ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching about the &quot;Economic Crisis&quot; Today. The Example of French &quot;Economic and Social Sciences&quot;
Author: Coléno, Yves-Patrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Economics Education,Economic Climate,Foreign Countries,Social Sciences,Social Science Research,Teaching Methods,Instructional Materials,Course Descriptions,Income,Marxian Analysis

Purpose: In France at the high school the subject matter &quot;Sciences Économiques et Sociales&quot; (economic and social sciences) deals with the present economic crisis. We study the ways it is taught about: words, and explanatory patterns. Design/methodology/approach: We use a specific approach, that we call &quot;semantic holism&quot;, conceiving subject contents as the product of a dual process of didactization and of axiologization of reference knowledge. That implies relating these contents to the social value system and, especially, to the lexicon, set of keywords through which people must think and talk at some point. The analysis starts from the examination of economic and social sciences syllabuses and teaching resources, and leads us to highlight the predominance of the references to standard economics, but this predominance cannot be justified by the state of scientific knowledge. Findings: We show on the contrary a lexicon effect: the subject key notions have been selected in accordance to the lexicon keywords. Therefore the proposed contents seem far from the objective to understanding the major issues at stake today. Research limitations/implications: Then further researches must focus on the ways of teaching about the crisis in spite of the present lexicon.
Country Report: Civic and Citizenship Education in Italy--Thousands of Fragmented Activities Looking for a Systematization
Author: Bombardelli, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Civics,Educational Methods,Curriculum,School Culture,Faculty Development,Informal Education,Nonformal Education,Student Evaluation,Program Evaluation,Systems Approach,Interviews,Surveys,National Curriculum,Teacher Role,Student Participation,Parent Participation,Secondary Education

Purpose: In the present paper we describe how civic and citizenship education takes place in Italy, trying to identify strengths and weaknesses, with the aims both of understanding the situation and of identifying possible measures for improvement. Methods: The methodology implies an analysis of the official guidelines by the Ministry in this field, a short view of the research publications of the last 30 years, the informal observation of the daily teaching at school from the personal experience of the authors in Italy. Findings: First of all we study the concept of civic and citizenship education, and focus on the curriculum of civic and citizenship education (aims, teaching approaches, taught time, methods and means) in the school system, including the school culture and the experiences of participation inside school; we investigate the teacher training and role, the informal and non-formal influences in this educational field, and conclude dealing with the student assessment, and the evaluation of the outcomes. In the daily practice there are thousands of activities for civic and citizenship education, but a systematic design is lacking.
Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text
Author: O'Connor, Rollanda E.
Date: 2017-08-00
Type: Journal Articles
Subjects: Reading Difficulties,Middle School Students,Grade 8,Disabilities,English Language Learners,History Instruction,Reading Assignments,Reading Strategies,Program Effectiveness,Achievement Tests,Decoding (Reading),Vocabulary,Teaching Methods,Reading Comprehension,Intervention,Pretests Posttests,Statistical Analysis

Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant multisyllabic word study and vocabulary, as they read history text. The 34 participating students included 14 with disabilities and 20 without disabilities, who scored below the 5th percentile in reading, on average. The results were compared across special education and English learner status and with 81 typical readers from the same classes who studied the same units of history. Treated students made significant gains in use of these strategies, and poor readers with and without disabilities performed similar to their typical reader classmates in two of the three strategies following instruction. The instructional routines for each strategy are described.
Modeling Reading Growth in Grades 3 to 5 with an Alternate Assessment
Author: Farley, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Grade 5,Elementary School Students,Reading Tests,Reading Achievement,Achievement Gains,Student Characteristics,Alternative Assessment,Intellectual Disability,High Stakes Tests,Research Methodology,Goodness of Fit,Effect Size,Symptoms (Individual Disorders),Statistical Analysis,Scores

