ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the Abridged Version of Some Novels as a Way to Encourage Students&apos; Written and Oral Production
Author: Arias Rodríguez, Gladis Leonor
Date: 2018-00-00
Type: Journal Articles
Subjects: Novels,Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Private Colleges,Diaries,Questionnaires,Feedback (Response),Cultural Awareness,College Faculty,Language Teachers,Language Usage,Teaching Methods,Writing Skills,Instructional Design,Workshops,Foreign Countries,College Students,Student Attitudes,Qualitative Research

This article analyzes the effect of working with the abridged version of some novels in order to promote students' communication in English. Two fourth semester English courses, from a private university, were randomly chosen to develop the different activities during one semester. The data was collected through students' written papers, the researchers' journal and a questionnaire. The findings show that students' constant work with this kind of literature, as well as the teachers' feedback, were factors that motivated their language use improvement; thus, they learned new expressions, did written and oral training, and acquired knowledge thanks to the contact with other cultures through literature.
The Effects of Teacher Home Visits on Student Behavior, Student Academic Achievement, and Parent Involvement
Author: Wright, Kim B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Behavior,Academic Achievement,Parent Participation,Charter Schools,Elementary Secondary Education,Multivariate Analysis,Home Visits,Teachers,Mixed Methods Research,Comparative Analysis,Teacher Attitudes,Student Attitudes,Student Motivation,Quasiexperimental Design

This study's purpose was to determine if a teacher home visit program implemented by a Texas-based charter school system resulted in differences in K-12 students' classroom behavior, academic achievement, and parent involvement in school. Study findings indicate positive behavioral, academic, and parent involvement outcomes for students who received a home visit (n = 3,681), compared to a similar group of students who did not receive a home visit (n = 3,681). One-way MANOVAs revealed statistically significant differences between the two groups. Follow-up independent samples &quot;t&quot;-tests showed that the teacher home visit group had statistically significantly higher levels of academic achievement in mathematics and English/language arts courses, higher levels of positive classroom behavior, and higher levels of parent involvement.
A Phenomenological Analysis of the Impact of Teen Pregnancy on Education Attainment: Implications for School Counselors
Author: Dowden, Angel Riddick
Date: 2018-00-00
Type: Journal Articles
Subjects: Phenomenology,Pregnancy,Educational Attainment,Race,Ethnicity,Socioeconomic Status,African Americans,Hispanic Americans,Early Parenthood,Females,School Counselors,School Counseling,Sex Education,Social Bias,Stress Variables,Interpersonal Relationship,Social Support Groups,Accountability,Critical Theory,Nontraditional Education,Adolescents,Interviews,Questionnaires

The purpose of the study was to explore, in depth, the impact teen pregnancy has on education attainment for girls 13-19 years of age across racial/ethnicity and socioeconomic status. Eight girls from African American/Black and Hispanic/Latino ethnic backgrounds participated in the study. Critical race theoretical framework was utilized for the study. Results identified six themes: sex education, social stigma and psychological stress about being a pregnant or parenting teen girl, teen parenthood, impacts of male relationships, support systems, and accountability and responsibility. Strategies for school counselors working with pregnant and parenting teen girls are provided.
Leading Schools under Pressure: Considerations of Systems Theory and Schoolwide Positive Behavior Support Efforts during School Actions
Author: Bohanon, Hank
Date: 2018-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Systems Approach,Middle Schools,School Personnel,Organizational Change,Qualitative Research,Case Studies,Program Implementation,Consolidated Schools,Anxiety,Morale,Coaching (Performance),Urban Schools

This study analyzes the implementation of schoolwide positive behavior interventions and supports (SWPBIS) for the staff of one middle school that implemented SWPBIS during a districtwide strike and school merger. The researchers developed a qualitative case study based on focus groups and interviews with the staff who remained at the school following the merger. Analysis focuses on the nuances of supporting a school implementing SWPBIS during a season of anxiety-producing events. Systems theory is used both to identify the possible benefits of implementing SWPBIS during challenging seasons and to describe nuances for coaching schools during the SWPBIS process. Results indicate that SWPBIS implementation may provide much-needed support for staff during times of anxiety. Additionally, the findings suggest that systems theory components should be considered to ensure more effective implementation to strengthen a school community during seasons of high stress.
Social Isolation in Middle School
Author: London, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Social Isolation,School Culture,Adolescents,Intervention,High School Students,State Surveys,National Surveys,Bullying,Suicide,At Risk Persons,Adults,Physical Health,Mental Health,Student School Relationship,Prevention,Social Integration

