ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Challenge to Language Learning
Author: Muñoz de Cote, Luz María
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Qualitative Research,College Students,English (Second Language),Native Language,Teaching Methods,Literacy,Sociocultural Patterns,Course Content,Learning Theories,Workshops,Educational Innovation,Language Usage,Academic Discourse,Cultural Awareness,Transfer of Training,Content Area Writing,Language of Instruction,Undergraduate Students,Student Attitudes,Foreign Countries,Semi Structured Interviews,Observation,College Faculty

This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents them from engaging in discussions of complex topics. The objective of this innovation is to enhance students' understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky's sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students' ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to the content, but to the way they construct their paragraphs and the understanding of how the register of their field may be used.
Educators' Motivation on Integration of ICTs into Pedagogy: Case of Disadvantaged Areas
Author: Chigona, Agnes
Date: 2014-08-00
Type: Journal Articles
Subjects: Teacher Motivation,Educational Technology,Qualitative Research,Disadvantaged,Technology Integration,Foreign Countries,Teaching Methods,Teacher Attitudes,Disadvantaged Schools,High Schools,Semi Structured Interviews,Content Analysis

This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools in disadvantaged areas. The study employed Herzberg' Motivation-Hygiene theory to guide the process of understanding the factors that motivate or demotivate educators when using the technology for teaching and learning. Qualitative research approach was used to gather and analyse information from educators from randomly sampled schools located in disadvantaged areas in the Western Cape. The study has shown that educators' motivation to use technology for curriculum delivery could be impacted by satisfaction derived from using the ICTs, individual expectations, responsibility and a sense of achievement experienced when using the technologies.
The Rhetoric of Disenchantment through Symbolism
Author: Munyangeyo, Théophile
Date: 2012-00-00
Type: Journal Articles
Subjects: Literary Styles,Cultural Context,Economic Factors,Language Usage,Correlation,Discourse Analysis,Rhetoric,Imagery,Teaching Methods,Second Language Learning,Novels,Authors,Social Responsibility,Political Attitudes,Foreign Countries

The symbolism of &quot;flowers&quot; has always been a significant part of cultures around the world due to their functional meaning in daily life. From their decorative to their aromatic role, flowers and their symbolic meaning trigger emotions, convey wishes and represent thoughts that can not be explicitly expressed. In this regard, an elaborate language based on flower symbolism was developed in many societies, to convey clear messages to the recipient. However, in some cultural contexts, although the flower symbolism has social connotations, it is mainly associated with economic references. As flowers are an essential precursor to fruits, they are inevitably a source of expectations and hence foster a set of hopes and dreams, which can ultimately lead to excitement or disappointment. Through a discourse analysis based on factional narratives, this article explores the parameters through which the symbolism of bifaceted meaning of flowers fictionalises a space that refers to the social reality. This association between the fictional world and social reference has highlighted that writing can profoundly be a means of representing social events through the rhetoric of symbolism. Through a sociological reading approach, this paper aims to analyse how the symbolism of &quot;flowers&quot; informs the rhetoric of disenchantment that can foster a content-based pedagogy in language learning where silencing practices engender imagery to exercise the freedom of expression.
The Association between Nutrition and Physical Activity Knowledge and Weight Status of Primary School Educators
Author: Dalais, Lucinda
Date: 2014-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Knowledge Level,Teacher Behavior,Physical Activities,Physical Fitness,Physical Health,At Risk Persons,Body Height,Body Weight,Body Composition,Physiology,Metabolism,Obesity,Age Differences,Place of Residence,Hypertension,Physical Activity Level,Nutrition,Eating Habits,Dietetics,Misconceptions,Foreign Countries,Statistical Analysis,Life Style,Questionnaires,Diabetes

The purpose of this study was to investigate primary school educators' health status, knowledge, perceptions and behaviour regarding nutrition and physical activity. Thus, nutrition and physical activity knowledge, attitudes, behaviour and risk factors for the development of non-communicable diseases of 155 educators were assessed in a cross-sectional survey. Height, weight, waist circumference, blood pressure and random glucose levels were measured. Twenty percent of the sample had normal weight (body mass index (BMI, kg/m[superscript 2]) &lt; 25), 27.7% were overweight (BMI= 25 to &lt; 30) and 52.3% were obese (BMI &lt; 30). Most of the participants were younger than 45 years (54.2%), females 78.1%, resided in urban areas (50.3%), with high blood pressure (= 140/90 mmHg: 50.3%), and were inactive (48.7%) with a high waist circumference (&gt; 82 cm: 57.4%). Educators' nutrition and physical activity knowledge was poor. Sixty-nine percent of educators incorrectly believed that eating starchy foods causes weight gain and only 15% knew that one should eat five or more fruit and/or vegetables per day. Aspects of poor nutritional knowledge, misconceptions regarding actual body weight status, and challenges in changing health behaviours, emerged as issues which need to be addressed among educators. Educators' high risk for developing chronic non-communicable diseases (NCDs) may impact on educator absenteeism and subsequently on school functioning. The aspects of poor nutrition and physical activity knowledge along with educators' high risk for NCD development may be particularly significant not merely in relation to their personal health but also the learners they teach.
Student Teachers' Perceptions about Their Experiences in a Student Centered Course
Author: Zeki, Canan Perkan
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,College Students,Preservice Teacher Education,Qualitative Research,Preservice Teachers,Teacher Competencies,Teacher Role,Cooperation,Curriculum Design,Cognitive Ability,Student Attitudes,Essays,Reflection,Cooperative Learning,Classroom Environment,Time Factors (Learning),Learning Activities,Cognitive Development,Emotional Development,Social Development

