers,Higher Education,Elementary Secondary Education,Postsecondary Education,Research Methodology,Educational Research,Student Attitudes

Several components of learning including learners, teachers, schools, learning methodologies, learning content and evaluation criteria are affected by changing technologies. Like other technology-based learning methods, mobile learning is also a product of a period in which new technologies and education are intertwined. As new learning and technologies become more personalized, learner-centered, connected, portable and ubiquitous, skills such as cooperation, communication, critical thinking and creativity start to stand out. Mobile learning has a potential to address these skills and better cater for today's digital native learners thanks to the aforementioned affordances. This potential of mobile learning is the starting point for this study. The aim of this study is to see the trends of mobile learning over the years and to discuss its potentials and challenges. In line with this purpose, the graduate theses published in Turkish Higher Education Council Thesis Database between 2010 and 2019 were reviewed by content analysis method. The results of the study revealed that mobile learning in graduate studies offer the potentials to positively effect on academic achievement, facilitate positive attitude towards mobile learning, increase motivation and develop positive attitude towards the course. In addition, the results also demonstrated that mobile learning is time and place independent, easy, fun and helpful for vocabulary learning and increasing interaction. However, there were also challenges reported associated with mobile learning such as technical and infrastructural problems and lack of hardware and software used in mobile leaning tools.