As a social species, humans have an inherent need to feel connected to others and to feel like we belong with others. Existing medical research demonstrates that social isolation--defined as the perceived absence of feeling socially connected--during childhood and adolescence has both concurrent and longterm negative mental and physical health effects. Conversely related, education research finds that school belonging or connectedness is important for motivational, behavioral, and school performance outcomes. An organization called Beyond Differences was created to reduce social isolation and support connectedness in schools, particularly middle schools. The organization trains middle and high school students to lead social change through a collection of youth-led efforts, including assemblies, curriculum, and leadership training for middle school students, as well as larger national campaigns to raise awareness and catalyze social change.
Parental Involvement in Adolescents&apos; Education: An Examination of the Interplay among School Factors, Parental Role Construction, and Family Income
Author: Park, Sira
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Student Relationship,Adolescents,Institutional Characteristics,Parent Role,Family Income,High School Students,Economically Disadvantaged,Parent Attitudes,Educational Environment,Satisfaction,National Surveys,Parent School Relationship,Factor Analysis

Whereas the focus of most parental involvement research has been on examining its effects on student outcomes, the goal of our study was to explore the determinants of parental involvement. Drawing on a nationally representative dataset of families with a student in high school, we investigated a hypothesized model in which positive associations between school factors (i.e., welcoming environment, informative communication, parental satisfaction with school) and levels of parental involvement in their adolescents' education are mediated by parents' construction of their role. We found that parents reportedly became involved in their children's education in response to inclusive school practices and also to compensate for perceived deficits in student experiences at school. Economically disadvantaged parents who were dissatisfied with the school were particularly likely to become involved. We also found support for a direct relationship between school factors and parental involvement, as well as an indirect path via parents' perceptions of their role in promoting their involvement. Implications for promoting parental involvement during adolescence are discussed.
Preservice Teachers&apos; Views on Working with Diverse Families in Mongolia
Author: Sukhbaatar, Batdulam
Date: 2018-00-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Preservice Teachers,Elementary School Teachers,Parent Teacher Cooperation,Parent Participation,Family Influence,Student Attitudes,Student Diversity,Student Teaching,Foreign Countries

This study used semi-structured interviews to examine 18 primary education preservice teachers' views on working with Mongolian parents across diverse family patterns, including: preservice teachers' understanding of parental involvement; parental involvement practices learned; their awareness of diverse family patterns; and the preservice teachers' feelings about their preparedness for working with parents from diverse family patterns. The preservice teachers themselves were also from diverse backgrounds including herders, single-parent, and low-income families. The findings suggest that the preservice teachers learned about parental involvement during their student teaching practice by observing classroom teachers carrying out parent-teacher meetings and by conducting their own activities. However, the preservice teachers realized that the importance given to parental involvement by classroom teachers and schools differed considerably in terms of both quantity and quality. All prospective teachers reported difficulty in having the attendance of every parent at parent-teacher meetings, and they recognized parental involvement in herder families and migrant worker-parents to be a significant challenge. The prospective teachers suggested some strategies and ideas to improve parental involvement practice and teacher education programs.
Parent Perspectives on Developing Effective Family-School Partnerships in Hawai?i
Author: Ratliffe, Katherine T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Family School Relationship,Partnerships in Education,Parent Attitudes,Phenomenology,Immigrants,Cultural Differences,Barriers,Principals,Administrator Role,Qualitative Research,Semi Structured Interviews,Grounded Theory

Family-school partnerships have been shown to improve academic and social outcomes for children, yet there have been challenges in developing effective partnerships with diverse families. This phenomenological study examined perspectives of immigrant and local parents with regards to family-school partnerships in Hawai?i to provide insights regarding these challenges in this unique context. Results demonstrated that parents valued the relational aspect of family-school partnerships and believed that education for their children was important. Beyond supporting children's learning, participants wanted to understand their children's experiences in school and to participate in building a school community. They identified the importance of the principal's role in affording effective partnerships and discussed cultural mismatches with educators that created barriers for their participation. This study adds to the literature by examining parent perspectives in the context of the complexity of family, school, and community attributes in Hawai?i, including the voices of diverse families that reflect the increasing diversity of schools.
School Leadership, Social Capital, and Community Engagement: A Case Study of an Elementary School in Ciudad Juárez, Mexico
Author: DeMatthews, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Leadership,Social Capital,School Community Relationship,Case Studies,Qualitative Research,Principals,Semi Structured Interviews,Observation

