ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students
Author: Dollinger, Mollie
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,Electronic Learning,Academic Support Services,College Students,Behavior Patterns,Research Universities,Foreign Countries,Usability,Tutoring,Computer Mediated Communication,Feedback (Response),Writing Evaluation,Learning Analytics,Student Satisfaction,Outsourcing,Study Skills

This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students' learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018-June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and ­supplement face-to-face offerings.
Special Education for the Social Competences in Autism Spectrum Disorders. The Role of the Pivotal Response Training
Author: Fontani, Saverio
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Intervention,Autism,Pervasive Developmental Disorders,Applied Behavior Analysis,Interpersonal Competence,Elementary School Students,Student Centered Learning,Behavior Modification

The &quot;Pivotal Response Training&quot; (PRT) is currently one of the most effective models for the educational evidence-based interventions in Autism Spectrum Disorders. The model is based on Applied Behavior Analysis (ABA), and represents a naturalistic child-centered intervention for the development of appropriate social interactions. This paper presents the theoretical background and the relative implications for the inclusive educational intervention in the Primary School.
Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn
Author: Estrada, Peggy
Date: 2020-08-00
Type: Journal Articles
Subjects: Academic Achievement,Language Proficiency,English Language Learners,Elementary School Students,Correlation,Social Development,Emotional Development,Student Characteristics,State Standards,Achievement Tests,Student Diversity,Institutional Characteristics,English,Language Arts,Mathematics Tests,Faculty Development,Sociocultural Patterns,English (Second Language),Second Language Learning,Longitudinal Studies,Poverty,Teacher Attitudes,Classroom Desegregation,Educational Opportunities,School Districts,Administrator Attitudes

Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff--reported opportunity to learn-related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.
A Fraction Sense Intervention for Sixth Graders with or at Risk for Mathematics Difficulties
Author: Dyson, Nancy I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Fractions,Grade 6,Pretests Posttests,Intervention,Mathematics Instruction,Comparative Analysis,Learning Problems,Instructional Effectiveness,At Risk Students,Teaching Methods,Numeracy,Visual Aids,Color,National Competency Tests,Mathematics Tests,Mathematics Achievement,Low Achievement,Screening Tests,Mathematical Concepts

The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was centered on a visual number line in the meaningful context of a color run race. Students were randomly assigned to the fraction sense intervention (n = 25) or a business-as-usual control group (n = 27). Students in the intervention condition received 21 lessons in small groups (45 min each) during their regular mathematics intervention period. Students in the intervention group performed significantly better than those in the control group on a measure of fraction number line estimation and a more general measure of fraction concepts, both at immediate posttest and delayed posttest, with large effect sizes; lesser effects were shown for fraction arithmetic. [For the corresponding grantee submission, see ED603994.]
The Impact of Educational Policies Regarding the Social Dimension of Higher Education in Romania
Author: Marin, Elena
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Higher Education,Social Integration,Inclusion,Universities,Foreign Countries,Economic Development,Student Mobility,Study Abroad,International Cooperation,Educational Cooperation,College Faculty,Equal Education,Employment Potential,Access to Education,School Holding Power,Academic Persistence,Policy Analysis,Teacher Attitudes,Social Differences

This present study has as a starting point the dual responsibility that universities have nowadays and this refers to the university as a promoter for economic growth, but also as propeller for fostering social cohesion. In this sense, we can bring into discussion the steps that have been made at a legislative level by mentioning the Bologna process and all papers derived such as the Prague communiqué 2001, which emphasizes the need to start working towards the development of a more inclusive higher education system. In order to understand how the inclusion vision was implemented across Romanian universities, this paper focuses on data collected through a qualitative methodological approach, that relies on a semi-structured in-depth interviews conducted with professionals from academia. The interview guide seeks to evaluate what was the impact of educational policies regarding the higher education social dimension in Romania and how do Romanian universities respond to the need to develop of more equitable and inclusive higher education system, with a focus on the support mechanisms developed by universities in order to grant students' access, retention and employability and on the opportunity of developing an Inclusion Index for higher education. Results show that progress in this view is constantly, but still the impact of educational policies is quite low and this is due to the absence of expertize in implementing the established indicators and to the absence of procedures related to the process of policy monitoring.
Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners with Extensive Support Needs
Author: Root, Jenny R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,Mathematics Instruction,Students with Disabilities,Middle School Students,Problem Solving,Intervention,Word Problems (Mathematics),Middle School Mathematics,Mathematics Skills

The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed.
Digital versus Paper Reading Processes and Links to Comprehension for Middle School Students
Author: Goodwin, Amanda P.
Date: 2020-08-00
Type: Journal Articles
Subjects: Reading Processes,Printed Materials,Electronic Learning,Correlation,Reading Comprehension,Middle School Students,Notetaking,Behavior Patterns,Laptop Computers,Early Adolescents,Standardized Tests,Urban Schools,Preferences,National Competency Tests,Student Interests,Literacy,Reader Text Relationship

