ethanporcaro/eric-fulltext-meta huggingface dataset:
Practising Culturally Relevant Pedagogy: A Literature Review of Classroom Implementation
Author: Hunter, Tiffany Cook
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Culturally Relevant Education,Foreign Countries,Faculty Development,Cultural Pluralism,Self Concept,Cultural Background,Student Diversity,Teacher Attitudes,Knowledge Base for Teaching,Family School Relationship,School Community Relationship,Elementary Secondary Education

Students in Canadian schools are increasingly diverse in terms of cultural background, but they are being educated in a system that often does not nourish their cultural identity. This literature review involves a synthesis of research on classroom-based pedagogy from 11 qualitative and quantitative designed research studies from 2003 to 2015, all which address the experiences of educators with the implementation of culturally relevant pedagogy. The findings revealed six themes relevant to culturally relevant pedagogy: teacher beliefs and knowledge, culturally inclusive classrooms, reshaping curriculum, instructional practices, professional training and support, and family and community involvement. The author concludes that incorporating culturally relevant pedagogy is a necessary teaching practice that will improve learning and social factors in Canadian schools.
Digitalization in Higher Education: A Qualitative Approach
Author: Ugur, Naciye Güliz
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Undergraduate Students,College Faculty,Foreign Countries,Social Media,Electronic Publishing,Web Sites,Web 2.0 Technologies,Technology Uses in Education

The increasing use of digital technology by young people has become a major concern in the 21st century. This access to technology has led to hot-button arguments surrounding the place of these technologies in our lives and the implications that they have for the future. The incorporation of multimodal and digital technologies in courses has been increasing, with documentaries, social media posts, and blogs host significant spaces for learning and coursework. These forms of knowledge and communication have started to become legitimized in the classroom setting, in addition to the traditional educational technologies such as lectures and textbooks. This paper explores the assumptions by instructors and students concerning why and how multimodal and digital technologies are incorporated into undergraduate classes by qualitative approach. Also, the actual experiences that students and instructors have in using these forms of media in an educational context are investigated via participant observation, in-depth review and open-ended questionnaire techniques along the research.
Providing Effective Formative Feedback
Author: Graham, Brandi
Date: 2015-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),Student Evaluation,Barriers,Student Participation,Student Needs,Self Evaluation (Individuals),Evaluation Methods

Formative feedback is considered by many to be an effective technique for improving student performance on a variety of academic tasks. While formative feedback can be a useful teaching tool, there are specific requirements that must be met in order for it to be used effectively by students. In order to provide effective feedback, educators need to understand the characteristics of effective feedback. In addition, teachers must also understand the obstacles to providing feedback and possible solutions that can be used to enhance student learning.
Supporting Struggling Readers: A Literature Review
Author: Kreitz, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,Student Needs,Intervention,Teaching Methods,Individualized Instruction,Small Group Instruction,Direct Instruction,Phonics,Reading Skills,Writing Instruction,Reading Instruction,Instructional Effectiveness,Learner Engagement,Reading Material Selection,Student Participation,Books,Culturally Relevant Education

Manitoba's reading scores continue to be under scrutiny. A national report, the PCAP, indicated that Manitoba ranked last in the country in reading (O'Grady &amp; Houme, 2014). This literature review records the author's investigation into ways to support struggling readers in the early years classroom. Research articles were reviewed and books were consulted for proven intervention programs and effective classroom teaching practices that would benefit a range of struggling readers in kindergarten to grade 2. Results from the research articles indicate that a one-to-one or small-group direct instruction model that focuses on phonics, reading, and writing is highly effective in supporting struggling readers. The research articles also indicate that student engagement plays a pivotal role in student achievement. Providing students with book choice can increase student engagement. Reading programs, although effective, often do not permit book choice, because the program writers select the themes and book titles in the programs. Many of these books may have little appeal, or social and cultural relevance, to struggling readers. More research is needed to determine whether culturally relevant books can positively affect reading achievement.
The Characteristics of an Effective School Leader
Author: Barkman, Chris
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Administrator Characteristics,Administrator Effectiveness,Progress Monitoring,Time Management,Interpersonal Relationship,Interpersonal Communication,Professionalism,Self Evaluation (Individuals),Reflection,School Culture

