ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary Students&apos; Use of Dialect and Reading Achievement: Examining Students with Disabilities
Author: Gatlin, Brandy
Date: 2017-10-00
Type: Journal Articles
Subjects: Elementary School Students,Dialects,Reading Achievement,Speech Impairments,Language Impairments,Learning Disabilities,Oral Language,Written Language,Longitudinal Studies,Achievement Tests,Statistical Analysis

Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.
Teacher Sense-Making about Being Responsive to Students&apos; Science Ideas: A Case Study
Author: Robertson, Amy D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Assistants,Universities,Comprehension,Teacher Student Relationship,Cohort Analysis,Teacher Response,Reflective Teaching,Case Studies,Physics,Science Instruction

Being responsive to the substance of students' disciplinary thinking is central to current visions of reformed science teaching. Studies of classroom practice, however, show that this kind of teaching is relatively rare. In this paper, we use data from one cohort of university physics Learning Assistants (LAs) to illustrate what it looks like for teachers to sense-make about being responsive to student thinking. We draw on the theoretical lens of sense-making--including Spillane et al.'s (2002) notion that teachers need opportunities to sense-make not only about the substance of new instructional approaches but also their own relationship to these approaches--to unpack the central questions that LAs asked about being responsive. We give evidence from course assignments that these LAs' extended sense-making was productive both (1) for their attention to the substance of student thinking and (2) to their identification with responsiveness as a central facet of good instruction, Our case study highlights the tensions that teachers may experience as they enter this instructional space and what &quot;resolution&quot; of such tensions can look like.
Transparency in Early Childhood Education: What the West Can Learn from Australia&apos;s Focus on Well-Being
Author: Erwin, Elizabeth J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Well Being,Holistic Approach,Place Based Education,Environmental Education,Outdoor Education,Educational Practices,Educational Change,Global Approach,Sense of Community

The landscape of early childhood education and care has become unrecognizable in many countries, particularly in the West. There is an increasing pressure to focus on outcomes over process, prescribed curricula, standardized assessments, and unrealistic academic expectations for young learners and the adults who work on their behalf. This shift in educational practice has become a harsh reality for many young children, families and educators. The purpose of this paper is to challenge these mounting pressures through an in-depth examination of how early education and care in Australia places well-being as one of the top priorities for young children. Australia was deliberately identified for this analysis because of international acclaim received for its highly praised national early childhood framework as well as the steadfast and visible commitment to education and care for its youngest citizens. Using multiple contexts and narratives, three key features are described that demonstrate how early education practices in Australia counter Western beliefs about who children are and how they learn. These three features are: (a) a strong sense about holistic well-being, (b) truth about place, and (c) living in harmony with the natural world. Ideas for global education reform are proposed as one way of joining with other voices to protect young children across the world.
Resisting Westernization and School Reforms: Two Sides to the Struggle to &quot;Communalize&quot; Developmentally Appropriate Initial Education in Indigenous Oaxaca, Mexico
Author: Meyer, Lois M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Socialization,Photography,American Indians,Educational Policy,Faculty Development,Parent Teacher Cooperation,Foreign Countries,Bilingual Education,Collectivism,Western Civilization,Learning Processes,Caring,Early Childhood Education,Preschool Teachers,Developmentally Appropriate Practices,Culturally Relevant Education,American Indian Languages,Program Descriptions,Government Role,Teacher Attitudes,Teacher Education,Rural Areas,Preschool Children