There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this research is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE) course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.
An Analysis of the Language of Attribution in University Students' Academic Essays
Author: Jabulani, Sibanda
Date: 2014-08-00
Type: Journal Articles
Subjects: Essays,Teaching Methods,College Students,Course Descriptions,Grammar,Phrase Structure,Punctuation,College Faculty,Syntax,Foreign Countries,Writing Instruction,Academic Discourse,Verbs,Citations (References),Morphemes,English,Language Usage,African Languages,Native Language,Content Analysis,English (Second Language),Language of Instruction,Error Patterns

The study reports on challenges related to the use of the language of attribution in academic essay writing by Post-Graduate Certificate in Education (PGCE) students at Rhodes University, as a microcosm of similar challenges faced by university students elsewhere. The study content-analysed 150 essays written by 50 PGCE students taking the course &quot;Language, Learning and Cognition&quot; which the researcher taught. Key categories analysed were: student preferences for the type and style of incorporating authors' ideas in own academic essays, appropriateness of attributive words used, punctuation within the language of attribution, tense consistencies, appropriateness of attendant lexico-grammatical collocations, attributive words' fit with the syntax and grammar of the writer's ideas, as well as their consonance with the spirit and intent of the citations. Although findings point to gross challenges across all categories of analysis, they were most glaring in the matching of attributive words with the intent of citations and in the use of proper punctuation. Chief among the study's recommendations is the need for explicit instruction in, and attention to, the language of attribution in university students' essays by all lecturers and not just those in academic literacy development.
Teaching Common Core Math Practices to Students with Disabilities
Author: Stephan, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Common Core State Standards,Special Education,Disabilities,Teaching Methods,Direct Instruction,Problem Solving,Personal Autonomy,Large Group Instruction,Small Group Instruction,Grade 7,Team Teaching

The widespread adoption of the Common Core State Standards (2010) has caused mathematics and special educators to reconsider instructional methods. The Common Core introduces eight Standards for Mathematical Practice that outlines the dispositions that should be fostered in students. Most notable are those that push students to analyze problems, create a solution, explain/prove their reasoning to others and critique other students' methods. Although direct instruction has been the primary approach advocated in working with students who have disabilities, this approach tends to teach basic skill proficiency with less emphasis on the problem solving advocated in the Common Core. In this paper, we use examples from our own teaching to offer an alternative to direct instruction for special education teachers who are moving into mathematics or co-teaching, an approach that has the potential for fostering the disposition advocated in the Common Core State Standards.
Resilience Theory: Risk and Protective Factors for Novice Special Education Teachers
Author: Benjamin, Thomas L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Beginning Teachers,Rural Schools,Resilience (Psychology),Administrator Role,Collegiality,Teacher Collaboration,Teacher Attitudes,Interaction,Expectation,Teacher Responsibility,Recognition (Achievement),Meetings,Time,General Education,Semi Structured Interviews,Teacher Administrator Relationship,Principals,Experience

This study describes experiences of novice special education teachers in rural areas in Hawaii through a lens of resiliency theory. Two types of support--administrative and collegial--were examined in terms of being risk or protective processes. A case study design was used to give voice to five participants who expressed their satisfaction and concerns about support from administrators, interactions, expectations, recognition, teaching assignments, meetings and time. The study also examined support from general and special education colleagues, school staff, and outside service providers. Research findings may be of value to local, district, and state administrators and university personnel who wrestle with the issues of recruitment, preparation, and retention of special education teachers.
The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders
Author: Rasheed, Saleem A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Self Management,Emotional Disturbances,Behavior Disorders,Behavior Modification,Middle School Students,Self Contained Classrooms,Males,Attention Deficit Hyperactivity Disorder,Student Behavior,Observation,Questionnaires,Program Effectiveness

