ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Collaborative Learning: Applicability in Comparison with Individual Learning and Face-to-Face Collaborative Learning
Author: Mapile, Romyna Fortuna G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Activities,Computer Mediated Communication,Video Technology,Achievement Tests,Action Research,Grade 8,Urban Schools,Pilot Projects,Taxonomy,Teaching Methods,Phenomenology,In Person Learning,Student Attitudes,Models,Scores,COVID-19,Pandemics,Online Courses,Mathematics Instruction,Discourse Analysis,Mathematics Tests

This classroom-based action research aimed to determine the applicability of implementing Collaborative Learning in online setting to help students develop their interaction with one another and improve their academic performance. Participants of the study consisted of Grade 8 intact pilot section of a public school in an urban community which yielded only 20 valid responses. Student participation during online collaborative learning made use of the first three stages of Siemen's Connectivism taxonomy. Quantitative data were taken from Student Attitude Survey, individual and group learning activity sheets, and achievement test, while qualitative data were taken from focus group discussions. Transcripts of the recorded online collaborative learning were analyzed using content analysis following Garrison's Practical Inquiry Model. Results showed that there is a significant increase in students' scores in the activities done collaboratively than those done individually. However, only 12 out of the 20 students successfully passed the achievement test. Additionally, results of the content analysis of the video recording transcripts show that among the four categories of Garrison's Practical Inquiry Model, students made more extensive use of integration and exploration during online collaborative learning. In terms of students' attitudes toward the intervention, the results indicated a positive response with regard to their experience with online collaborative learning. Analysis of the focus group discussions using interpretative phenomenological analysis revealed similarities and differences in collaborative learning between an online and face-to face learning.
Everyday Conversations: How They Help Your Child Become a Strong Reader
Author: Wexler, Natalie
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Skills,Vocabulary,Interpersonal Communication,Oral Reading,Vocabulary Development,Sentences,Knowledge Level,Parent Role,Reading Strategies

For children to become strong readers, they need to learn a huge number of words--at least 100,000 by the time they get to eighth grade. It is impossible to teach that much vocabulary directly; children gain most of their vocabulary indirectly, as their knowledge of the world expands. This article discusses how much of this learning happens through conversations and read-alouds. Parents and caregivers play a crucial role in giving their children access to the vocabulary, complex sentence structure, and knowledge they need to be successful, beginning at birth.
Helping Children with Significant Reading Problems
Author: Vaughn, Sharon
Date: 2023-00-00
Type: Journal Articles
Subjects: Children,Reading Difficulties,Parents,Child Caregivers,Parent Participation,Evidence Based Practice,Home Study,Reading Instruction,Parents as Teachers,Educational Practices,Dyslexia

There is much that parents and caregivers can do to help their struggling readers, beginning with understanding how reading is taught in the classroom. The authors of this article offer families a research-based set of six practices for what they can do to support their child with reading difficulties.
H Is for Home: Supporting Foundational Literacy Skills
Author: Duke, Nell K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Skills,Family Environment,Informal Education,Writing Skills,Written Language,Parent Child Relationship,Emergent Literacy,Early Childhood Education

Teachable moments--opportunities to help children learn foundational reading skills--happen every day within homes and communities. These moments can be used to complement the systematic instruction children should be receiving at school (preschool and early elementary school). This article discusses ways to take advantage of teachable moments.
Daily Routines and Coping Behaviors of Caregivers and Children during the COVID-19 Pandemic
Author: Izci, Burcu
Date: 2023-00-00
Type: Journal Articles
Subjects: Coping,Caregivers,Children,COVID-19,Pandemics,Barriers,Family Work Relationship,Emotional Response,Educational Technology,School Closing,Stress Variables,Mental Health,Primary Education,Preschool Education,Individual Characteristics,Parent Responsibility,Family Environment,Caregiver Role,Grandparents

This study explored the daily routines of caregivers and the coping behaviors of both children and caregivers during the novel coronavirus (COVID-19) global pandemic. We collected data from ten caregivers and their children through caregiver and child interviews, and a caregiver survey in the Summer of 2020. We used descriptive statistics, and open, axial, and selective coding processes to analyze research data. Findings indicated that caregivers experienced difficulties in balancing home, work, and personal responsibilities. Both caregivers and children experienced social and emotional challenges, and their technology and digital media use differed. To cope with challenges, caregivers and children used various coping strategies. Our study deepened our understanding of the daily routines and coping behaviors of caregivers and children during the global pandemic.
Exploring the Effectiveness of Parallel Teaching in a High School Mathematics Classroom
Author: Viola, Devon
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Student Needs,Instructional Effectiveness,School Districts,Geometry,Mathematics Tests,Comparative Analysis,Small Group Instruction,Individualized Instruction,Special Needs Students,Flipped Classroom,Special Education Teachers,High School Students