In 2011, Indigenous Initial Education teachers in Oaxaca, Mexico, for the first time participated in an alternative teacher professional development effort (called a &quot;diplomado&quot;) to initiate community appropriate bilingual programs for pregnant mothers and infants under 3 years old. Collaborating with parents and village authorities, the goals were Indigenous language revitalization/ maintenance and quality Initial Education, prioritizing communal values and Indigenous (non-Western) socialization practices. The teachers conducted various research tasks, one of which--the photographic and narrative documentation of young children's spontaneous learning opportunities in their communities--is analyzed here. A finding of this study is that even very young infants in their spontaneous activities display early indications of responsible actions toward others that develop into caring for community. This effort to communalize Initial Education faces two intense oppositional pressures in Mexico today. For decades federal school policy has imposed on Indigenous teachers and communities Western influenced views of developmentally appropriate ECEC, such as age grouping in care and school facilities and prioritizing teacher-organized and supervised activities. For Rogoff (2003), the imposition of Western views of ECEC denies the cultural nature of human development. In Oaxaca, only the Western view counts; the Indigenous perspective has been officially marginalized. Recently, another layer of imposed federal and state school reforms places Indigenous teachers at risk. Now teacher preparation, hiring, and retention will be assessed by national standardized tests of teacher professional knowledge, without consideration for rural life experience, knowledge of community practices, or Indigenous language competence. This article describes the status of communalized ECEC programs in Oaxaca given government repressions, and teacher resistance to these repressive school reforms.
Preparing School Leaders for Young Learners in the United States
Author: Mongillo, Maria Boeke
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Training,Early Childhood Education,Educational Change,Standards,Best Practices,Developmentally Appropriate Practices,Institutional Mission,Educational Objectives,Ethics,Equal Education,Culturally Relevant Education,Curriculum Development,Inclusion,Play,Educational Environment,Caring,Faculty Development,Communities of Practice,Family School Relationship,School Community Relationship,Compliance (Legal),Educational Improvement

In the United States there has been a recent movement to expand access to preschool for children aged 3 to 4 through &quot;universal pre-k&quot; in states that fund programs for all age-eligible students. This has caused an increasing number of preschool programs to be housed in public schools and led by principals who often have little or no experience or training in early childhood. At the same time, the Global Education Reform Movement (GERM) is taking hold and pressuring schools to utilize educational methods that are opposed to best practices in early childhood education. In response to current research about teaching and learning and challenges facing schools, the Professional Standards for Educational Leadership 2015 (PSEL 2015) were created to influence how leaders are prepared, hired, evaluated, and supported in their work. This article brings together these three current forces in public education in the US, and describes how they complement and conflict with each other. The underlying premise of this work is (a) to meet the PSEL 2015, leaders will need a greater understanding of early childhood education; (b) by understanding early childhood education, leaders will have an expanded framework from which to make decisions about how to address GERM; and (c) leaders need to find appropriate ways to respond to GERM in order to meet the PSEL 2015. Thus, developing a force of school leaders who understand and support best practices in ECE may ultimately improve learning outcomes for all students.
Long Term Persistence of Preschool Intervention on Children&apos;s Mathematical Development: Results from the German Model Project &quot;Kindergarten of the Future in Bavaria&quot;
Author: Lehrl, Simone
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Mathematics Skills,Mathematics Instruction,Intervention,Control Groups,Experimental Groups,Program Effectiveness,Preadolescents,Educational Quality,Educational Methods,Child Development,Developmentally Appropriate Practices,Quasiexperimental Design,Longitudinal Studies,Conventional Instruction,Stimulation,Cognitive Development,Statistical Analysis,Followup Studies

The present study examines how attending the German model project &quot;Kindergarten of the Future in Bavaria&quot; (KiDZ), which provided 138 children (aged 3 to 6) with traditional preschool stimulation combined with cognitive and domain-specific stimulation, is associated with children's competencies in mathematics over time to age 12 compared to a control group of 53 children. Controlling for child and family background measures, attending KiDZ was positively associated with mathematical competencies at the age of 12 compared to the control group not attending. Those effects are mediated through grade and preschool quality. Furthermore, results showed that preschool quality was associated with higher competencies in mathematics at age 12, even when controlling for numerical skills at preschool and primary school age. The results suggest that preschool quality influences mathematical development over and above those effects detected previously in preschool. Thus, the academically oriented high-quality preschool intervention, KiDz, lays not only the foundation for a good start in school, but also for later development in secondary school.
A Preliminary Psychometric Analysis of a Measure of Information Technology Literacy Skills
Author: Lombardi, Allison R.
Date: 2017-11-00
Type: Journal Articles
Subjects: Computer Literacy,Measures (Individuals),Psychometrics,Information Technology,Disabilities,Adolescents,Pretests Posttests,High School Students,Test Theory,Factor Analysis,Item Response Theory,Quasiexperimental Design

