ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship of Teacher Ratings of Executive Functions to Emergent Literacy in Head Start
Author: Hooper, Stephen R.
Date: 2019-00-00
Type: Reports - Research
Subjects: Early Intervention,Executive Function,Emergent Literacy,Preschool Children,Preschool Education,Predictor Variables,Self Control,Metacognition,Correlation,Inhibition,Cognitive Ability

The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start preschool. The teacher-completed Behavior Rating Inventory of Executive Function-Preschool was used to generate three predictor variables: Inhibitory Self-Control, Flexibility, and Emergent Metacognition. The emergent literacy outcomes included the Teacher Ratings of Oral Language and Literacy Reading, Writing, and Language scales, Stanford Binet Intelligence Scale 5 Vocabulary Subtest, Test of Early Reading-3 Convention Subtest, and Print Knowledge and Phonological Awareness subtests from the Test of Preschool Early Literacy. Findings revealed that after controlling for selected covariates (age, gender, classroom) and at-risk status, when the three EF indices were included in the model the amount of variance significantly increased for all of the emergent literacy outcomes, with the total variance accounted for ranging from 32% (Phonological Awareness) to 59% (pre-Writing). Emergent Metacognition was a significant predictor for nearly every outcome except Phonological Awareness and Reading Conventions; Flexibility and Inhibitory Self-Control were significant predictors of Language. Significant interactions were present for at-risk status and teacher ratings of both Flexibility and Inhibitory on TERA-3 Conventions, but these findings appeared to be affected more by the not at-risk group than the at-risk group. Results reinforce the potential added importance of teacher ratings of EF, particularly with respect to the integrity of early developing EF, in the prediction of emergent literacy skills in young preschool children. [This is the online version of an article published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (ISSN 0922-4777).]
Extrability and the Theory of Multiple Intelligences as a Phenomenon for an Inclusive Education Renewal
Author: Altan, Mustafa Zülküf
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Inclusion,Student Diversity,Individual Differences,Equal Education,Alternative Assessment,Disabilities,Brain

The aim of an education system is to raise better generations to bring the desired dreams to come true. New possibilities exist today which are the result of the convergence of the increase in information and the unprecedented capacity to communicate. Therefore, these new possibilities must be seized with creativity and a determination for increased effectiveness. Today, meeting the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is a paradigm shift that surpasses present resource levels, institutional structures, curricula, and conventional delivery while building on the best in current practices to strengthen partnership and promoting systems equity. Therefore, education systems should be able to contribute to creating a more equal, inclusive and socially just world. Unfortunately, most present education systems, philosophies and implementations limit their students' ability to fully access or participate in learning. As a result, so called integration is not necessarily a step towards inclusion. This paper advocates an educational renewal designed to build the capacity of our school system to be really inclusive to support the success of all students with all types of individual differences. Helping all students with all types of individual differences and diversity should be both the promise and the challenge of inclusive education.
Drivers of Engagement for the PhD Students Who Perform Teaching Activities
Author: Ioana, Mi?u Sorina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Doctoral Programs,Student Responsibility,Teaching Assistants,Foreign Countries,Student Participation,Influences,Coping,Teaching Experience

PhD students are a valuable asset for universities as they are able to perform a varied number of activities. Moving on from their basic role of students, their main focus becomes researching on their theses' topics, however a PhD student life does not happen only between the walls of a library. Sometimes, PhD students perform in a benevolent or mandatory way teaching activities within their universities, which upgrades their status to collaborators of the university. However, this sort of activities bring along serious responsibilities which might require the diminishing of time dedicated for the thesis' writing. This paper's aim is to investigate which are the factors that contribute to the engagement PhD students feel for their work as teachers. According to the found driving elements, we intend to define the levels of engagement teachers-PhD students show and to layer them down in a structured way. As the research work is a complex enough work by itself, adding an activity such as the teaching one in the life of a PhD student might affect the well-run of the PhD program. Hence, a second objective of this paper is to determine if the teaching experience helps the students to cope better with the PhD requirements. Overall, the contributions of this paper can be of important value firstly for the PhD students that want to seek academic career opportunities during their PhD degree. Secondly, the paper can as well as benefit the universities that would like to manage better their PhD students and learn how to integrate them in their organizational teaching charts. Learning about their engagement drivers can lead to designing fitted win-win partnerships between the university and the PhD students that could bring added value for both sides. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Using Intensive Intervention to Improve Mathematics Skills of Students with Disabilities: Project Evaluation Report
Author: Petscher, Yaacov
Date: 2020-03-00
Type: Reports - Research
Subjects: Mathematics Achievement,Students with Disabilities,Student Needs,Program Effectiveness,Individualized Instruction,Grade 1,Grade 2,Elementary School Students,Middle School Students,Mathematics Skills,Achievement Gains,Skill Development,Learning Disabilities,Intervention