The purpose of this study is to explore the effectiveness of the parallel classroom model in comparison to a support facilitation model. Using district-level assessments in geometry, this study assessed student performance when students were taught the same content with the same rigor, where one classroom uses differentiation strategies and small-group instruction to instruct students and the other classroom uses support facilitation. By examining the success of the parallel classroom model, we hope to prove this model to be a viable curricular alternative for the needs of exceptional learners. Specifically, we see parallel classrooms as being more flexible to diverse student needs than traditional classrooms.
How to Get Involved in Your Child&apos;s School: Top Tips from Parents, for Parents = Los mejores consejos de padres a padres para involucrarse en la escuela de su(s) hijo(s)
Author: Martinez, Danilza
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Participation,Advocacy,Educational Resources,Family School Relationship,Mental Health,Parent Child Relationship,Social Networks,Parent Teacher Cooperation,Cultural Awareness,Parent Rights,Student Rights

This article offers 10 tips from parents to help other parents learn how to make a difference in their child's education.
Data Kindergarten Teachers Value: A Qualitative Examination of Experiences with a School Readiness Assessment
Author: Holcomb, Timothy
Date: 2023-00-00
Type: Journal Articles
Subjects: Kindergarten,Student Evaluation,School Readiness,Preschool Teachers,Teacher Attitudes,Data Use,Influences,Instructional Leadership

Kindergarten Entry Assessments (KEAs) have grown in popularity over the past decade due to the Race to the Top -- Early Learning Challenge Grant offered by the U.S. Department of Education in 2015. This study addresses kindergarten teachers' perceptions of data from North Carolina's school readiness assessment and their perceptions of what administrators' value in terms of assessment data. This qualitative study utilized empirical data collected in semi-structured interviews with five kindergarten teachers in North Carolina. Teachers mentioned they perceive a disconnect between their views and their school/district administrators' views of the overall utility of the NC KEA and data derived from the assessment. This perceived disconnect has played a part in perpetuating common misunderstandings of the purpose, implementation, and intended use of the assessment. The way teachers interpret and perceive communication from administrators plays a role in teacher morale, data utilization, and school culture. Findings in this study can help policymakers, teachers, and administrators understand the need for clear communication and training across all hierarchies of education.
The Development of an Online Platform to Cultivate Collaboration and Connect Post-Secondary Student Leaders across Canada
Author: Schreyer, Leighton
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Leadership,Leadership Training,Educational Change,Higher Education,Advocacy,Activism,Web Sites,Sustainability,Fellowships

In 2020, 10 visionary undergraduate students across Canada were brought together through the 3M National Student Fellowship and tasked with developing a project that furthers STLHE's mission of enhancing teaching and learning in higher education. To address a need for increased national collaboration among student groups and to unify student leaders in their efforts to transform higher education, we developed an online bilingual resource hub and forum--CANnect: Cross Campus Collaborations--that enables Canadian post-secondary students to learn about and engage in various areas of advocacy and activism across campuses. We worked with STLHE staff to build the online platform and drew from our own networks of student advocacy groups across Canada to populate the website. To ensure the platform's sustainability and safety, we hired a bilingual moderator to manage the forum content and update resources. In December 2021, 19 months after we began working on the project, CANnect officially launched. Currently, our biggest challenges involve increasing platform usership and engagement, and ensuring the platform's long-term sustainability. Nevertheless, we see great potential in this project and remain determined to enhance teaching and learning in higher education by creating an accessible and inclusive space to connect student leaders across Canada.
Phases of Development in Learning to Read and Spell Words
Author: Ehr, Linnea C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Achievement,Reading Instruction,Spelling,Children,Alphabets,Phonemes,Phoneme Grapheme Correspondence,Phonics,Preschool Education,Elementary Education,Sight Vocabulary

In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. But becoming a strong reader takes several years. Parents and caregivers need to know if a child is making good progress in learning to read. Along with many colleagues, the author has been studying how children learn to read for more than 50 years. Her research suggests that children move through four phases on their way to becoming joyful, confident readers. The four phases are presented in this article: (1) Pre-Alphabetic Phase; (2) Partial Alphabetic Phase; (3) Full Alphabetic Phase; and (4) Consolidated Alphabetic Phase.
Helping Young Children Read for Understanding: What to Look for in the Early Grades
Author: Cabell, Sonia Q.
Date: 2023-00-00
Type: Journal Articles
Subjects: Primary Education,Reading Instruction,Language Skills,Comprehension,Vocabulary,Verbal Ability,Prior Learning,Teaching Methods,Reading Comprehension

