ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Differentiating Instruction Using Multiple Intelligences on Achievement in and Attitudes towards Science in Middle School Students with Learning Disabilities
Author: Gomaa, Omema Mostafa Kamel
Date: 2014-12-00
Type: Journal Articles
Subjects: Individualized Instruction,Multiple Intelligences,Science Achievement,Student Attitudes,Middle School Students,Learning Disabilities,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Instructional Effectiveness,Attitude Change,Scores,Science Tests,Questionnaires

This study investigated the effect of using differentiated instruction using multiple intelligences on achievement in and attitudes towards science in middle school students with learning disabilities. A total of 61 students identified with LD participated. The sample was randomly divided into two groups; experimental (n= 31 boys )and control (n= 30 boys). An experimental Pretest-Posttest Control-Group design was used in this study. Findings from this study indicated the effectiveness of differentiated instruction using multiple intelligences on improving achievement in and attitudes towards science in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction using multiple intelligences on improving achievement in and attitudes towards science in learning disabled students.
Publication Bias Currently Makes an Accurate Estimate of the Benefits of Enrichment Programs Difficult: A Postmortem of Two Meta-Analyses Using Statistical Power Analysis
Author: Warne, Russell T.
Date: 2016-08-22
Type: Reports - Research
Subjects: Enrichment Activities,Program Effectiveness,Bias,Accuracy,Meta Analysis,Statistical Analysis,Academically Gifted,Special Education,Educational Research,Correlation,Sample Size,Effect Size

Recently Kim (2016) published a meta-analysis on the effects of enrichment programs for gifted students. She found that these programs produced substantial effects for academic achievement (g = 0.96) and socioemotional outcomes (g = 0.55). However, given current theory and empirical research these estimates of the benefits of enrichment programs are unrealistically high. In this manuscript I make the argument that Kim's results--and those from a previous meta-analysis on the same topic (Vaughn, Feldhusen, &amp; Asher, 1991)--are likely distorted by publication bias. Using statistical power analysis, Schimmack's (2012) incredibility index, and an examination of the correlation between sample size and effect size, I present circumstantial evidence that publication bias is distorting the enrichment literature. As a result, gifted education scholars and practitioners do not really know the effectiveness of enrichment programs. I conclude the manuscript by discussing how to reduce publication bias in the gifted education literature.
An Application of the EPOSTL: Focus on Culture
Author: Arikan, Arda
Date: 2016-06-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Practicums,English (Second Language),College Second Language Programs,Second Language Learning,Second Language Instruction,Cultural Context,Self Evaluation (Individuals),Curriculum Implementation,Student Teacher Attitudes,Relevance (Education),Educational Practices,Curriculum Evaluation

Although Turkey is not a member state of the European Union (EU), educational and curricular documents produced by the EU such like the Common European Framework of Reference for Languages (CEFR), the European Language Portfolio (the ELP) and the European Portfolio for Student Teachers of Languages (EPOSTL) have been examined by Turkish researchers and curriculum makers whose work seem to affect the curriculum of teacher education programs and curricula of all levels. The EPOSTL, which aims to improve the pedagogical progress of Turkish teachers of English, is currently studied and applied in many different contexts in Turkey although research on its potential use is still needed. Hence, in this study, we applied the culture-related self-assessment scale with seven preservice teachers of English who were taking a practicum course. In the EPOSTL there are eleven culture-related self-assessment descriptors and all of them were answered by the participants both in numbers as well as in words. Results showed that items five, six and eleven were given the lowest scores. These suggest that future teachers of English found selecting materials related with &quot;otherness&quot; and &quot;stereotypes&quot; and assessing learners' ability in acting appropriately in target culture situations. Pre-Service Teachers' Self-Assessment Scores and Mean Values table is appended.
Preschool Teachers' Emotional Socialization Responses to 4-6 Year-Old Turkish Preschoolers' Emotional Expressions
Author: Kilic, Sukran
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Emotional Response,Socialization,Preschool Children,Emotional Development,Age Differences,Gender Differences,Naturalistic Observation,Coding,Empathy,Affective Behavior,Negative Attitudes,Teacher Response

