ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Prospective Social Studies Teachers&apos; Attitudes towards Gender Roles and Entrepreneurship Levels
Author: Seçgin, Fadime
Date: 2020-10-00
Type: Journal Articles
Subjects: Social Studies,Correlation,Interdisciplinary Approach,Preservice Teachers,Sex Role,Entrepreneurship,Course Content,Teacher Attitudes,Teacher Education Programs,Attitude Measures,Sex Fairness,Foreign Countries

Social studies is an important course to include current issues and associate them with life. Within the course, the concept of gender and supporting the entrepreneurship of individuals are noteworthy. Since it is an interdisciplinary course, the recognition of gender roles, and understanding correctly and developing the concept of entrepreneurship are emphasized in the course content. The aim of this study is to determine the relationship between the prospective social studies teachers' attitudes towards gender roles considered to play an important role in the emergence of entrepreneurial skills and their entrepreneurship levels. For this purpose, the study was carried out using a relational screening model. The study group consisted of 222 prospective teachers studying in social studies teacher education program at a university located in the Central Black Sea Region of Turkey during the 2016-2017 academic year. In the study, Gender Roles Attitude Scale developed by Zeyneloglu (2008) and University Students Entrepreneurship Scale developed by Yilmaz and Sünbül (2009) were used as data collection tools. As a result of the study, it was found that there is a significant relationship between the participants' egalitarian gender role attitudes and entrepreneurship levels.
Improving the Sentence Writing Fluency of a Student with Attention Deficit Hyperactivity Disorder and Speech/Language Impairment: A Pilot Study
Author: Datchuk, Shawn M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Skills,Sentences,Attention Deficit Hyperactivity Disorder,Speech Impairments,Language Impairments,Intervention,Elementary School Students,Program Effectiveness,Comorbidity,Grade 4

The skill of sentence writing -- the composition of connected text into sentence types understandable to readers -- is foundational to written expression. Unfortunately, many students with learning disabilities -- particularly those with attention deficit hyperactivity disorder (ADHD) and speech and/or language impairment (S/LI) -- struggle to develop sentence writing and its multiple, related skills. Using a single-baseline design, we studied effects of a supplemental writing intervention on one elementary-aged student with comorbid ADHD and S/LI. The intervention entailed delivery of a writing fluency intervention with several antecedent- and consequence-based components: explicit instruction, fluency practice, a reinforcer survey, and contingent reinforcement. The participating student improved his accuracy and speed of sentence writing during intervention. Results are discussed within the context of text writing fluency and frameworks of academic interventions for students with ADHD and S/LI.
&quot;I Went on the Mound and I Felt Like I Didn&apos;t Have a Learning Disability&quot;: A Qualitative Study of a Former Professional Baseball Player with Learning Disabilities
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Team Sports,Coping,Athletes,Life Satisfaction,Success,Social Support Groups,Resilience (Psychology),Athletics,Dyslexia,Males,Interaction,Role Models,Personality Traits

Individuals with severe academic challenges constitute one of the most vulnerable groups of our society. Science has to find ways to help arm them against life's challenges and cope with the many risk factors that they are usually confronted with. Team sports like baseball seem to be a suitable means of achieving that goal. In this qualitative study, we interviewed a young man with learning disabilities who played professional baseball for two years. Our participant talked about his life as a student and related how his career in baseball made his academic difficulties appear much less significant. He gave some meaningful insights into what helped him to build a happy and fulfilling life for himself -- not only in spite of his challenges but also because of what his learning disabilities taught him. Support from significant others, a sense of purpose, a fighting spirit ignited by sports, and the success that he experienced on the baseball field were among the most relevant factors. Overall, this study highlights the importance of finding an outlet for young people with learning disabilities where their academic problems fade into the background while their talents are validated.
&quot;The Most Important Things in Life Are Good Friends and a Good Bullpen&quot;: An Interview with Scott Eyre about Playing Major League Baseball with ADHD and How the Sport Can Help Struggling Students to Succeed
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Athletes,Team Sports,Individual Characteristics,Inclusion,Teacher Influence,Athletic Coaches