Modeling growth for students with significant cognitive disabilities (SWSCD) is difficult due to a variety of factors, including, but not limited to, missing data, test scaling, group heterogeneity, and small sample sizes. These challenges may account for the paucity of previous research exploring the academic growth of SWSCD. Our study represents a unique context in which a reading assessment, calibrated to a common scale, was administered statewide to students in consecutive years across Grades 3 to 5. We used a nonlinear latent growth curve pattern-mixture model to estimate students' achievement and growth while accounting for patterns of missing data. While we observed significant intercept differences across disability subgroups, there were no significant slope differences. Incorporating missing data patterns into our models improved model fit. Limitations and directions for future research are discussed.
Telepractice in Speech-Language Therapy: The Use of Online Technologies for Parent Training and Coaching
Author: Snodgrass, Melinda R.
Date: 2017-08-00
Type: Journal Articles
Subjects: Speech Language Pathology,Therapy,Online Courses,Coaching (Performance),Parent Education,Virtual Classrooms,Delivery Systems,Intervention,Training Methods,Communication Strategies,Technology Uses in Education

Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children's unique needs and is a viable mechanism to deliver speech-language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct speech-language therapy into parent training and coaching. We overlay the use of telepractice onto parent training and coaching to provide a framework that guides the conversion of practices used in direct service to parent training and coaching programs that can be used via telepractice. We include recommendations for addressing common challenges to providing parent training and coaching via telepractice with an example of the framework's application in Early Intervention. Using this framework, speech-language pathologists can combine telepractice with direct services by teaching and coaching parents in the use of strategies to improve their children's communication skills.
Modern English Drama and the Students' Fluency and Accuracy of Speaking
Author: Pishkar, Kian
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Literature,Foreign Countries,Drama,Teaching Methods,Language Fluency,Accuracy,Oral Language,Experimental Groups,Correlation,Narration,Scores,Measures (Individuals),Predictor Variables,Test Reliability,Language Tests,Statistical Analysis,Pretests Posttests

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys), of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.
Reflective and Transformative Practice in Bilingual Teacher Preparation: Examining Cross-Cultural and Linguistic Equity
Author: Hernández, Ana M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Bilingual Teachers,Bilingual Students,Culturally Relevant Education,Biculturalism,Teaching Methods,Cultural Awareness,Ethnicity,Teacher Competencies,Hispanic Americans,English Language Learners,Spanish Speaking,Social Influences,Equal Education,Barriers

Culture, class, and language are significant social markers that impact classrooms today with challenges in educating teachers to become culturally responsive and competent. This article presents a theoretical approach on the preparation of bilingual teacher candidates and how the literature can inform teacher education programs on developing cross-cultural reflective practitioners who see themselves at center stage in transforming change and advocacy for bilingualism, biliteracy, and biculturalism. The goal is to present conceptual underpinnings that can provide bilingual teacher preparation programs insights on cross-cultural proficiency. Furthermore, the chapter discusses the importance of building a community of practice to interrupt the sociopolitical contexts of the dominant culture and problematize the challenges teacher candidates may find in establishing linguistic equity in bilingual classroom settings. Guiding principles presented throughout the chapter include how teachers can reflect on cross-cultural competence and linguistic equitable practices that are transformative and advance the goals of dual language education.
Bilingual Pre-Service Teachers Grapple with the Academic and Social Role of Language in Mathematics Discussions
Author: del Rosario Zavala, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Preservice Teachers,Language Attitudes,Language Role,Mathematics Instruction,Spanish,English,Language of Instruction,Hispanic American Students,Methods Courses,Grade 5,Elementary School Mathematics,Urban Schools,Immersion Programs,Classroom Communication,Power Structure,Race,Mathematics Skills,Equal Education,Elementary School Students