The purpose of this qualitative case study was to examine the community-oriented school leadership practices of a school leader at an elementary school within a colonia in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this school leader employed a broad range of practices, strategies, and approaches to develop deep relationships between the school and community and to connect families to important social networks and community resources. Research on community-oriented school leadership and social capital theory are presented and utilized to analyze findings and identify leadership practices that support meaningful family engagement in marginalized communities. Findings revealed how the school leader created bonding social capital within the school community. As a result, parents and the school worked together to recognize their indigenous assets, identify and problem-solve common community challenges, and build mutual trust and respect. The school leader also created bridging social capital as she connected families with outside networks and brought important resources and services into a geographically isolated school community. Implications for future research and school leadership practice are presented at the conclusion of this article.
Understanding How Kindergarten Teachers&apos; Beliefs Shape Their Transition Practices
Author: Puccioni, Jaime
Date: 2018-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Teacher Attitudes,Beliefs,Qualitative Research,Case Studies,School Readiness,Educational Practices,Emergent Literacy,Skill Development,Parent Participation,Self Efficacy,Parent Teacher Cooperation,Data Analysis,Interviews

Kindergarten teachers can support children's transition to school by reaching out to parents to encourage parent involvement. These outreach efforts, which are also commonly referred to as transition practices, have the potential to support children's transition to school. Scholars suggest that teachers' beliefs shape their practices. This article reports findings from a qualitative case study conducted with three kindergarten teachers that aimed to understand the ways in which teachers' beliefs shape their transition practices. Kindergarten teachers in this study believed that a variety of skills and behavioral attributes support children's successful transition to kindergarten, but they emphasized the importance of early literacy skills. The ways in which teachers' beliefs about school readiness, parental involvement, and efficacy shape their transition practices are described. These findings highlight important issues related to developing home-school partnerships which aim to increase parent involvement to support children's readiness for school.
Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices
Author: Arshavskaya, Ekaterina
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Foreign Students,Mentors,Case Studies,Teacher Improvement,STEM Education,Majors (Students),Reflective Teaching,Content Analysis,Mediation Theory,Focus Groups,College Students,Questionnaires

While there exists a considerable body of research focusing on international teaching assistants' (ITAs') linguistic, sociocultural, and instructional challenges, less is known about the successful developmental trajectories of this group of international educators of American students. This research aims to fulfill this research gap using a case study approach (Yin, 2003). The study involved ITAs from STEM majors in six collaborative mentoring sessions prior and upon video recording of three lessons taught by the ITAs to undergraduate students. The mentoring sessions were designed to facilitate ITAs' reflections on their teaching with the use of structured protocols to help guide the discussions. All the collected data were analyzed using content analysis (Miles &amp; Huberman, 1994). The results highlight the incidents of professional growth exhibited by the participating ITAs during their actual teaching. This study also tracks the ITAs' reflections on teaching through the mediational dialogues (Vygotsky, 1978) with the mentor. Finally, the paper discusses lessons learned through launching a mentoring project with a group of ITAs.
Implementation of Audiovisual Material in an Early Sequential Bilingual Model during the Early Years
Author: Durango Isaza, Diana Carolina
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Second Language Learning,Academic Achievement,Child Development,Early Childhood Education,Preschool Children,Low Income,English (Second Language),Spanish,Teaching Methods,Observation,Language Teachers,Teacher Attitudes,Case Studies,Sequential Approach,Instructional Effectiveness,Audiovisual Instruction,Foreign Countries,Program Descriptions,Second Language Instruction,Qualitative Research,Semi Structured Interviews

This research arose from the need to consolidate a meaningful bilingual methodology for children from three to five years of age from low socioeconomic backgrounds belonging to the public education system, where they could begin learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to upper class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center-ECDC (Centro de Desarrollo Infantil-CDI), and to collect data from class observations, students' responses, early childhood teachers' and English teachers' views as well as parents' perceptions towards its methodology and implementation in order to consolidate the model. Likewise, it will provide children with new opportunities to develop higher cognitive and high order thinking skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by a public university in Colombia and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by Rodao (2011) and Arias et al. (2015). This research project depicts and systematizes the most predominant methodological techniques employed when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from interviews, fieldnotes and surveys. This article describes the responses of three- to five-year-old children to audiovisual material implemented in class.
Implementing Critical Literacy in A1 Undergraduate Students
Author: Giraldo Mahecha, Fredy Alexander
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Literacy,Undergraduate Students,Teaching Methods,Private Colleges,Grounded Theory,Second Language Learning,Second Language Instruction,Foreign Countries,Reading Comprehension,Student Attitudes,Outcomes of Education,Focus Groups