The goal of the present study was to investigate preschool teachers' emotion socialization responses to Turkish preschoolers' emotional expressions based on children's age and gender. The participants in the current study were 12 preschool full time teachers from 4 preschool and 288 preschoolers ranging in age from 4 to 6 years in Aksaray. In order to perform naturalistic observation a coding system was created by researcher based on previous studies. The results indicated that preschool teachers more likely encouraged children to show empathy to others, teach positive emotions, encouraged expressing positive emotions, matched positive emotions, responded physical affection in 4 year old age children more than 5 and 6 year old age children. Preschool teachers were more often minimized negative responses, distracted, labeled negative emotion in 4 year old age children than 5 and 6 year old children. Results also revealed that there was a significant but low relationship between children's gender and teacher's responses to negative emotional expressions and a modest relationship between children's gender and teacher's responses to positive emotional expressions.
Positive Childhood Experiences: Resilience and Recovery from Personality Disorder in Early Adulthood
Author: Skodol, Andrew E.
Date: 2009-07-03
Type: Reports - Research
Subjects: Resilience (Psychology),Personality Problems,Semi Structured Interviews,Questionnaires,Correlation,Longitudinal Studies,Personality Traits,Regression (Statistics),Mental Health,Children,Adolescents,Young Adults,Friendship,Gender Differences,Experience

Objective--Recent follow-along studies of personality disorders have shown significant improvement in psychopathology over time. The purpose of this study was to prospectively investigate the association between positive childhood experiences related to resiliency and remission from personality disorder. Method--Five hundred twenty patients with DSM-IV--based semistructured interview diagnoses of schizotypal, borderline, avoidant, or obsessive-compulsive personality disorders were evaluated 6 times over 4 years between September 1996 and June 2002. Positive childhood experiences, including achievements, positive interpersonal relationships with others, and caretaker competencies, were measured using the Childhood Experiences Questionnaire-Revised. The effects of positive childhood experiences on clinically significant remission from personality disorder were determined using survival and proportional hazard regression analyses. Results--Positive achievement experiences and positive interpersonal relationships during childhood or adolescence were significantly associated with remission from avoidant and schizotypal personality disorders. The greater the number of positive experiences and the broader the developmental period they spanned, the better the prognosis of these personality disorders. Conclusions--The prognosis of certain personality disorders is better in patients whose developmental histories include positive experiences. Early treatment designed to foster personal strengths and competencies and to develop inter-personal skills might benefit young patients diagnosed with personality disorders. [This article has been published in the &quot;J Clin Psychiatry&quot; v68 n7 p1102-1108 Jul 2007.]
The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities
Author: Gomaa, Omema Mostafa Kamel
Date: 2015-09-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Teaching Methods,Intervention,Reading Comprehension,Reading Difficulties,Elementary School Students,Grade 5,Experimental Groups,Control Groups,Statistical Analysis,Instructional Effectiveness,Learning Disabilities,Reading Tests,Scores,Pretests Posttests,Intelligence Quotient

This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n = 33 boys) and control (n = 33 boys). ANCOVA and T test were employed for data analysis. Findings from this study indicated the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in the target students. On the basis of the findings, the study advocated for the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in reading disabled students.
Translation Practices as an Effective Teaching Instrument for IELTS &amp; DALF Students in India: A Case Study
Author: Verma, E. S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Semi Structured Interviews,Translation,Second Language Learning,English (Second Language),French,Observation,Language Skills,Teaching Methods,Feedback (Response),Multilingualism,Adolescents,Adults,Standardized Tests,Interviews,Code Switching (Language),Coding,Student Attitudes,Cooperative Learning,Student Motivation,Barriers,Language Tests

The article outlines the results of using translation as a tool to help students learn English and French in the multicultural environment of Chandigarh, India. An anonymous group of eight students was observed from 2013 until 2015 to reveal the main concepts of the use of translation in helping Indian students to strengthen their language competence. Based on a brief overview of the current linguistic situation in India, these findings serve as a further insight into pedagogical translation nowadays. The case study features semi-structured interviews showing participants' views on translations tasks in the classroom. In the conclusion, the case study reports the weaknesses of this approach as well as recommendations on how to avoid it
The Effect of Metacognitive Strategy Training on Science Process Skills and Science Self Efficacy among First Year Prep Students with Learning Disabilities
Author: Gomaa, Omema Mostafa Kamel
Date: 2016-12-00
Type: Journal Articles
Subjects: Metacognition,Science Process Skills,Self Efficacy,Learning Strategies,Learning Disabilities,Statistical Analysis,Instructional Effectiveness,Pretests Posttests,Middle School Students

