ethanporcaro/eric-fulltext-meta huggingface dataset:
Framework for All: Building Capacity for Service Delivery in Catholic Schools
Author: Faggella-Luby, Michael N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Capacity Building,Catholic Schools,Students with Disabilities,Inclusion,Delivery Systems,Positive Behavior Supports,Evidence Based Practice,Program Implementation,Intervention,Individualized Instruction,Screening Tests,Fidelity

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A brief review of evidence to support the framework is provided. Finally, specific features of the framework are presented with examples to illustrate how Catholic educators might implement across the entire school.
Monitoring of Faculties and Departments Research Activity as a Component of University Management
Author: Podolyanchuk, Stanislav
Date: 2020-00-00
Type: Journal Articles
Subjects: Research,College Administration,Foreign Countries,Departments,Evaluation,Universities

Research is an essential part of university activity. The evaluation of research activities is not only of scientific, but also of practical interest. Currently, however, the research evaluation is used primarily either for the analysis of the activities of a university as a whole or for tackling specific tasks, usually related to the financing of research projects. The use of monitoring systems for research activities as part of the internal university management has not been sufficiently studied. Therefore, the purpose of the research, which was conducted at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine) over the course of 5 years, was to identify and critically evaluate the main practical applications of such monitoring in management activities. The monitoring system was created through the use of expert evaluation method. Information was collected with mandatory input control. The results of monitoring can be used for creating an information database, performing comparative analysis, making evaluation of research activities of a university as a whole and implementing the control function. Analysis of the research evaluation proved its positive impact on the advancement of science at the university. Based on the obtained results it is possible to solve organizational, financial and professional issues, make important management decisions. At the same time, it is necessary to consider the risks that may arise during the practical implementation. Emphasized is the universal character of proposed directions that can be used in the management of various universities.
Fostering Autonomous Language Learners at a Japanese University
Author: Kanazawa, Mayumi
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Self Evaluation (Individuals),English (Second Language),Foreign Countries,Independent Study,Universities,Course Descriptions,Personal Autonomy,Goal Orientation,Learning Motivation,Self Efficacy,Learning Strategies,Diaries,Student Attitudes,Writing (Composition),Learning Processes,College Students

Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students' autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.
Reflective Writing in the Pandemic Period: A University Student&apos;s Reflection
Author: Salim, Herli
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),COVID-19,Pandemics,Preservice Teachers,Elementary School Teachers,Foreign Countries,Writing Difficulties,Writing Skills,Computer Mediated Communication,Online Courses,Self Esteem,Student Attitudes

This qualitative study analyzed pedagogical aspects based on reflections of experience of 7th-semester students in reflective writing activities while working on thesis assignments in the undergraduate program of Elementary School Teacher, Universitas Pendidikan Indonesia at Serang Campus during the COVID-19 pandemic. By involving 67 students, reflective writing learning data were analyzed based on learning feedback and online guidance collected through an online survey and a combination of semi-structured interviews via teleconference. This study confirmed that reflective writing activities could make students overcome difficulties in writing online guidance. Students can independently implement the context of reflection in the writing process and develop logical thinking in scientific writing. Reflective writing activities are considered appropriate for medium-term structured learning and assignments such as theses. These results can be a basis for using reflective writing practices in other writing assignments during the online learning period. Reflective writing practice was expected to be integrated into learning to encourage students to get used to reflective practice.
Information-Wise: A Case for Developing an Evidence-Informed Information Literacy Programme at Maastricht University
Author: Pichel, Jaro
Date: 2021-01-00
Type: Journal Articles
Subjects: Information Literacy,Evidence Based Practice,Program Development,Program Design,Program Implementation,Undergraduate Students,Problem Based Learning,Learning Modules,Foreign Countries

The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: (1) Resource Discovery; (2) Critical Assessment; (3) Organising Information; and (4) Creation &amp; Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do's, Don'ts, and Don't knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done.
Teaching a One-Credit Course on Data Literacy and Data Visualisation
Author: Usova, Tatiana
Date: 2021-01-00
Type: Journal Articles
Subjects: College Credits,Information Literacy,Data,Visualization,Librarians,Data Analysis,Curriculum Development

Data literacy skills are becoming critical in today's world as the quantity of data grows exponentially and becomes the 'currency' of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot's learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice. The article calls for a re-envisaging of the library's role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors' experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.
Teaching Practices: Integrating Positive Thinking in Picture Book Creation for Economically Disadvantaged Children
Author: Huang, Chiu-Hua
Date: 2020-00-00
Type: Journal Articles
Subjects: Picture Books,Economically Disadvantaged,Teacher Developed Materials,Preschool Children,Story Telling,Psychological Patterns,Teaching Methods,Foreign Countries,Teacher Evaluation,Preschool Teachers,Coaching (Performance),Feedback (Response)

The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers' teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children's real experiences and development. Through teachers' storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy's Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process.
Becoming Mathematical: Designing a Curriculum for a Mathematics Club
Author: Lampen, Erna
Date: 2020-00-00
Type: Journal Articles
Subjects: Clubs,Mathematics,Foreign Countries,Curriculum Development,Mathematics Instruction,Mathematics Skills,Relevance (Education),Mathematical Logic,Identification (Psychology),Competence,High School Students,Secondary School Mathematics