The aim of this article is to analyze the current teaching practices utilized with undergraduate students at a private university in Ibagué-Tolima, who are required to complete Reading Comprehension coursework to obtain their professional degree. Two different methods for Critical Literacy proposed by Clarke and Whitney, and McLaughlin and DeVoogd, are used as examples for piloting and implementation stages respectively. Two different groups belonging to the same level were chosen to perform the activities during the second academic year of 2017. The collected data was analyzed using Grounded Theory procedures. Results showed that critical literacy is not a task that has been well developed at the Language Center. Therefore, the author suggests that teacher education in the area of Critical Literacy should be implemented in pedagogical training.
How Faculty Create Learning Environments for Diversity and Inclusion
Author: Booker, Keonya C.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Educational Environment,Student Diversity,Inclusion,Educational Practices,Sense of Community,Focus Groups,Teacher Attitudes,Definitions,Data Analysis,Role Models,Teacher Responsibility

The demographics of college campuses are changing and necessitate faculty provide a safe and inclusive environment for learning. The purpose of this study was to examine how faculty establish a sense of belonging in their classrooms, using focus group methodology to explore issues of power, privilege, and access at the postsecondary level. Faculty (N = 33) representing multiple identity groups discussed opportunities and challenges in effectively reaching diverse groups of students. Three thematic categories emerged illustrating how faculty prepare their courses for inclusive content, develop in-class instructional practices including methods regarding assessment, and believe in professional responsibility through persistent role modeling.
How Age, Gender, and Class Format Relate to Undergraduate Students&apos; Perceptions of Effective Course Assessments
Author: Aldrich, Rosalie S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Course Evaluation,Student Characteristics,Age,Conventional Instruction,Online Courses,Blended Learning,Gender Differences,Tests,Test Format,Statistical Analysis,Nontraditional Students

Students' perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider these perceptions in order to better facilitate learning and to clearly articulate to their students the benefits of the assessment types that the students see as less effective.
Mathematics Teacher Candidates&apos; Definitions of Prism and Pyramid
Author: Unlu, Melihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Geometry,Mathematics Instruction,Semi Structured Interviews,Geometric Concepts,Foreign Countries,Case Studies,Mathematics Tests,Definitions,Generalization,Qualitative Research

This study aims to analyze how the Mathematics Teacher Candidates (MTCs) define the &quot;prism&quot; and &quot;pyramid&quot; concepts in geometry. The research was carried out in 2017-2018 academic year with 92 MTCs. This test consists of 3 open-ended questions that MTCs can answer conceptually. The first openended question was as &quot;Define a prism&quot;, the second was as &quot;Define a pyramid&quot; and the third was as &quot;Explain the differences between prism and pyramid&quot;. The answers of MTCs were investigated according to correctness and generalization criteria. After data analysis, semi-structured interviews were held with 11 MTCs who had ineligible expressions in their definitions. The research revealed that MTCs were unsuccessful in defining prism and pyramid concepts and had difficulties in expressing the differences between these two concepts. Therefore, it was determined that they have insufficient knowledge.
Pedagogical Practices of Teaching Assistants in Polysynchronous Classrooms: The Role of Professional Autonomy
Author: Mayer, Greg
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Practices,Teaching Assistants,Educational Technology,Professional Autonomy,Observation,Focus Groups,Blended Learning,Distance Education,Mathematics Instruction,Secondary School Mathematics,High School Students,Grounded Theory,Self Determination,Mixed Methods Research

Polysynchronous learning involves the use of educational technologies to enable remote and face-to-face students to simultaneously participate in live classes. This article uses teaching observation and focus group data to explore the perspectives and instructional practices employed by teaching assistants tasked with facilitating polysynchronous classes. This study's findings suggest that without a sufficient knowledge base, community, and structure to facilitate a teaching environment that extended beyond lecturing, the assistants adopted a knowledge transmission perspective. Based on these findings we discuss teaching practices that could be addressed to train and support instruction in polysynchronous environments.