Information technology (IT) literacy skills are increasingly important for all adolescents to learn, as the majority of post-school pursuits will require at least some amount of computer skills. For adolescents with disabilities, this urgency is perhaps more pronounced, as this subpopulation typically experiences more dismal post-school outcomes than their peers without disabilities. The purpose of this study was to examine the psychometric properties of the &quot;Envision Information Technology Literacy&quot; (EITL) scale based on pretest and posttest responses of students with and without disabilities (N = 150). Findings show promising validity and reliability of the EITL scale. Implications for practice are discussed with regard to uses in high school career courses and as an age-appropriate transition assessment.
Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study
Author: dos Santos, Vinicius
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Mapping,Computer Science Education,Literature Reviews,Meta Analysis,Educational Objectives,Units of Study,Educational Resources,Guidelines,Educational Benefits,Barriers,Incidence,Course Evaluation,Bibliometrics

Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on CMs initiatives in Computer Science. Method: the mapping study was performed by searching five electronic databases. We also performed backward snowballing and manual search to find publications of researchers and research groups that accomplished these studies. Results: from the mapping study, we identified 108 studies addressing CMs initiatives in different subareas of Computer Science that were reviewed to extract relevant information to answer a set of research questions. The mapping shows an increasing interest in the topic in recent years and it has been extensively investigated due to support in teaching and learning. Conclusions: based on our results we conclude that the use of CMs as an educational tool has been widely accepted in Computer Science.
An Instructional Feedback Technique for Teaching Project Management Tools Aligned with PMBOK
Author: Gonçalves, Rafael Queiroz
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teaching Methods,Program Administration,Instructional Innovation,Computer Science Education,Case Studies,Instructional Effectiveness,Educational Technology,Instructional Materials,Material Development,Curriculum Implementation,Course Evaluation,Program Validation,Foreign Countries

The management of contemporary software projects is unfeasible without the support of a Project Management (PM) tool. In order to enable the adoption of PM tools in practice, teaching its usage is important as part of computer education. Aiming at teaching PM tools, several approaches have been proposed, such as the development of educational PM tools. However, such approaches are typically limited with respect to content coverage and instructional support. In this context, an important technique is the provision of instructional feedback, which is essential in order to help the students to learn based on the evaluation of their own actions. In order to take advantage of this technique, this article proposes its employment in an Instructional Unit, being integrated into the PM tool dotProject+, providing automated feedback based on the project plan being developed with the tool. This technique has been evaluated through a series of case studies.
Localizing Play-Based Pedagogy: Nigerian Educators&apos; Appropriation of Sesame Classroom Materials
Author: Moland, Naomi A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Play,Early Childhood Education,Case Studies,Workshops,Faculty Development,Manipulative Materials,Puppetry,Story Telling,Educational Games,Instructional Materials,Student Centered Learning,Observation,Interviews,Resistance to Change,Barriers,Constructivism (Learning),International Programs,Developmentally Appropriate Practices,Cultural Influences,Ethnography,Preschool Teachers

This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop's efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of &quot;Sesame Street&quot; (called &quot;Sesame Square&quot;), Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support &quot;Sesame Square's&quot; messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teacher-centered approaches. Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers' resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes), and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet). I argue that ideals about constructivist, play-based learning are being disseminated by international organizations--alongside contrasting formalistic pedagogical approaches--and that all approaches will shift as they are &quot;localized.&quot; I question if approaches that are considered universally &quot;developmentally appropriate&quot; are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore &quot;context-appropriate play-based&quot; approaches that develop educators' capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching.
Improving Primary Education in Pakistan: An Examination of the Association between School Autonomy and Children&apos;s Learning Outcomes
Author: Rahim, Bushra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Finance Reform,Elementary Education,Parent Teacher Conferences,School Councils,Outcomes of Education,School Statistics,Annual Reports,Questionnaires,School Surveys,Word Study Skills,Sentences,Urdu,Reading Achievement,Predictor Variables,Multivariate Analysis,School Effectiveness,Multiple Regression Analysis