Mathematics clubs are becoming increasingly researched in South Africa, yet what might constitute a curriculum for such clubs has not been discussed. We present and analyse a curriculum design for clubs that we set up and worked with over three years. The goals of the clubs were to foster strong mathematical proficiency, identities and agency among learners through supporting their enjoyment of mathematics as a useful way to make sense of the world. We therefore developed a curriculum where learners could become and be 'mathematical', through drawing on both their everyday reasoning and the mathematics that they learned in school. Our analysis suggests an emergent, responsive curriculum, with tasks that can be categorised as: (1) becoming mathematical with everyday tasks, (2) becoming mathematical about mathematics, (3) being mathematical and making mathematics, and (4) mathematics. We argue that through such a curriculum, we can develop mathematical reasoning on the basis of learners' everyday reasoning in ways that support their mathematical proficiency, identities and agency.
Evaluation and Orientations to Grade 10 Mathematics in Schools Differentiated by Social Class
Author: Jaffer, Shaheeda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 10,Secondary School Mathematics,Student Evaluation,Mathematics Tests,Social Class,Working Class,Middle Class,Grading,Differences,Educational Practices

In South Africa, differential performance in school mathematics with respect to social class remains an enduring concern as reflected in national and international large-scale assessments. The article examines the implications of evaluation for orientations to mathematics in a school populated by learners from upper-middle-class or elite backgrounds and a school populated by learners from working-class backgrounds. The particular focus is on mathematics problems featured in tests used by two Grade 10 teachers in each school and teachers' marking of learners' test scripts. A distinction between single-topic and multi-topic mathematics problem types is refracted through an analysis that draws on the adaptation by Davis of Lotman's distinction between content orientation and expression orientation with respect to the reproduction of texts. The analysis reveals a preponderance of single-topic mathematics problems and the absence of multi-topic mathematics problems employed in the school populated by learners from working-class backgrounds and the presence of both single-topic and multi-topic problem types in the school populated by learners from middle-class or elite backgrounds. Differences in the types of mathematical problems suggest differences in mathematical demand expected of learners and differences in their preparation for examinations in the two social class contexts. The selection of test problems and the marking of test scripts as instances of evaluation construct an orientation to mathematics that is expression oriented in the working-class context whereas both expression and content orientations are evident in the middle-class or elite context. The analysis provides a potential explanation for the persistent disparity in mathematics performance along social class lines in South African secondary schools.
Pre-Service Teachers&apos; Prior Expectations and Their Actual Experiences of Teaching Mathematics during Pedagogical Internship in Zimbabwe
Author: Makamure, Chipo
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Expectation,Teaching Experience,Mathematics Instruction,Foreign Countries,Student Teaching,Student Attitudes,Teaching Skills

Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs' expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs' practices. The results show that there is, indeed, a conflictual relationship between the PSTs' expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs' expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI
Perceptions of Today&apos;s Young Generation about Meaningful Learning of STEM
Author: Cedere, Dagnija
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,STEM Education,Secondary School Students,Foreign Countries,Teaching Methods,Learning Motivation,Educational Attitudes,Age Groups,Learning Processes

The necessity of STEM [Science, Technology, Engineering and Mathematics] knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10-12 of Latvia, students' perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents' answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation -- to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.
A Systematic Review of Corpus-Based Studies on Academic Writing in the Turkish Context
Author: Yuvayapan, Fatma
Date: 2020-10-00
Type: Journal Articles
Subjects: Academic Language,Educational Research,Theses,Scholarship,Authors,English (Second Language),Second Language Instruction,Intellectual Disciplines,Cultural Context,Discourse Communities,Literary Devices,Linguistics,Persuasive Discourse,Foreign Countries,Higher Education

Academic writing is rested on a view of academic negotiation between writers and readers in which writers ultimately aim to gain credibility in their academic discipline. In doing so, they utilize a wide range of linguistic devices based on cultural and disciplinary norms to communicate with readers and convince the readers about the truth of their claims. Based on a review of corpus-based studies about linguistic devices in academic writing conducted by Turkish scholars in the field of English Language Teaching and Linguistics, the present systematic review aims to show a general understanding of these devices in the lens of Turkish scholars in these fields. The systematic review has been carried out by postgraduate dissertations, MA theses and research articles in the past decade. Based on the results, it is found that Turkish academic writers had a different style of taking stance in their L1 and they mostly attempt to follow the linguistic conventions of both global and cultural communities in their discipline while writing academic genres in English. [This review study was presented as an oral presentation at 1st International Language and Literature Congress, November 6-8, 2019.]
Investigation of the Relationship between Pre-Service Teachers&apos; Lateral Thinking Levels and Problem-Solving Skills
Author: Yazgan, Akan Deniz
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Thinking Skills,Logical Thinking,Problem Solving,Undergraduate Students,Scores,Prediction

The purpose of this study is to determine to what extent problem-solving skill contributes to the prediction of lateral thinking. The sample of the research consisted of 475 undergraduate students, more specifically 357 female (75.2%) and 118 male (24.8%) students, attending the Faculty of Education at Çanakkale Onsekiz Mart University in Çanakkale, Turkey. The Problem-Solving Inventory -- developed by Heppner and Petersen (1982) -- and the Lateral Thinking Scale -- developed by Semerci (2016) -- were employed in the study to collect data. The descriptive statistics (frequency, percentage, arithmetic mean, and standard deviation) and multiple regression analysis were used to analyze the obtained data. According to the findings of the study, the lateral thinking levels of the teacher candidates were high, and their problem-solving skills were at a positive medium level. The teacher candidates' confidence in problem-solving ability and approach-avoidance scores positively affected their lateral thinking levels, on which their personal control scores exerted negative effects. In addition, the participating preservice teachers' total scores of problem-solving skills significantly predicted their lateral thinking scores.
Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study
Author: Toombs, Jessica M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Mentors,Beginning Teacher Induction,Beginning Teachers,Agricultural Education,Agriculture Teachers,Vocational Education,Teacher Persistence,Professional Development,Program Effectiveness,Objectives,Expertise

Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.