Principals are an integral member of a child's education. Their job is not only to manage the day to day affairs of a school, but to be an instructional leader. Much research has been conducted to determine the characteristics of effective school leaders and how these leaders turn their schools into effective learning spaces. Instructional leaders are interpersonally smart, professional and accountable. In the school, the leaders bring their own unique mix to the job and continually reflect on the day's events to promote life-long learning.
A Comparative Case Study of the Professional Development School (PDS) and Traditional Pre-Service Teacher Education Models
Author: Gross, Ingrid
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Preservice Teacher Education,Conventional Instruction,Program Effectiveness,Teacher Education Programs,Student Attitudes,Employment Qualifications,Practicums,Preservice Teachers,Cooperating Teachers,College School Cooperation,Foreign Countries,Elementary Secondary Education,Readiness

Pre-service teacher education programs have undergone strong criticism with regards to their effectiveness in preparing pre-service teacher candidates for the teaching profession. This qualitative case study explored the influence two different pre-service teacher education programs had on pre-service teacher candidates' perceptions of readiness for the teaching profession. The professional development school (PDS) model provided an integrated learning experience for pre-service teacher candidates that was stretched over a five-month period. The traditional model was structured in a block system whereby pre-service teacher candidates first studied theoretical aspects of teaching and learning, and then were placed in a practicum.
Video Modelling: An Intervention for Autism
Author: Wahoski, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,Video Technology,Modeling (Psychology),Skill Development,Autism,Program Effectiveness,Children,Evidence Based Practice

Video modelling (VM) is an effective intervention used to teach target skills to students with autism. This type of intervention involves videotaping a target skill, which is modelled by self, peer, or adult in an environment similar to the environment in which the target skills is required. Video-self modelling, point-of-view modelling, and video prompting are three types of VM strategies currently being used as educational tools. Numerous research studies outline several benefits and advantages to using VM as an intervention within an educational setting.
The Unique Needs of Students from Military Families
Author: Neil, Lori
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Needs,Military Personnel,Student Mobility,Family Relationship,Barriers,At Risk Students,Student Adjustment,Teacher Role,School Role

Students from military families have unique challenges. They face frequent mobility, parental deployment, and parental separation. As a result, military students confront some educational roadblocks. They may experience education gaps, and they may struggle to sustain friendships and to adapt to a new school environment. Schools and teachers have important roles in helping military students cope with these stressors. However, many military families feel that schools and teachers do not understand the unique aspects of military life. Schools can assist the children from these families to cope with their stressors by creating a positive school climate and by providing resources and programs to help military students succeed in school.
Families with Special Needs Children and Stress: Research Review
Author: Ott, Lisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Family Environment,Stress Variables,Disabilities,Stress Management,Educational Environment,Teacher Role,Empathy,Special Needs Students,Empowerment,Family Needs,Parent Education,Coping,Foreign Countries,Siblings

This research review provides a synthesis of articles that analyse the impact of the educational system on families with special needs children and the potential ways that these families can be empowered and equipped. The articles selected focus on research participants and schools found in North America and Great Britain, in order to give the research consumer a corresponding picture of the impact of stress on Canadian families with special needs children. The assessment of the research articles illustrates that the educational system does create high levels of stress for families with special needs children. However, teachers can use empathy, compassion, and mutual understanding to help empower families with special needs children. There are also practical tools, such as instructing parents in teaching skills to assist their children, which can be used to equip these families and help them to reduce their stress levels exacerbated by the educational system. Further study should be done to look at changing teacher attitudes toward special needs students, and at learning more about how the stress of a special needs child specifically affects fathers and other male caregivers, non-special needs siblings, and non-middle class families.
Social Skills Instruction for Students with Emotional and Behavioural Disorders
Author: Vallis, Raisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Social Development,Emotional Development,Behavior Development,Training,Skill Development,Foreign Countries,Emotional Problems,Behavior Problems,Student Behavior

Estimates suggest that nearly 475,000 children and youth attending schools in the US are diagnosed with emotional and behaviour disorders (EBDs) such as childhood depression, dysthymia, conduct disorders, oppositional defiant disorder, attention deficit/hyperactivity disorder, selective mutism, and autism. Estimates of prevalence in Canada are assumed to be equally as high, ranging from &gt;1% to 12%, although a lack of consensus and stability in the definition of EBD across the country makes it very difficult to provide valid estimates. These deficits affect performance in fundamental areas of functioning including behaviour, social interactions, social skill fluency, and academic achievement. Remediation in social skills training (SST) is required to help students with EBD develop in their areas of weakness.
Brain-Based Education
Author: Koroluk, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Brain,Teaching Methods,Instructional Effectiveness,Research,Neurological Organization,Social Influences,Memory,Emotional Response