In this interview, major league baseball world-series winner Scott Eyre talks about his attention and learning problems, how certain teachers helped him to deal with his struggles and how he managed to eventually become a big star in baseball. Reflecting on the way that his attention deficit hyperactivity disorder (ADHD) influenced his life, Eyre sees positive aspects of his condition (like the high energy level associated with his ADHD). He explains how his love for baseball helped him to learn how to focus on different tasks in life. In addition, he highlights how baseball can help build a sense of belonging regardless of one's disability. In closing, he expounds on how his experience as an athlete with attention and learning problems was helpful in supporting young struggling players that he coached.
&quot;The Sky Is the Limit&quot;: An Interview with Taylor Duncan on What Baseball Can Do to Help Young People with Disabilities Reach Their Potential
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Disabilities,Team Sports,Athletics,Social Bias,Teamwork,Persistence,Interpersonal Competence,Inclusion,Athletic Coaches,Students with Disabilities

In this interview, disabilities activist and commissioner of the Alternative Baseball Organization (ABO) Taylor Duncan relates his life as a student with autism and other special needs. He goes into stigmas that he had to overcome in school as he tried to participate in regular baseball activities. Encouraged by a coach to not give up and pursue his love for America's favorite pastime, Duncan's passion for the game eventually resulted in the foundation of the ABO, a nonprofit that has received wide attention throughout the United States. Duncan points out how baseball can provide everyone with opportunities to participate, build team-working skills, and practice perseverance. Finally, he stresses the importance to empowering people with special needs and providing them with chances to showcase themselves as mature and full-fledged members of society.
The Relationship between Teachers&apos; Political Skills and Work Engagement
Author: Bostanci, Aynur B.
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Measures (Individuals),Work Environment,Teacher Attitudes,Path Analysis,Interpersonal Competence,Social Networks,Job Satisfaction,Personality Traits,Foreign Countries,Faculty Development,Goal Orientation,Political Attitudes,Teacher Characteristics

The purpose of the present study is to ascertain the relationship between teachers' political skills and work engagement. Correlational design is employed to complete the process of this research. The population of this study is composed of 4494 teachers working in Usak Province of Turkey. Convenience sampling was used in this study. The sample size of the study was made up 297 teachers. The data were collected through 'Political Skill Inventory' and 'Work Engagement Scale.' The data analysis was conducted via arithmetic mean, standard deviation, Pearson Moment Correlation Analysis and path analysis. According to the results, the levels of teachers' political skills and work engagement were high. Another finding of the study revealed that there was a moderate, positive and significant relationship between the dimensions of social astuteness, interpersonal influence skill, networking ability and sincerity and the level of work engagement. The research has also showed that the fact that teachers' political skills had the dimensions of interpersonal influence skill and sincerity had a positive, high level and significant effect on their work engagement. In addition, it was concluded that teachers' level of social astuteness and networking ability did not predict their levels of work engagement. In light of those results, it is recommended that certain activities to improve teachers' political skills must be organized in schools.
Xenophobia and Social Contact in University Students
Author: Bozdag, Faruk
Date: 2020-10-00
Type: Journal Articles
Subjects: Stranger Reactions,College Students,Student Attitudes,Interpersonal Relationship,Measures (Individuals),Prediction,Migration,Immigrants,Foreign Countries

Due to increasing human mobility in today's world, relations among groups are becoming more and more important. As people with different cultures come in close contact they begin to influence inter-group attitudes (Barni et al., 2020; Turner et al., 2020). Xenophobia, which can be described as negative attitudes towards migrants, is one of the most serious problems between groups caused by migration (Peterie &amp; Neil, 2020). This study aims to investigate the relationship between social contact and xenophobic attitudes towards Syrian migrants among university students in Turkey. Data were collected from 142 university students through the Xenophobia Scale and the Revised Social Contact Scale. The data obtained were analyzed by multiple linear regression technique. The findings show that while the quality of social contact significantly predicts the xenophobic attitudes of university students, the quantity of social contact does not. The quality of social contact explains 43% of university students' xenophobic attitudes. It is understood that the quality of social contact is highly effective in reducing xenophobic attitudes towards migrants. [This study was presented in the 1st International Congress on Social Sciences - Humanities and Education in Istanbul on 22-23 December 2017.]
&quot;Making Kids a Part of Something&quot;: An Interview with Daniel Epstein on Unlocking Baseball&apos;s Potential for Inclusion of Young People with Learning Disabilities
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Athletics,Team Sports,Learning Disabilities,Interaction,Interpersonal Competence,Skill Development,Social Development,Athletes,Children,Adolescents