The purpose of this study is to explore the impact of the delegation of financial authority to public primary schools through Parent-Teacher Councils (PTCs) on learning outcomes of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. The learning outcomes were measured in three subject areas (Urdu, English, and Mathematics). Three sources of data were used: a) Education Management Information System (EMIS), which is obtained from the Ministry of Education KP and is an official compilation of institutional data on education; b) Annual Status of Education Reports (ASER), which is a household based, citizen led survey for evaluating the learning effectiveness of children of age 5-16 years; and c) a specially designed survey questionnaire used to compile information about PTCs and school quality from 222 public primary schools in the KP Province. Results show that &quot;school size,&quot; &quot;separate classrooms&quot; and &quot;children's attendance&quot; are significant in determining Urdu reading skills; whereas &quot;school size monograde schools&quot; and &quot;PTR (grades 3-5)&quot; are significant in determining English reading skills as well as numeracy skills.
Analysis of Analogies in Turkish Elementary Mathematics
Author: Kepceoglu, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Textbooks,Qualitative Research,Logical Thinking,Content Analysis,Grade 5,Grade 6,Grade 7,Grade 8,Secondary School Mathematics

The aim of this study is to determine analogies that are used in Turkish secondary school mathematics textbooks. According to this aim, 7 textbooks are analysed: 3 of them are published by the commission of Ministry of Education and 4 of them are published by private publishing companies. The document analysis method is used in the study. Analogies are classified with respect to their analogical relationship, presentational format, abstraction, position of analogue with respect to target and level of wealth. Classified analogies were examined separately within the relevant textbooks and added to the findings by specifying the total number of analogies. Then the data were analyzed and reported. As a result of the research, it was found that analogies are dominantly structural, verbal-pictorial, preliminary and simple
Effectiveness of Conceptual Change Texts: A Meta Analysis
Author: Armagan, Fulya Öner
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Formation,Meta Analysis,Academic Achievement,Foreign Countries,Science Education,Effect Size,Experimental Groups,Statistical Analysis

The purpose of this study was to determine the overall effectiveness of conceptual change texts (CCTs) on academic achievement and to find out if effectiveness was related to some characteristics of the study. It followed up a Meta-analysis research approach. 42 published and unpublished studies, published between 1995 and 2010, and 42 experiment groups' effect sizes were tested in this study. The overall effect size for CCTs was calculated as 1.18. This is a large effect size according to Cohen's criteria. It was found that CCTs have been quite successful in promoting the students' academic success. However results showed that there was no publication bias in respect to publication status. Moreover, no statistically significant difference was found on the nature of assessment instrument, study origin, subject matter, type of instruction, school level, sample size, type of instrument, publication date and duration of treatment. Moreover statistically significant difference was found for instruction effect. The effects of the research results are discussed.
dETECT: A Model for the Evaluation of Instructional Units for Teaching Computing in Middle School
Author: von Wangenheim, Christiane G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Units of Study,Course Evaluation,Case Studies,Evaluation Methods,Models,Computer Science Education,Middle School Students,Student Surveys,Test Reliability,Test Validity,Test Construction,Measurement Techniques,Program Validation,Foreign Countries

The objective of this article is to present the development and evaluation of dETECT (Evaluating TEaching CompuTing), a model for the evaluation of the quality of instructional units for teaching computing in middle school based on the students' perception collected through a measurement instrument. The dETECT model was systematically developed and evaluated based on data collected from 16 case studies in 13 different middle school institutions with responses from 477 students. Our results indicate that the dETECT model is acceptable in terms of reliability (Cronbach's alpha a = 0.787) and construct validity, demonstrating an acceptable degree of correlation found between almost all items of the dETECT measurement instrument. These results allow researchers and instructors to rely on the dETECT model in order to evaluate instructional units and, thus, contribute to their improvement and to direct an effective and efficient adoption of teaching computing in middle school.