Although the focus in the early grades is often on teaching young children how to read, the ultimate goal of reading is to understand the text--whether to learn new information or simply enjoy a story. Building the groundwork needed for this understanding starts right from the beginning of life--and it's essential from the beginning of school. What kind of instruction should you be looking for in your child's classroom? During the primary grades (kindergarten through second grade), teaching children to sound out words is a necessary focus of instruction. Teachers should intentionally and carefully help children understand the relationships between written letters and spoken sounds. As children practice sounding out words in the texts they are reading, their ability to read words grows. Their understanding grows too because being able to quickly recognize words makes it easier to focus on the meaning of the texts. But teaching children how to sound out words is not enough to help them become skilled readers. It is important that early instruction also focuses on &quot;language comprehension,&quot; especially understanding written language when it is read aloud. This article discusses what language comprehension includes, why it matters, and suggestions for how K-2 instruction can address language comprehension.
Predictors of English Learner Graduation Rates in Georgia
Author: Griffin, Robert A.
Date: 2023-00-00
Type: Journal Articles
Subjects: English Language Learners,Graduation Rate,Expenditure per Student,Student Mobility,Teacher Characteristics,Predictor Variables,Teacher Effectiveness,High School Graduates

Using publicly available data, the researchers examined variables that may predict English learner graduation rates (ELGR) at the school and school-system levels to determine whether the school average per pupil expenditure (PPE), the school mobility rate (MOB), the percentage of teachers out of field (TOF), and the percentage of inexperienced teachers and/or school leaders (INEX) are significant school- and system-level predictors of ELGR. Researchers estimated five multilevel linear models examining within- and between-group relationships. Analyses of 2019-2020 academic year data for 117 high schools from 42 school systems in the state of Georgia showed that student mobility rates (MOB) and teacher quality (TOF) were significant predictors of ELGR. Paradoxically, increased school spending (PPE) did not predict higher ELGR. These findings help address the lack of research on ELGR and help practitioners identify the school indicators that may be related to this important student outcome.
Children&apos;s Physical Activity and Sedentary Behavior in Summer Camp
Author: Dyer, Samantha L.
Date: 2023-08-00
Type: Journal Articles
Subjects: Children,Physical Activity Level,Child Behavior,Measurement Equipment,Summer Programs,Day Camp Programs,Gender Differences,Attendance

The average daily amount of physical activity (PA) expended by children in summer camp is unknown. The purpose of this study was to investigate the trends in PA and sedentary behavior in school-aged summer campers during an outdoor adventure summer camp. Participants were a convenience sample of school-aged children (N = 183; 102 males and 81 females; mean age = 9.69 ± 1.47 years) who attended one week of an outdoor adventure summer camp. PA and sedentary behavior were assessed and collected via wrist-worn Actigraph GT3X+ accelerometers during camp hours, from 9am to 4pm daily. Outcome variables included percentage of time spent in sedentary behavior, percentage of time spent in moderate-to-vigorous PA (MVPA), and average steps per day. Data were analyzed using a Multivariate Analysis of Variance (MANOVA) test. Results indicated a decreasing trend of PA across the eight-week summer camp period. Both boys and girls engaged in MVPA for about 9% of the total time during weeks one and two, which decreased to about 7% of the total time by weeks seven and eight. Sedentary behavior remained constant, with an increase during weeks 5 and 6 of camp. Average daily step count decreased by about 3,000 steps per day from the first to the final week of camp. There was a significant main effect for sex on PA (Wilk's [lambda]= 0.000, F = 6.77, p &lt; 0.05) and a significant main effect for week on PA (Wilk's [lambda] = 0.000, F = 3.05, p &lt; 0.05). This indicates the influence of camper sex and week of attendance on PA variables. Overall, weekly PA decreased during the duration of the summer camp. Seasonal outdoor weather patterns and counselor teaching styles may have impacted PA levels of campers. It is recommended that camp staff implement strategies to encourage consistent levels of PA across the summer camp season.
How Concepts Travel in Actual Spaces: The Interdisciplinary Classroom as a Behavior Setting
Author: Kalis, Annemarie
Date: 2023-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Practices,Concept Formation,Communication (Thought Transfer),Student Behavior,Classroom Environment,College Students,Foreign Countries,Online Courses