In this interview, a special educator and sports writer talks about the role that baseball can play in bringing young people with and without learning disabilities together. He exemplifies how a game can provide extensive opportunities for social interactions and establishes why playing baseball is more suitable for teaching social skills to struggling learners than many other hobbies and special interests. In addition, he proposes ways to make the sport more accessible for baseball players with special needs by placing them in positions where they are more involved in the game than in other things around them or by using audio cues. He also addresses exclusion tendencies in present-day baseball and discusses unfavorable developments that are occurring in the sport. In closing, he highlights the importance of role models in baseball for children and adolescents with disabilities, including the significance of athletes with special needs being more outspoken in public about their challenges.
College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States
Author: Murphy, Laurie
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Undergraduate Students,Student Adjustment,Student Attitudes,Preferences,Emotional Response,Integrated Learning Systems,Teaching Methods,College Faculty,Anxiety,Interpersonal Communication,Educational Technology,Teacher Role,Learner Engagement

This study examined undergraduate college students' perceptions, general preferences, emotional responses, and comment themes with the transition to a virtual learning classroom during the COVID-19 pandemic from a college in the northeast United States. A total of 148 students (44 males, 104 females) completed an 18-item transition to virtual classes survey. Students indicated that their professors utilized the Learning Management System effectively with virtual coursework, and that their professors adapted and communicated changes in course content during the transition, while indicating their preferences that professors communicate changes in course syllabi or schedule in a timely manner, and that both course syllabi and grades be available on the Learning Management System. Students expressed negative emotions like uncertainty, anxiety, and nervousness when transitioning to virtual classes. Four open-ended questions generated six comment themes with students indicating the need for constant communication, the use of the learning management system, leveraging technology, instructor support, flexibility and characteristics, classroom engagement, and course management.
Investigation of the Pre-Service Science Teachers&apos; Perceptions of Protists
Author: Kirmizigul, Asli Saylan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Scientific Concepts,Misconceptions,Microbiology,Knowledge Level,Pedagogical Content Knowledge,Visual Perception,Freehand Drawing,Writing Skills,Foreign Countries

This study aims to investigate the pre-service science teachers' perceptions of protists. Within this scope, case study design was conducted. The data was collected from purposively chosen 60 third-grade pre-service science teachers from a university in Kayseri, Turkey during the spring semester of 2018-2019. The drawing-writing technique was used for data collection in the study. In the drawing test pre-service teachers were asked to choose three examples for the protists and draw them on the paper given. Moreover, they were asked to write the common features of the protists. The participants' drawings and writings that reveal their conceptual structures regarding the protists were analyzed through content analysis method. The participants' drawings and writings were analyzed based on the rubrics and grouped based on their levels. The percentages of the agreement between two experts regarding the assessment of drawings and writings were measured as 0.92 and 0.90, respectively, indicating a high reliability. In addition, Chi-square test was applied to the data in order to see whether there is a significant relationship between drawing and writing levels of the pre-service teachers. According to the findings, 11.7% of the participants had no/irrelevant drawings and writings, 83.4% of them had partially correct drawings, and 5% of them had comprehensive drawings regarding protists. While only one participant wrote all six features for protists, 86.6% of them had partially correct writings including one to five features for protists. The findings revealed that pre-service teachers' perceptions about the protists were identified as moderate, and there is a significant relationship between the pre-service teachers' drawing and writing levels of protists. According to the (7x7) crosstabulation table, students with a high level of writing also have a high level of drawing and vice versa.
Reshaping Assessment Practices in a Philippine Teacher Education Institution during the Coronavirus Disease 2019 Crisis
Author: Cahapay, Michael Bobias
Date: 2020-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Foreign Countries,Preservice Teacher Education,COVID-19,Pandemics,Student Evaluation,Educational Change,Grading,Grade Point Average,Attendance