Effectively engaging students in mathematics discourse is challenging, especially in a language other than the one in which you learned mathematics. Teachers must manage the academic as well as social function of language. In Spanish-English bilingual classrooms in the U.S., changing the language of instruction to Spanish may not be enough to disrupt entrenched patterns of mathematics participation, resulting in continued marginalization of Latino students. In this article, I describe what our bilingual pre-service teachers (BPST) learned through a mathematics methods class taught in a fifth-grade classroom of a local, urban, bilingual immersion elementary school. I reflect on my experience as a bilingual mathematics teacher educator and analyze BPST reflections on their successes and challenges as they learned to lead mathematics discussions in Spanish while developing attention to power dynamics among their students. Through the field experience, BPST became more comfortable with academic vocabulary in mathematics and using techniques to involve many students in the discussion. Yet they struggled with explicitly positioning Latino bilingual students as important mathematical thinkers in a classroom in which White, English-dominant students tended to participate most in mathematics discussions. Implications for bilingual teacher education include the need to support bilingual teachers in developing academic Spanish for mathematics as well supporting BPSTs to notice and manage power issues related to language, race, and mathematical competence during mathematics discussions.
Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder
Author: Carter, Erik W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,High School Students,Autism,Pervasive Developmental Disorders,Adolescents,Pilot Projects,Inclusion,Special Education,Peer Relationship,Validity,Learner Engagement

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focused narrowly on adolescents with severe intellectual disability. In this pilot study, we examined the impact and social validity of peer support arrangements for four high school students with ASD. All four students increased their social interactions with peers, while academic engagement either increased or maintained for three students. Social validity data from peer partners and students indicated they considered the intervention acceptable. We discuss limitations and offer recommendations for future research and practice aimed at enhancing social connections within inclusive classrooms.
&quot;Over the Edge of the Wild&quot;: Lessons of Discovery through Developing Transdisciplinary (Breadth) Units in Blended Courses
Author: Osborne, Jo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Interdisciplinary Approach,College Faculty,Teacher Collaboration,Program Effectiveness,Delivery Systems,Undergraduate Study,Holistic Approach,Social Problems,Required Courses,Teacher Attitudes,Student Attitudes,Educational Administration,Teaching Methods,Teamwork

Universities are increasingly recognising the need to broaden the experience and understanding of their students beyond a single disciplinary approach, to produce graduates more capable of solving the problems of a multidisciplinary world. At the University of Tasmania, a &quot;breadth unit&quot; programme is underway with the dual purpose of evidencing student experience in graduate attributes and developing transdisciplinary approaches for interpreting the complex challenges (or &quot;wicked problems&quot;) of the real world. All breadth units are developed by lecturers working in teams across multiple faculties, all units must be capable of being studied off campus, and several have on-campus options (meeting the University's requirement for blended learning). Breadth units are being built into student study plans, with most students required to study at least two units as part of their undergraduate degree. The initiative, which commenced in 2013, uncovered challenges in administrative and academic systems that might have been predictable, but were often surprisingly intractable. Administrative systems have had to adapt to university study moving out of faculty silos. One-year-on reviews of units following their introduction capture the delivery experience (from lecturer and student perspectives) and provide vital feedback on learning design for quality improvement. Teaching teams now confront how best to sustain the blended approach as enrolment numbers increase. This paper raises some of the issues to be tackled and suggests indicators for the success of this initiative.
Employment-Driven Online Student Attrition and the Assessment Policy Divide: An Australian Open-Access Higher Education Perspective
Author: Moore, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attrition,Foreign Countries,College Students,Open Universities,Student Attitudes,Dropouts,School Policy,Employment,Online Courses,Nontraditional Students,Interviews,Withdrawal (Education),Qualitative Research