Research about the brain has affected the education community and transformed the way that educators think about learning. The field of brain-based education looks at making connections between the latest research findings of neuroscientists and the most effective teaching practices for the enhancement of instruction and learning. Educators who are armed with knowledge of the working system of the brain, and who employ the latest brain-based learning strategies in their instruction, may find themselves to be one step closer in their search for the most effective teaching methods.
The Transformative Nature of Journey in Self-Identity
Author: Kalyniuk, Holly
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformative Learning,Identification (Psychology),Self Concept,Role of Education,Cultural Awareness,Consciousness Raising

Journey is an integral part of learning, a transformational process by which individuals discover a deeper understanding of their world and their own experiences for the betterment of themselves and their community. The process of abandoning familiar territory for the frightening and threatening unknown is part of being human, of struggling to comprehend our environment and those occupying it, of becoming intimately and irrevocably entangled in humanity as we live the continuous process of reinvention, renewal, and rediscovery. The exploration of self -- the very core of our identity -- is an unachievable axiom, a path untravelled by others but also intimately transformed and created by them. A lifetime of journeying is the only way to live, the only way to be human. The centre of this mystery is precisely where the thrill of pursuit and the bliss in perennial questing thrives.
Investigating Academicians&apos; Use of Tablet PC from the Perspectives of Human Computer Interaction and Technology Acceptance Model
Author: Ozkale, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Computer Uses in Education,Technology Integration,College Faculty,Teacher Attitudes,Computers,Man Machine Systems,Beliefs,Foreign Countries,Teaching Methods,Computer Use,Human Factors Engineering

This phenomenological study examines academicians' beliefs and lived experiences of using tablet PC based on Human-Computer Interaction (HCI) and Technology Acceptance Model (TAM). Participants included 15 academic staff working in a university in Turkey. Data were collected through in-depth semi-structured interviews and subjected to content analysis. Main themes emerged from the data include reasons for purchasing tablet PC, usage patterns, professional and instructional implementation, comparison of tablet with other PCs, future expectations of tablets, and opinions about tablet experiences (performance increase, advantages, health issues). The results showed that academicians were satisfied with tablet PC and used it for presentation, social media, and routine tasks. However, they did not prefer it as a first PC option and they found it inadequate for all their works due to the limitation of subject-specific applications, incompatibility issues, difficulty in writing, and tendency to maintain previous PC usage habits. The findings did not indicate any reduction in the need and use of other PCs due to tablet ownership. Overall, this study supports the interaction of HCI components (user, tool, environment, tasks) and TAM components (perceived usefulness, perceived ease of use) and their effects on the adoption and use of a technological tool.
The Significance of High-Fidelity Simulation in Nursing Education
Author: Mackie, Patrena
Date: 2015-00-00
Type: Journal Articles
Subjects: Nursing Education,Postsecondary Education,Best Practices,Clinical Experience,Critical Thinking,Mastery Learning,Decision Making,Caring,Self Efficacy,Patients,Interprofessional Relationship,Technology Uses in Education,Simulation

High-fidelity nursing simulation is an innovative technology that has changed the delivery of post-secondary nursing education. Overwhelming research supports the use of high-fidelity simulation in nursing to demonstrate enhanced critical thinking, caring behaviours, and collaboration. Furthermore, high-fidelity simulation provides the learner with the opportunity to practise professional behaviours that are ethical, legal, and evidence-based. Therefore, highfidelity nursing simulation is an educational initiative that supports the future best practice of health-care professionals.
Literature Review: Differentiation in Education
Author: Bushie, Chantel
Date: 2015-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Definitions,Instructional Effectiveness,Educational Research,Educational Theories,Learning Theories,Multiple Intelligences,Cognitive Processes,Teaching Methods,Student Centered Learning,Individual Differences