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being implemented to satisfy the requirements imposed by IDEA (2004). The results from this study indicate that both participants experienced a significant reduction in their problem behaviors. The FBA-based self-management intervention procedure was both less intrusive on the teacher's instructional time and effective, and can easily be incorporated into a student's BIP.
Applied Behavior Analysis: Current Myths in Public Education
Author: Fielding, Cheryl
Date: 2013-00-00
Type: Journal Articles
Subjects: Behavior Modification,Misconceptions,Public Education,Teacher Effectiveness,Intervention,Pervasive Developmental Disorders,Autism,Academic Achievement,Teacher Student Ratio,Public Schools

The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators.
The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School
Author: McDaniel, Sara C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Fluency,Nontraditional Education,Emotional Disturbances,Behavior Disorders,Student Behavior,Graphs,Intervention,Reading Programs,Special Education,Elementary School Students,Self Contained Classrooms,Likert Scales,Reading Motivation,African American Students,Males,Grade 3,Questionnaires

Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.
An Exploratory Study of Successful Paperwork Management Techniques for Novice Special Education Teachers
Author: Mehrenberg, Richard L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Methodology,Discovery Processes,Beginning Teachers,Special Education,Special Education Teachers,Individualized Education Programs,Disabilities,Federal Legislation,Educational Legislation,Equal Education

Eighteen novice special education teachers were interviewed to determine successful strategies regarding paperwork completion and paperwork advice for those new to the field. Interview transcripts revealed five specific paperwork completion strategies: (a) get organized; (b) understand your job description; (c) ask for help; (d) appreciate the value of special education paperwork; and (e) know when to take a break. Each technique is described, enhanced with interview excerpts, and composite examples as appropriate.
Integrated Education in Contemporary Poland
Author: Apanel, Danuta
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Curriculum,Organizational Culture,Special Education,Special Needs Students,Intellectual Disability,Preschool Children,Junior High School Students,Secondary School Students,Elementary School Students

This article presents the most important aspects, organizational principles and achievements in the field of integrated education in Poland. The author outlines the dynamics of the development of institutions of integrated education and institutions with integrated sections between 1989 and 2010. She describes the actual state of teaching conditions, discusses the immediate social milieu of learners with special needs and provides a numerical and percentage layout of children with different disabilities. The author also discusses the characteristics of the staff employed at institutions of integrated education, their factual competence and opportunities to obtain the necessary qualifications to work with children with special educational needs. Finally, the author presents the results of her surveys conducted among employees of institutions of integrated education. The respondents point to the difficulties related to the introduction of this form of education in Poland, at the same time stressing the necessity of continuing efforts that promote the development of integrated education, conducive to the so-called inclusive education in all schools.
Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study
Author: Blanks, Brooke
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Experience,Evidence Based Practice,Reading Instruction,Kindergarten,Grade 1,Elementary School Teachers,Faculty Development,Disabilities,Inclusion,Workshops,Teacher Effectiveness,Program Effectiveness,Qualitative Research,Case Studies,Participant Observation,Documentation

The purpose of this study was to understand general education teachers' experiences with a school-wide effort to increase the use of evidence-based teaching practices that were highlighted through a professional development workshop in evidence-based reading instruction. A qualitative case study method was used to describe the experiences of five kindergarten and first grade teachers with a professional development program that was part of a school improvement initiative in early reading. Two themes emerged from the analysis of the data. Theme 1: Teachers do what they know how to do. Theme 2: Professional development must be evidence based. Implications of these findings for future practice and research are discussed.
The Use of a Rubric as a Tool to Guide Pre-Service Teachers in the Development of IEPs
Author: Rosas, Clarissa E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Teamwork,Disabilities,Inclusion,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Educational Legislation,Equal Education,Federal Legislation,Scoring Rubrics

The challenge of developing Individualized Education Program documents that are representative of a team decision making process and are in compliance with IDEA 2004 is well documented in the literature. One of the main objectives of IEPs is to serve as the foundation of a child's academic program. Inclusion of children with disabilities in the general curriculum requires active involvement of all members of the child's educational team. In an effort to instruct pre-service teachers in the development of compliant IEPs, this study investigated the use of an IEP Rubric to assist teacher candidates in the development of compliant IEPs. Results of the study indicate that the use of an IEP Rubric shows promise as an instructional tool to help in the preparation of preservice teachers.
Should Children with Auditory Processing Disorders Receive Services in Schools?
Author: Lucker, Jay R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Auditory Perception,Student Needs,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Symptoms (Individual Disorders),Evaluation Methods,Cognitive Ability,Cognitive Tests

Many children with problems learning in school can have educational deficits due to underlying auditory processing disorders (APD). For these children, they can be identified as having auditory learning disabilities. Furthermore, auditory learning disabilities is identified as a specific learning disability (SLD) in the IDEA. Educators and professionals accessing children for learning problems often do not understand or accept that there are such things as auditory processing deficits or APD. This paper presents a tutorial discussion of what are APDs, how they can affect children in schools, and how they should be assessed.