This study investigated the effect of using metacognitive strategy training on science process skills and science self efficacy in learning disabled first year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys ). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving science process skills and science self efficacy in the target students. On the basis of the findings, the study advocated for the effectiveness of using metacognitive strategy training on science process skills and science self efficacy in learning disabled first year prep students.
Examining Secondary School Students' Safe Computer and Internet Usage Awareness: An Example from Bartin Province=Lise Ögrencilerinin Güvenli Bilgisayar ve Internet Kullanim Farkindaliklarinin Incelenmesi: Bartin Ili Örnegi
Author: Yilmaz, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Computer Use,Internet,Computer Security,Safety,Student Surveys,Questionnaires,Information Security,Knowledge Level,Risk,Statistical Analysis

Information and Communication Technologies (ICT) have been rapidly prevailed among the children and youths. Personal technologies facilitating the students to gain some learning experiences both in and out of the schools also include many threats. It is important for students to have high awareness of safe internet and computer use to overcome with these threats. In this research, it was aimed to reveal internet security and computer usage awareness profiles of students studying in the secondary school. The data were collected from 2029 students studying in the secondary schools in Bartin Province in Turkey by using a questionnaire developed by the researchers. The data obtained from the questionnaire were analyzed based on the pre-determined themes and the students' information security and computer usage awareness profiles were revealed. The findings indicate that the majority of the students are insufficient regarding information security and computer usage awareness and they could be under risk in online settings towards the threats. In the discussion section, some measures for the parents, schools and policy makers were mentioned to increase students' information security and computer usage awareness.
Early Years Teachers' Perspectives on Teaching through Multiple Metaphors and Multimodality
Author: Mildenhall, Paula
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Preschool Teachers,Teacher Attitudes,Figurative Language,Teaching Methods,Learning Modalities,Video Technology,Mathematics Instruction,Semiotics,Kindergarten,Journal Writing,Observation,Focus Groups,Coding,Foreign Countries,Case Studies

Recent research findings indicate that using multiple metaphors in multimodal learning experiences are effective teaching approaches in early years mathematics. Using a social semiotic lens this paper reports on eight early years teachers' perceptions of this approach whilst engaging in a small collaborative professional learning group. This group focussed on observing video footage of one teacher implementing multiple metaphors such as the number line and using multimodalities such as gesture, drawings and concrete materials in her classroom. Analysis of the data revealed variations in the teachers' perceptions of this particular teaching approach.
How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics Classrooms
Author: O'Brien, Mia
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Teaching Methods,Mathematics Instruction,Lifelong Learning,Elementary School Mathematics,Foreign Countries,Video Technology,Grade 5

Growth mindsets are vital for effective lifelong learning. Students with growth mindsets are more willing to learn new things, take risks, and embrace challenges. Students with fixed mindsets have limiting beliefs about their abilities, and will attribute success in learning to factors beyond their control. Inquiry in mathematics classrooms may have the potential to facilitate growth mindsets. This paper provides an analysis of inquiry mathematics in a primary classroom and reflects upon its potential to foster growth mindsets in classrooms.
Student and Parent Perspectives on Fipping the Mathematics Classroom
Author: Muir, Tracey
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Video Technology,Homework,Mathematics Instruction,Student Motivation,Student Attitudes,Parent Attitudes,Foreign Countries,Grade 11,Grade 12,Online Surveys,Interviews,Competence,Personal Autonomy,Mixed Methods Research

Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it is more engaging and effective than traditional instruction, there is little empirical research into the benefits of this approach, particularly in relation to mathematics instruction. This paper adds to the limited research by reporting on students and parents' experiences with a flipped classroom in a senior mathematics class. The results indicated that there were five main components that influenced students' motivation to engage with the flipped classroom approach. The study has particular implications for students and secondary mathematics teachers who have limited time to make the curriculum comprehensible for students and to prepare them for external assessment tasks.
Examining PCK in a Senior Secondary Mathematics Lesson
Author: Maher, Nicole
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Mathematics,Pedagogical Content Knowledge,Secondary School Teachers,Student Attitudes,Secondary School Students,Foreign Countries,Mathematics Teachers,Observation,Interviews,Surveys