This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed.
And Justice for All: Teaching the Reparations Debate
Author: Moore, James R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Controversial Issues (Course Content),Racial Relations,Racial Discrimination,Secondary School Students,Slavery,African Americans,United States History,Teaching Methods,Racial Bias,Social Studies,Learning Activities

One of the most significant and controversial issues facing the United States as it prepares for the 2020 election cycle centers around reparations--whether the United States should compensate African Americans for slavery, Jim Crow segregation, racial inequalities, and persistent racial discrimination--and the numerous moral, political, social, and cultural arguments for and against reparations. The disputes surrounding reparations are not new in American politics; in fact, they have been present since the end of the Civil War in 1865, and have fluctuated in the public consciousness based on grassroots movements, media attention, legal opinions, and academia's interests in the most effective manner to achieve racial justice. The debate regarding reparations is enormously complex and fraught competing ideologies, contradictory visions for achieving racial justice, and is an emotionally charged issue. Nevertheless, secondary students should be taught multiple perspectives regarding reparations--including the historical events that precipitated the current focus on racial and social justice--and have access to competing arguments, facts, statistics, and opinions to construct their own views. This article will examine the reparations debate and propose several instructional methods and activities to teach this debate in a pedagogically sound manner that advances civic participation without indoctrination.
Therapeutic Fairytales or the Way to Find (Again) Our Smile by…&quot;The Tomcat&apos;s Eyes&quot;
Author: Chermeleu, Adia
Date: 2017-00-00
Type: Journal Articles
Subjects: Hermeneutics,Fairy Tales,Therapy,Conflict,Teaching Methods,Psychotherapy,Departments,Science Education,Self Concept,Figurative Language,Imagination,Language Acquisition,Group Therapy,Behavior Problems,Adults,Preschool Teachers,Elementary School Teachers,Teacher Education Programs,Foreign Countries

The hermeneutics of fairytales, understood as a new way to get their deep significances and therapeutic effects on children by the process of psychic conflicts awareness, represents a frequent topic in the current research, a real source of inspiration for those delivering literature for children or for those using fairytales for therapeutic purposes, either in case the children with special problems, or in individual or group psychotherapy of adults. Based on the experience in teaching fairytales at the specialization Pedagogy of Elementary and Preschool Education, and at two of the activities of the reading group, Books Mirrors, of the Department of Science of Education within the Faculty of Sociology and Psychology of the West University from Timi?oara, this article is a reflection on the therapeutic size of fairytales and of the didactic implications arisen.
Developing (New) Language Skills through Student Mobility -- The Impact of an Erasmus+ Experience
Author: Cojocaru, Florentina-Cristina
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Skills,Study Abroad,Second Language Learning,Language Proficiency,International Cooperation,Educational Cooperation,English (Second Language),Student Attitudes,Language Attitudes,Student Mobility,International Educational Exchange,Program Descriptions,Language Tests,Online Systems,Intercultural Communication,Language of Instruction,Second Languages,Educational Experience,Foreign Countries,College Students

Language learning &quot;folklore&quot; has framed study abroad as one of the most efficient means of improving students' language competences. At the European level, Erasmus has been acting as the flagship student exchange programme for more than 30 years. In this context, the present paper proposes a &quot;zoom in&quot; on the influence that an Erasmus+ mobility for studies can have on developing (new) language skills for the participants. The analysis will reveal important details about the characteristics of students who decide to pursue a mobility for studies or about the status of English as a &quot;lingua franca&quot; during the mobility, emphasizing as well the difference between students' perception with regards to language acquisition after the mobility and the results revealed by the linguistic assessments taken through the Online Linguistic Support platform. Last but not least, it shall also look at the impact of the mobility duration on the level of language competences.
Technological Dimension of Pre-School Teacher Training at Tertiary School: Fine Arts Concept-Based Case Study
Author: Seitenov, Akhmetzhan S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Preservice Teacher Education,Preschool Teachers,Student Teachers,Preschool Children,Art Education,Fine Arts,Game Based Learning,Creativity,Academic Achievement,Computer Literacy,Learning Motivation,Communication Skills,Foreign Countries