This case study analyzes the assessment practices in a Teacher Education Institution (TEI)in the Philippines during the Coronavirus Disease 2019 (COVID-19) crisis. The results showed that assessment practices were contextually reshaped as classes were suspended at the time when assessment evidence cannot be computed; limited internet connectivity posed logistical issues to move to online assessment; and institutional tradition of maintaining quality draws a major concern. As a consequence, changes were evident in the grading component solely focusing on student attendance; grading system shifting to descriptive binary; requirements for laboratory and research works significantly modified; and exclusion of grades earned in the current semester from the computation of grade point average. Drawing lessons from this case study, it is recommended that in reshaping assessment practices in this time, different contexts must be cogently considered, so that reasonable changes will be better understood.
School Improvement and Contextual Factors: A Qualitative Case Study on Educators&apos; Perceptions and Experiences
Author: Kalman, Mahmut
Date: 2020-00-00
Type: Journal Articles
Subjects: School Effectiveness,Educational Improvement,Context Effect,Teacher Attitudes,Administrator Attitudes,Principals,Assistant Principals,Elementary Schools,Middle Schools,Secondary Schools,Educational Indicators,Barriers,Foreign Countries

The present study focuses on the exploration of the perceptions and experiences of school administrators (principals and vice-principals) and teachers regarding school improvement and influencing contextual factors. Designed as case study research, this study utilized data gathered from school principals, vice-principals, and teachers from various school levels in the fall semester of 2019-2020 academic year. The researcher collected data in a graduate-level course offered in a master's program without a thesis at a large state university in Southeastern Turkey through course assignments. Delving into school improvement perceptions and experiences from the eyes of three different groups of practitioners offered significant insights into contextual factors, namely hindrances to and enablers of school improvement, along with the steps to be taken at the praxis level and certain external factors. The results of the research might indicate that both issues related to the human side of school improvement such as the behaviors, practices, and attitudes of school staff, students and parents and the structural side like physical characteristics, budget, education system, and socioeconomic status of school environment have impacts on school improvement. These factors are likely to govern school improvement efforts and outcomes.
Kansans Can: Redesign Professional Learning and Re-Licensure
Author: Erickson, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Informal Education,Social Media,Networks,Credentials,Individual Needs,Individualized Instruction,Teacher Certification,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Self Efficacy

Professional learning is and always has been a core expectation for educators. Educators, whether they are self-directed as intrinsically motivated learners or compliantly fulfilling requirements set by their employing districts and state departments, engage in professional learning throughout their careers. While educators engage in traditional means of professional learning in the form of workshops, conferences, mentoring, and graduate coursework, this study centered on educators' professional learning efforts that are more informal and more personalized to their specific interests and passions. This professional learning often comes in the nonconventional forms of social media, professional learning networks, peer observations, and professional units of study known as micro-credentials (Ady, Kinsella, &amp; Paynter, 2015). These forms of learning are more specific to individual educators' needs and interests are categorized as personalized professional learning (Cator, Schneider, &amp; Vander Ark, 2014). In this study, personalized professional learning is explored in the form of micro-credentials.
The Effects of Fluency-Oriented Reading Instruction on Reading Skills = Akici okuma odakli okuma ögretiminin okuma becerilerine etkisi
Author: Kanik Uysal, Pinar
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Reader Text Relationship,Grade 5,Middle School Students,Public Schools,Self Evaluation (Individuals),Peer Evaluation,Foreign Countries,Reading Rate

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. &quot;Error Analysis Inventory&quot;, &quot;Reading Prosody Rubric&quot; and, &quot;Reading Comprehension Test&quot; were used as data collection tools, &quot;Personal Information Form&quot; was used to determine demographic features, and &quot;Self, Peer and Group Assessment Forms&quot; were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader's theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.
A Pre-Research Field Work Partnership Agreement Will Benefit Literacy Research Project Partnership
Author: Holt, Latasha
Date: 2020-10-00
Type: Journal Articles
Subjects: Partnerships in Education,Practicums,Literacy,Educational Research,Research Projects,College School Cooperation,Preservice Teachers

Challenges exist between the university course professors, pre-service teachers, and field work partnerships in literacy education programs. This article discusses a need to create and implement a pre-research field work agreement to increase the efficiency of literacy research projects conducted between the university and the practicum school partnership. Based on collected formal and informal research, disconnects are hindering the overall literacy research project goals from being accomplished. Specific challenging issues that are identified include ensuring placement diversity, geographical issues, researcher access to records, and adequate placement opportunities within the needed content focus supported by a highly qualified mentor. Resolutions to the challenges can be better addressed if a systematic, organized pre-research field work partnership agreement is in place.