Teacher knowledge, including Pedagogical Content Knowledge (PCK), continues to be the focus of research, with the general consensus being that PCK impacts upon teaching and learning. Much of the current research has focused on pre-service teachers and practicing primary teachers, with few studies focused on studying senior secondary teachers' PCK. Even rarer are studies which examine PCK from students' perspectives. This study investigates the nature of PCK as experienced in a lesson by a class of senior secondary mathematics students. The findings indicated that there were a number of PCK elements incorporated in the lesson and that these were noticed by the students.
Examples in the Teaching of Mathematics: Teachers' Perceptions
Author: Ng, Lay Keow
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Secondary School Teachers,Secondary School Mathematics,Mathematics Skills,Difficulty Level,Homework,Barriers,Teaching Methods,Models,Questionnaires,Knowledge Level

As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations teachers have when introducing mathematical ideas or when selecting homework tasks. This paper also reports on teachers' perceptions of a &quot;good&quot; example.
The Search for Fidelity in Geometry Apps: An Exercise in Futility?
Author: Larkin, Kevin
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Technology Uses in Education,Educational Technology,Fidelity,Geometry,Computer Oriented Programs,Program Effectiveness,Program Evaluation,Mathematics Curriculum,Scores

As the use of mathematics apps in classrooms becomes more prevalent, robust research into their effectiveness is required to inform best practice regarding their use. This is particularly the case for Geometry apps where accurate and dynamic representations are critical in enhancing mathematical learning. This paper provides findings from an initial critique of 53 Geometry apps. Early findings indicate that the majority of these apps were limited in their ability to assist students in developing Geometrical conceptual understanding; however, all is not lost as a number of apps were highly appropriate.
Developing a Theoretical Framework to Assess Taiwanese Primary Students' Geometric Argumentation
Author: Lee, Tsu-Nan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Geometric Concepts,Mathematics Instruction,Persuasive Discourse,Mathematical Logic,Models

Geometric competences of students have sparked great concern in Taiwan since the release of the last TIMMS [Trends in International Mathematics and Science Study] assessment. Geometric argumentation is viewed as to play an important role to enhance the competences of geometry and reasoning. This study adopts Toulmin's (2003) model to develop such indicators, including naming, supporting ideas, and transformation reasoning. It is expected that further research will provide empirical evidence in these indicators to apply to topics in mathematics other than geometry.
Gender Differences in Mathematics Attitudes in Coeducational and Single Sex Secondary Education
Author: Lee, Kester
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary Education,Gender Differences,Mathematics Instruction,Student Attitudes,Mathematics Achievement,Grade 7,Grade 8,Grade 9,Single Sex Schools,Coeducation,Attitude Measures,Foreign Countries,Questionnaires,Likert Scales

Exploring why more boys than girls continue to study higher levels of mathematics in senior school when there appear to be no gender differences in achievement in earlier years is worthy of investigation. There are potentially many reasons why this occurs including career aspirations, interest, and attitudes. One factor explored in this study was the gender composition of classes in Years 7 to 9. Data were collected from students in a single-sex boy's school, a single-sex girl's school and a coeducational school. Data revealed differences in attitude to mathematics with girls in the single-sex school having the most positive attitudes and girls in the coeducation setting having the least positive attitudes.
Young Indigenous Students' Engagement with Growing Pattern Tasks: A Semiotic Perspective
Author: Miller, Jodie
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 1,Grade 2,Foreign Countries,Indigenous Populations,Elementary School Students,Mathematics Education,Mathematical Logic,Thinking Skills,Mathematics,Semiotics,Learner Engagement,Pretests Posttests,Elementary School Mathematics,Data Collection,Algebra,Geometry,Mathematical Concepts

The aim of this study was to determine the role of semiotics in assisting young Indigenous students to engage with and identify the general structure of growing patterns. The theoretical perspective of semiotics underpinned the study. Data are drawn from two Year 3 students, including analysis of pretest questions and two conjecture-driven lessons. Results indicate that particular semiotic signs (iconic signs) contribute to how young Indigenous students attend to, and identify the structure of growing patterns.