In interdisciplinary education, students find out that even basic concepts such as time, freedom or control mean different things for different disciplines and individuals. Through such encounters, students develop an ever-richer conceptual toolbox for making sense of the world. But, how do concepts travel (Bal, 2002) in an interdisciplinary classroom? I address this question from the perspective of behavior settings theory, which shows how the concrete spatiotemporal characteristics of an environment structure and guide the behavior of its participants. By means of a case study, I analyze the interdisciplinary classroom as a behavior setting and argue that concepts can travel when the setting stimulates students and teachers to spend time and interact with each other in specific ways.
Scholarly Learning of Teacher-Scholars Engaging in Interdisciplinary Education
Author: van Goch, Merel
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Interdisciplinary Approach,College Faculty,Teaching Methods,Faculty Development,Reflection,Cooperation,Noninstructional Responsibility,Educational Objectives

Many higher education institutions have put interdisciplinary teaching and learning high on their agenda. We know students learn a lot from interdisciplinary education, and we know scholars learn from their educational scholarship, but what do scholars learn from engaging in interdisciplinary education? I interviewed seven mid-career scholars about what they learned and in what ways their work was appreciated. The findings illustrate that scholars learn about education, students, interdisciplinarity, their own discipline, the university, and themselves, and that the scholars felt their efforts were recognized by their interdisciplinary contexts, but not rewarded outside of those contexts. The study describes academic and personal struggles, pleasures, and joys of scholars starting to engage in interdisciplinary education.
The Market for Kidneys: Bridging Introductory Courses in Economics and Ethics
Author: Huysmans, Martijn
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethics,Economics Education,Microeconomics,Intervention,Human Body,Video Technology,Interdisciplinary Approach,Volunteers,Undergraduate Students,Teaching Methods,Competition,Course Descriptions,Marketing,Foreign Countries

This article contributes to the literature on interdisciplinary teaching by describing, analyzing, and evaluating an interdisciplinary intervention while students are still gaining disciplinary grounding. The intervention bridges courses in microeconomics and ethics. It focuses on the travelling concepts of voluntariness and value in a potential market for kidneys and finds that a 15-minute video clip on travelling concepts can help students build interdisciplinary skills. Students in a control group watched a clip only on the specific issue of a market for kidneys, but not using travelling concepts. An exploratory survey (N=44) indicates that the intervention increases interdisciplinary skills more than the control. However, students in the control group reported a deeper interdisciplinary grasp of that specific topic. Teaching an issue through travelling concepts can hence be seen as an investment in general interdisciplinary skills.
Travelling in the Classroom: Podcasting as an Active-Learning Tool for Interdisciplinarity
Author: Diphoorn, Tessa
Date: 2023-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Audio Equipment,Information Dissemination,Active Learning,Educational Technology,Program Development,Foreign Countries,College Faculty,College Students

Interdisciplinarity in the classroom is predominantly championed around a need to address pressing social problems by integrating knowledge from diverse disciplines. But can interdisciplinary teaching take shape without the usual problem-solving frame? And are there new methods/mediums through which to explore interdisciplinarity? These questions have led to new and promising developments related to podcasting, active learning, and interdisciplinarity in the classroom. Through the lens of Travelling Concepts, we reflect on our experiences in the making and using of the podcast series -- Travelling Concepts on Air -- to better understand interdisciplinarity. We show the value of students not only listening to podcasts as a supplementary means of learning, but also creating podcasts as a form of active learning.
A Bibliometric Analysis of the Trends, Topics, and Findings of Research Publications on Asynchronous and Synchronous Online Language Learning over Three Decades
Author: Huang, Xinyi
Date: 2023-06-00
Type: Journal Articles
Subjects: Bibliometrics,Trend Analysis,Online Courses,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Teaching Methods,Research Reports,Computer Mediated Communication,Educational Trends,Technology Uses in Education,Asynchronous Communication,Synchronous Communication,Language Proficiency,Cooperative Learning

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted; however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to understand how asynchronous and synchronous tools are being used in language education has grown. In this bibliometric analysis, we reviewed asynchronous and synchronous online language learning (ASOLL) by analyzing the trends, topics, and findings of 319 articles on ASOLL. The results indicate that interest in ASOLL has increased over the past three decades with ASOLL for oral proficiency development and collaborative ASOLL being the two main research issues. Interest in three topics -- collaborative ASOLL, emotions, and corrective feedback -- was especially apparent. The review contributes to the understanding of ASOLL while providing practical implications for using information communication technologies to enhance language learning.