Two hundred and twenty-six qualitative interviews with students studying at Australia's largest online tertiary education organisation, Open Universities Australia (OUA), found that failure to complete assessments due to unexpected and unavoidable employment commitments was the standout reason for dropping out of its open-access courses. The assessment policies of 10 Australian universities that teach the OUA tertiary programmes were then reviewed to evaluate the extent to which employment-related circumstances were considered to be grounds for granting concessions and extensions. Half of these institutions' policies did not mention employment as an extenuating circumstance, others made only passing reference, and one specifically stated that work was not a valid reason for an assignment extension. In this regard, online students may not be receiving the flexible and accessible learning that online education is purported to provide. This situation highlights a broader issue, in that many online educators are using policies and protocols that are designed for traditional on-campus students without adequate adaptation for the online learner. Considerable scope therefore exists for improving online learner satisfaction and retention by more effectively accommodating online student characteristics and needs.
Accessibility Evaluation of Top-Ranking University Websites in World, Oceania, and Arab Categories for Home, Admission, and Course Description Webpages
Author: Alahmadi, Tahani
Date: 2017-00-00
Type: Journal Articles
Subjects: Reputation,Web Sites,Universities,Comparative Analysis,Disabilities,Access to Information,Sampling,Computer Software,College Admission,Institutional Characteristics,Online Courses,Access to Education,Foreign Countries,Management Systems,Statistical Analysis,Geographic Regions,Arabs,Distance Education,College Students,Academic Achievement

Evaluating accessibility is an important equity step in assessing the effectiveness and usefulness of online learning materials for students with disabilities such as visual or hearing impairments. Previous studies in this area have indicated that, over time, university websites have become gradually more inaccessible. This paper relates findings of a quantitative, comparative study of university website accessibility for students with disabilities. Sampling comprised a random selection of 20 universities from each of the Academic Ranking of World Universities top 100, Oceania region top 50, and Arab region top 50 ranked universities. AChecker evaluations of three types of website from each university--the home page, the admission page, and a course description page, revealed a total of 30,944 accessibility related home-page errors among the 180 evaluated webpages. Comparison with earlier studies reveals no significant improvement in the accessibility of university websites between 2005 and 2015. There were also no differences in accessibility levels amongst the selected top-ranking universities in the world. Therefore, there is a growing need for universities to improve accessibility of online learning materials for students with disabilities.
Social Media and E-Learning in Response to Seismic Events: Resilient Practices
Author: Tull, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Electronic Learning,Natural Disasters,Resilience (Psychology),College Students,Universities,Case Studies,Computer Mediated Communication,Information Dissemination

The motivation to adopt innovative communication and e-learning practices in education settings can be stimulated by events such as natural disasters. Education institutions in the Pacific Rim cannot avoid the likelihood of natural disasters that could close one or more buildings on a campus and affect their ability to continue current educational practices. For the University of Canterbury in New Zealand, the impetus to innovate was a series of seismic events in 2010 and 2011. This paper presents findings from studies that identified resilient practices in this organisation, which was a &quot;late adopter&quot; of e-learning. The findings indicate that the combined use of social media and e-learning to support teaching, learning, communication, and related organisational practices fosters resilience for students, staff, and organisations in times of crises. The recommendations presented are relevant for all educational organisations that could be affected by similar events.
A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives
Author: Adam, Aminath
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Cultural Influences,Technology Uses in Education,Teaching Methods,Technology Integration,Social Influences,Ethnography,Interviews,Observation,Focus Groups,Teacher Educators,Pedagogical Content Knowledge,Technological Literacy

Educational technology researchers have often overlooked the effect of culture on teachers' use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers' pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. An ethnographic methodology, linked to Bourdieu's (1977) habitus, is used to explore teacher educators' practices in the Maldives. The author uses interviews, observations, focus groups, and the hanging-out approach to gather data from eleven teacher educators who work in a Maldivian university. Key findings demonstrate that teacher educators' pedagogical and technological practices are influenced by their own culture, their early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, the paper proposes a framework; namely, Pedagogical and Technological Cultural Habitus (PATCH), for understanding teachers' pedagogical and technological habitus in various contexts. The PATCH framework provides a theoretical basis for designing technology-oriented professional development for professionals in various pedagogical contexts, including virtual and blended pedagogical spaces. It also contributes to the TPACK framework by adding an outer layer to its current theorisation to represent teachers' backgrounds and habitus when examining their practices.