The purpose of this literature review is to explore the nature of differentiated instruction in education. Through the duration of the graduate course Interpreting Educational Research, I extensively researched the topic of differentiated instruction. My belief is that differentiated instruction is an expected approach to teaching and learning, because teachers offer choice of authentic and relevant activities that engage and motivate all learners of all academic abilities and ways of learning. Differentiated instruction calls for teachers to reflect upon their practices and methods in order to make changes as needed to provide a quality education for all. The purpose of this paper is to review the research relevant to and supporting differentiated instruction. What is/is not differentiated instruction? Why does differentiation work, and what does differentiation look like? These questions are addressed in the paper. The relevancy of differentiated instruction in education is discussed, and a suggestion for further research is noted.
Fostering a Sense of Belonging for Aboriginal Students
Author: Denbow, Allisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Culturally Relevant Education,Student Needs,Student School Relationship,Teacher Education Programs,Teacher Competencies,Program Effectiveness

The Canadian educational system is at a crossroads when it comes to embracing the future of Aboriginal people. Over the years, researchers have reported on the poor performance of Aboriginal students due to the effects of Eurocentric teaching pedagogies and culturally irrelevant curricula that do not reflect Aboriginal culture, language, values, or worldviews. Literature reviewed throughout this paper highlights the significance of integrating Aboriginal perspectives in school curricula and of fostering a sense of belonging. The literature examines four themes: past Eurocentric teaching models and the encompassing effects that they have had on Aboriginal students, changes needed to prepare teacher candidates for teaching Aboriginal content, inclusion of Aboriginal content in classroom teaching, and positive effects that inclusion of Aboriginal content has had for Aboriginal people. The paper concludes with suggestions for further research that will address what is missing in education for Aboriginal youth today with regard to self-identity and sense of belonging.
Successful Alternatives to Traditional School Structure: A Literature Review
Author: Neufeld, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Foreign Countries,Teaching Methods,Achievement Gains,Student Motivation,Educational Environment,Individualized Instruction,Interpersonal Relationship,Conventional Instruction,Social Isolation,Class Size,Social Stratification

In reaction to the recent release of the 2013 Pan Canadian Assessment Program results, in which Manitoba's grade 8 students achieved the lowest results in Canada in reading, numeracy, and science, the author conducted a literature review of alternative education programs, seeking to identify successful alternatives to traditional school structures. Four themes were identified. Students demonstrated improved academic achievement and motivation when learning took place in flexible learning environments, when students had opportunities to participate in individualized learning, and when an emphasis was placed on developing relationships. With reference to the fourth theme, while sometimes touted as a solution, alternative education programs were found to be often segregated from the traditional school system, leading to isolation and marginalization for both students and staff members. Administrators are advised, rather, to reduce class sizes within the traditional school system in order to provide teachers with opportunities to emphasize the first three themes in an environment that includes all learners.
Practical Teaching Strategies for Students with Autism Spectrum Disorder: A Review of the Literature
Author: Murray, Jannelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Autism,Pervasive Developmental Disorders,Barriers,Educational Environment,Interpersonal Competence,Communication Skills,Interaction,Behavior Problems,Student Behavior,Social Development,Skill Development,Behavior Modification,Academic Achievement,Technology Uses in Education

The number of children with Autism Spectrum Disorder (ASD) is rapidly increasing, and there is a struggle within our educational system to meet the needs of these students. While there is a growing awareness among general classroom teachers about strategies that can be implemented to ensure positive gains for students with ASD, there is still a need for continuous professional development in the area. This literature review addresses the various challenges that students with autism face in educational environments due to their disorder. It also suggests practical social, behavioural, and academic strategies that teachers can implement within their classrooms to improve the performance and educational experiences of students with ASD.
How Good Schools Empower Students
Author: Schroeder, Bryan
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Empowerment,Teacher Role,Student Participation,Equal Education,Social Bias,Racial Bias,Social Justice,Critical Thinking,Problem Solving,Teaching Methods,Social Development

Today's students require educators who will guide them to think critically, grow in character, and value relationships. These students become empowered to change their world and overcome social and racial oppression and marginalization. Empowered students are those who attain skills and knowledge with their teachers, and become equipped and motivated to question the dynamics of reality around them, in order to transform and improve society. Problem-posing and dialogue-based education also empowers students to examine their knowledge and the world they live in, and train students with a voice to be heard and a perspective to share.