The purpose of this study was to experimentally test the impact of the author's Concept and the corresponding educational and methodological support on the technological development of the pedagogical process (based on teaching Fine Arts to pre-schoolers). Quantitative research methods like surveys, interviews, questionnaires, tests, tutor observation check-lists, students' and learners' performance records experiment were utilised. Three knowledge field and measurement and evaluation experts were involved to assess the validity of the instruments. The Internal reliability of the questionnaire was validated through running the Kuder-Richardson Formula 20 that resulted in a reliability coefficient, which was 0.72 and indicated internal reliability. The variables to this experiment were the students' creativity, learning performance, computer skills, motivation of the professional growth and preschool learners' creative and cognitive thinking and communication skills. It has been found that there was the dynamics in the variables of both student-teachers and children. The mean values for the CG students increased by 0.65 points on average in every variable after the participating in the experiment and the mean figures for children improved by 0.70 points on average as well which proved that the designed model had been efficient in upgrading the pedagogical process at preschools and developing students' future job-related competencies like creating an interactive technology-mediated and game-based learning environment in Fine Arts which could encourage children's initiative, creativity curiosity (autonomous cognitive activity) and collaboration along with creation of an emotionally significant situation for autonomous activity of both an individual and a group in which a child's right to their own evaluation, opinion are welcomed. The results met objectives of this study, boosted previous knowledge, and filled the research gaps. After the treatment, there was a 10-12% improvement in learning performance, 7-9% in the EG students' creativity, 8-10% in computer skills, and 10-11% in motivation of the professional growth and 8-10% in preschool learners' creative and cognitive thinking and communication skills. The course and methodical complexes for Arts and Design can be recommended for use in the pedagogical process of preschool groups and classes of the Republic of Kazakhstan.
Comparative Theoretical Approaches of Developmental Disorders to Normal and Disabled Children
Author: Popvici, Doru Vlad
Date: 2017-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Children,Special Needs Students,Students with Disabilities,Student Needs,Special Education,Intellectual Disability,Language Impairments,Communication Disorders,Learning Disabilities,Dyslexia,Pervasive Developmental Disorders,Autism,Attention Deficit Hyperactivity Disorder

Developmental disorders are a complex concept relevant to the multidisciplinary approach of children with special educational needs. The person with a developmental disorder is affected both by integrity -- the complete somatic and psychological structure and functionality -- and the ability to be a psycho-biological wholeness, the two aspects being in close interdependence. Developmental disorders are inherent in children with disabilities, but can also occur under the conditions of a normal intellect, for example, in the form of learning disabilities. In both situations, developmental disorders lead to increased learning and adapting to school requirements difficulties, imposing the implementation of a system of services appropriate to the individual needs of children with developmental disabilities that satisfactorily support the global integration effort.
Exploring Teaching and Learning about the Corona Crisis in Social Studies Webinars: A Case Study
Author: Torrau, Sören
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Distance Education,Educational Technology,Technology Uses in Education,Virtual Classrooms,Grade 9,Foreign Countries,Public Health,Teaching Methods,Seminars,Web Based Instruction,Videoconferencing,COVID-19,Pandemics

Purpose: Due to the Corona pandemic in 2020 schools needed to handle a challenging situation--They needed to find solutions to the question how lessons can proceed in times of physical distancing. This stages a broader need to reflect on how learning processes are organized with digital media. Thus, insights into concrete teaching and learning interactions can help to better understand lesson designs in virtual classrooms from a didactic perspective. Methodology: This article aims to document a webinar of a German 9th grade class in its moments relevant to social studies teaching. Thus, this paper provides insights into an explorative case study that uses recordings and classroom observations. In order to analyze knowledge processes in digital contexts didactically, the &quot;Wissensdidaktische Hermeneutik&quot; serves as a qualitative research method. Findings: The documented sequences of the webinar that deals with the recent media coverage of Corona show that the webinar takes into account both the learning needs of the students and an urgent social studies topic. Therefore, the social studies teacher uses advance organizers through her own explanations so that all students can stay on the same page. Furthermore, she introduces elements of the Flipped Classroom that display implications for social interaction in social studies webinars--particularly for the speech act &quot;to explain&quot;.
Making Social Studies in Standards-Based Curricula
Author: Wahlström, Ninni
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Academic Standards,Curriculum Development,Foreign Countries,Competency Based Education,Civics,Secondary Education,Knowledge Level,Student Evaluation,Performance Based Assessment

Purpose: The aim of this article is to critically explore the complex relations among the triad comprising standards-based curriculum, the curriculum concept of 'competences' and the subject of civics in Swedish curricula. Design/methodology/approach: The theoretical framework is based on Bernstein's (2000) two models of pedagogy, the competence model and the performance model. Following Deng and Luke (2008), we analyse the conceptions of 'knowledge' in the subject of civics and explore how a civics syllabus in a standards-based curriculum can be understood and expanded in relation to a classical typology of social studies by Barth and Shermis (1970). Finding: The syllabi of civics includes a clear orientation towards social efficiency. Moreover, the abilities, the concept used instead of competences, are strongly linked to the subject matter. Civics is thus understood as a mélange of abilities and in-built subject-specific content. We identify a new category in the typology of social studies, which is social studies as performance-based generic competences.
Summer Credit Recovery Impact on Newcomer English Learners
Author: Johnson, Angela
Date: 2020-08-00
Type: Journal Articles
Subjects: Credits,English Language Learners,Program Effectiveness,Immigrants,High School Students,Access to Education,Academic Achievement,Urban Schools,Language Proficiency,Graduation Rate,Summer Schools,Student Characteristics,College Preparation,Graduation Requirements,Standardized Tests,Scores

Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs' limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs' access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program's impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency.