ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child
Author: Kahveci, Gül
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Behavior Problems,Student Behavior,Special Education,Behavior Modification,Visual Impairments,Autism,Pervasive Developmental Disorders,Multiple Disabilities,Cooperative Planning,Interdisciplinary Approach,Mixed Methods Research,Parent Attitudes,Teacher Attitudes,Observation,Consultation Programs,Intervention,Family Environment,Program Effectiveness,Case Studies,Early Adolescents,Communication Skills,Child Behavior,Functional Behavioral Assessment

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child's individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.
Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences
Author: Wolfe, Benjamin A.
Date: 2017-11-00
Type: Journal Articles
Subjects: Earth Science,Disproportionate Representation,Equal Education,STEM Education,Minority Group Students,Literature Reviews,Program Effectiveness,Peer Influence,Mentors,Teacher Role,Student Adjustment,Educational Change,Educational Environment,School Culture,Accountability,Student Diversity,Elementary Secondary Education,Postsecondary Education,Higher Education

Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body. Doing this successfully requires renewed attention to the needs and characteristics of underrepresented students, which include ethnic and cultural minorities, women, and students with disabilities. We synthesize the current literature on successful science, technology, engineering, and mathematics (STEM) diversity programs and programs in the geosciences specifically through the lens of educational macrosystems. Macrosystems are an element of an approach to analysis of educational systems and institutions that adopts a social-ecological model. Interacting subsystems of microsystems, mesosystems, macrosystems, and exosystems operate together to contribute to student success. STEM fields in general and geoscience in particular have benefited from recent research into microsystems, the student-centric, intrinsic aspects of success. The synthesis we present here is intended to add a new dimension to this body of literature, highlighting reports from successful STEM and geoscience-specific programs that have worked to strengthen macrosystems, which are extrinsic factors that surround students. These include peer support and faculty mentoring networks, institutional bridge programs, systemic pedagogy reforms, and purposeful work to improve campus climate, culture, and accountability for diversity. This synthesis is not comprehensive but rather aims to highlight and illustrate elements of selected successful programs. We conclude with general recommendations and observations intended to be helpful to the geosciences education community in directing future work to optimize macrosystems in support of diversifying the geosciences.
Research on Correlations between Academicians&apos; Levels of Organisational Commitment and Their Intention to Quit Their Job: A Comparison of State and Foundation Universities
Author: Koc, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Intention,Teacher Persistence,Labor Turnover,Athletics,College Faculty,Institutional Characteristics,Emotional Response,Affective Behavior,Teacher Surveys,Statistical Analysis,Factor Analysis

This study aims to demonstrate the correlations between academicians' organisational commitment and their intention to resign from their job. For this purpose, first the concepts of organisational commitment and quitting the job were considered within the framework of relevant literature, and then hypotheses for the correlations were developed. 276 lecturers in total 198 of whom were teaching in faculties or departments of sport sciences and 78 of whom were teaching in foundation universities were included in this study. A personal information form in addition to Turnover Intention Scale developed by Rosin and Korabick (1995) and adapted into Turkish by Tanriöver (2005), and Organisational Commitment Scale developed by Meyer and Allen (1997) and adapted into Turkish by Varol (2010) were used for our purposes. In conclusion, it was found that academicians' intention to quit their job was low but their organisational commitment levels were high and that they had emotional commitment most--which was followed by normative commitment and continuance commitment. Lecturers employed in foundation universities had higher levels of intention to quit their job than those employed in state universities. Lecturers working in state universities had higher levels of emotional commitment than those working in foundation universities. It was also found that lecturers' rate of quitting the job was reduced as their levels of emotional and normative commitment increased in both state and foundation universities.
Examining a Public Montessori School&apos;s Response to the Pressures of High-Stakes Accountability
Author: Block, Corrie Rebecca
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Schools,Accountability,High Stakes Tests,Standardized Tests,Public Schools,Elementary Schools,Scores,Case Studies,Curriculum,Instruction,Evaluation Methods,Teaching Methods,Educational Practices,Student Evaluation,Academic Achievement,Urban Schools,Interviews,Observation,Documentation,Content Analysis,Fidelity,Program Implementation,Qualitative Research

A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school's high-stakes assessment scores in terms of Montessori's unique educational approach. This case study examined the ways one public Montessori elementary school responded to its high-stakes test scores in the areas of curriculum, instruction, and assessment. The research revealed the ways the principal, teachers, and parents on the school council modified Montessori practices, curriculum, and assessment procedures based on test scores. A quality Montessori education is designed to offer children opportunities to develop both cognitive skills and affective behaviors such as student motivation that will serve them beyond their public school experiences. However, fundamental Montessori practices were modified as a result of the pressure to raise test scores. The impact of the high-stakes assessment era on alternative types of schools must be considered because it is contradictory to support the availability of educational alternatives while at the same time pressuring these schools to conform to strict and narrow measures of success.
Social Justice Education in an Urban Charter Montessori School
Author: Banks, Kira Hudson
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Charter Schools,Montessori Schools,Educational Principles,Student Diversity,Socioeconomic Status,Racial Differences,Ethnic Groups,Case Studies,Qualitative Research,Meetings,Surveys,Focus Groups,Administrator Attitudes,Parent Attitudes,Minority Group Students,African Americans,Whites,Hispanic Americans,Multiracial Persons,Equal Education,Expectation,School Community Relationship,Systems Approach,Intervention,Training,Observation,Content Analysis

As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents--often color-blind or minimizing of the relevance of race--consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.
Removing Supplementary Materials from Montessori Classrooms Changed Child Outcomes
Author: Lillard, Angeline S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Instructional Materials,Comparative Analysis,Pretests Posttests,Montessori Schools,Early Childhood Education,Theory of Mind,Measures (Individuals),Problem Solving,Social Development,Executive Function,Reading Skills,Vocabulary,Mathematics Skills,Achievement Tests

Montessori classrooms vary in the degree to which they adhere to Maria Montessori's model, including in the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested such supplementation might explain observed differences across studies and classrooms (Lillard, 2012), but an experimental study is the best test of this possibility. Here we present such an experiment, with 52 children in three Montessori classrooms, all of which included supplementary materials at the start of the study. Non-Montessori materials were then removed from two of the classrooms, and all children were given six pretests as a baseline. Four months later, children were retested to see how much they had changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function and advanced to some degree more in early math than children in the other two classrooms. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social problem-solving skills.
Technology in the Montessori Classroom: Teachers&apos; Beliefs and Technology Use
Author: Jones, Sara J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Montessori Method,Elementary School Teachers,Technology Integration,Public Schools,Interviews,Observation,Technological Literacy,Pedagogical Content Knowledge,Urban Schools,Lesson Plans,Teaching Methods,Qualitative Research,Case Studies

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers' attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers' thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers' beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.
Providing Montessori: Identity and Dilemmas in a Montessori Teacher&apos;s Lived Experience
Author: Christensen, Olivia
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Phenomenology,Case Studies,Leadership Role,Interviews,Discourse Analysis,Teaching Experience,Learning Experience,Teacher Attitudes,Social Psychology,Professional Identity,Educational Practices,Montessori Schools

This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
Examining a Montessori Adolescent Program through a Self-Determination Theory Lens: A Study of the Lived Experiences of Adolescents
Author: Casquejo Johnston, Luz Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Grade 7,Early Adolescents,Self Determination,Student Attitudes,Attitude Change,Personal Autonomy,Competence,Relevance (Education),Student Participation,Statistical Analysis,Qualitative Research,Student Surveys,Grade 8,Semi Structured Interviews

This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by self-determination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student. Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students.
Instructional Utility and Learning Efficacy of Common Active Learning Strategies
Author: McConell, David A.
Date: 2017-11-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Learning Strategies,STEM Education,Introductory Courses,Earth Science,College Science,Undergraduate Students,Instructional Improvement,Evidence Based Practice,Learning Processes,Educational Research,Case Method (Teaching Technique),Problem Solving,Concept Mapping,Cooperative Learning,Tutorial Programs,Essay Tests,Timed Tests,Reflection,Peer Teaching,Science Tests,Educational Strategies,Teaching Models,Thinking Skills,Scores,Literature Reviews

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies have been reported in other disciplines; however, the research literature that documents the success of these strategies may be unfamiliar to many geoscience instructors. This literature review seeks to serve as a bridge that connects the reflective practitioner, the research literature on instructional strategies, and the network of community resources available to the geoscience educator. We review the characteristics of 11 active learning strategies and weigh the evidence that these strategies improve student learning. Furthermore, we analyze the utility of these strategies in the context of their use in geoscience classrooms. We seek to provide geoscience instructors with a decision-making guide and evidence-based recommendations that they can use to select and implement active learning strategies that have the potential to enhance undergraduate learning experiences in geoscience courses.
Sparking Conversations about Graduate Programs in Geoscience Education Research
Author: McNeal, Karen S.
Date: 2017-11-00
Type: Journal Articles
Subjects: Graduate Study,Earth Science,Educational Research,Teacher Researchers,College Faculty,Employment Qualifications,Educational Methods,Teacher Competencies,Career Readiness

The calls for a college-educated science and technology workforce, as well as a scientifically literate citizenry, have led to a demand for higher education faculty prepared in discipline-based education research (DBER). These faculty members conduct research on teaching and learning in the context of a specific discipline, including the geosciences. Historically, faculty have become active in geoscience education research (GER) after completing a graduate degree in a ''traditional'' geoscience discipline such as geomorphology, paleontology, or structural geology. Increasing demand for GER faculty has led to the growth of graduate programs specializing in GER. We explore the current state of GER graduate preparation in the United States and the issues moving forward in establishing and advancing GER graduate programs. We hope to spark discussion in the GER community about what GER graduate preparation entails, as programs grow and proliferate, to assist the community in being intentional in the preparation of future professionals. We make key recommendations for the GER community, including: (1) hold community-wide discussions about GER graduate training, (2) investigate methodological training as a shared graduate training experience in GER, (3) embed authentic teaching and research opportunities in graduate programs that mirror a student's planned career trajectory and assist them in becoming reflective teachers, (4) encourage GER faculty to continue to inform their colleagues and administrators about GER and what it is (and is not), and (5) look beyond GER to how other DBER fields design and implement graduate programs.
Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving
Author: Holder, Lauren N.
Date: 2017-11-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Problem Solving,Models,Literature Reviews,Environmental Education,Educational Environment,Science Process Skills,Engineering Education,Geology

Engaging students in problem-solving concerning environmental issues in near-surface complex Earth systems involves developing student conceptualization of the Earth as a system and applying that scientific knowledge to the problems using practices that model those used by professionals. In this article, we review geoscience education research related to student learning and ill-structured problem-solving in the classroom. This article has two main goals: (1) to propose a model that applies the National Research Council (NRC, 2012) Science and Engineering Practices to students engaged with authentic, illstructured problems centered on environmental issues and complex near-surface Earth systems (CNSES), and (2) analyze existing literature in the field of ill-structured problem-solving in CNSES to validate the proposed model. Eleven research studies met the inclusion and exclusion criteria. Although none of the selected articles met every component of the model, many of the papers only lacked a few components. We suggest the proposed model will help to alleviate student difficulties in the classroom that arise from lack of background knowledge and enthusiasm about the course or problem, and help guide the design of instructional activities that seek to engage geoscience students in authentic environmental problems.
Longitudinal Comparison of Place-Value and Arithmetic Knowledge in Montessori and Non-Montessori Students
Author: Laski, Elida V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Knowledge Level,Primary Education,Elementary School Students,Montessori Schools,Traditional Schools,Comparative Analysis,Kindergarten,Grade 1,Grade 2,Grade 3,Mathematics Curriculum,Mathematics Skills,Program Effectiveness,Age Differences,Hypothesis Testing,Statistical Analysis,Accuracy,Problem Solving,Arithmetic,Multivariate Analysis

Understanding of base 10 and place value are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, &amp; Vasilyeva, 2014; Fuson, 1990; Fuson &amp; Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use among children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (n = 53) two years later, when the children were in second and third grades. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, no program differences were seen in place-value understanding in second and third grades. Although Montessori children used different strategies to obtain answers to addition problems in second and third grades as compared with non-Montessori children, no program differences in addition accuracy were found at any grade level. Educational implications are discussed.