The purpose of this project evaluation was to assess the impact of data-based individualization (DBI) on the mathematics achievement of students with intensive mathematics learning needs, including students with disabilities. The evaluation study used a cluster randomized trial in which elementary schools were randomly assigned to treatment using a delayed-intervention design. Since this was a development project, the evaluation delineated between the primary, confirmatory impact question and exploratory research questions. The confirmatory question included students in Grades 1-2 and was concerned with the relationship of one year of DBI implementation support in comparison with a business-as-usual, delayed intervention group. Because of the developmental, iterative nature of the project, exploratory questions were concerned with cumulative longitudinal relations between years of DBI implementation support between two cohorts of elementary schools. In addition, project staff supported DBI implementation pilot in two middle schools and tracked student progress in those sites. Analytic results provided preliminary evidence to suggest that there may be contextual factors that govern the likelihood a student will profit from DBI. In addition, schools may require significant ongoing support to sustain implementation.
&apos;Beauty and Truth&apos;: The Rhetoric of Populist Discourse
Author: Vlad, Eduard
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Discourse Analysis,Ethics,Authors,Form Classes (Languages),Ambiguity (Semantics),Patriotism,Political Attitudes,Public Policy,Advantaged,Emotional Response,Foreign Countries,Public Officials,Group Membership,Political Campaigns,Poetry

The &quot;beauty and truth&quot; in the title reminds one of John Keats's &quot;Ode on a Grecian Urn.&quot; That is not only a great Romantic poem, but also a highly sophisticated rhetorical discourse. In it, the interwoven voices of the speaker, of the Urn, and of Keats himself as an implied author, exploit the ambivalence and ambiguity of the pronoun &quot;we&quot; in creating speakers and listeners, performers and audiences. The current article explores the rhetoric of populist discourse in one of Nigel Farage's recent (May 4th, 2019) speeches. The speaker appeals to emotion rather than reason, systematically using anaphoric and epiphoric triads and other rhetorical devices to hammer his messages home. The article undertakes to examine the inconsistency in the speaker's development of the antagonism between &quot;ordinary,&quot; &quot;patriotic,&quot; &quot;honest&quot; people seen as the vast majority of the British population (far more than the 52% who voted for Brexit in the 2016 referendum) and the remaining tiny minority, including the political and cultural elites, the multinationals, the banks, the hedge funds, identified as THEY. Nigel Farage, the son of a stockbroker, a stockbroker himself, the friend of stockbrokers supporting his campaign, is one of the ordinary, honest people. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Formation and Development of the National Qualification System in Russia: Legal Perspectives
Author: Sochneva, Elena N.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Standards,Employment Qualifications,Accreditation (Institutions),Foreign Countries,Compliance (Legal),Comparative Education,Labor,Legislation,Social Systems,Certification,Educational Attainment,Human Capital,Professional Education

Today, the main event in the social and labor sphere of Russia is, of course, the introduction of the National Qualifications System (abbreviated NSC), which comes to replace the old system of qualification characteristics. In general, the NSC in Russia is represented by four interrelated elements: professional standards, independent assessment of qualifications, professional and public accreditation of educational programs and a directory of the most popular professions. The professional standard at the legislative level states the requirements for the type of activity. Independent assessment of qualifications is a mechanism for personnel certification for compliance with professional standards, and professional public accreditation of educational programs is their assessment for compliance with the requirements of professional standards. In European countries, such systems have existed for a long time and accumulated some experience in this field. The purpose of this article is to consider the common and distinctive features of the European and Russian systems of national qualifications, as well as the experience of building such a system in Russia. In addition, the work will present the differences between the previously existing system of qualifications in Russia and the modern one. The article will show the difficulties of embedding the new system in Russian labor legislation. In addition, problems in the activities of society that were caused by the new system will be considered, its advantages and disadvantages will be considered. Particular attention will be paid to the analysis of the new qualification assessment system and its comparison with similar abroad. Today, Russia is trying, using the experience of European countries, to introduce a system of awarding qualifications outside educational institutions in special centers for the assessment of qualifications. The difference between the Russian model and the existing analogues abroad is that these centers are represented by commercial organizations, while education is carried out by state educational institutions. Such a docking of the state system of education and business has given rise to a number of problems, which will be discussed in the article. The main feature of the national qualifications system in Russia is a synthesis of the obligation (imperativeness) and the market fundamentals of the system itself. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Monopolization of Education: Nationalization of Church Schools in Hungary
Author: Szóró, Ilona
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Churches,School Administration,Nationalism,Administrative Organization,History,Political Power,Political Attitudes,Social Influences,Democracy,Social Change,Religious Education,Catholics,Christianity,Government School Relationship,Propaganda

After World War II, in Hungary the caretaker government formed as a result of the coalition of left-wing and bourgeois parties created the slogan 'Free state, free church'. The political power promised the churches unrestricted operation, not only in the field of religious life, but also in fulfilling various social functions. However, the consolidating left-wing made efforts to take over control right from the beginning. The left-wing forces, especially the Hungarian communist party forming the government regarded the churches to be their dangerous opponents as they had wide-ranging social influence. The left-wing has done everything to reduce the churches' far-reaching social influence. The communist party (in secret), was already busy with preparing the consolidation of monocracy. It regarded the churches as serious rivals not only ideologically, but also from the point of view of the monopolization of ruling. Churches had far-reaching social connections. They were present in almost every villages, towns, and cities. Denominational schools comprised one of the important elements of the churches' connections. Consequently, the left-wing first of all wanted to acquire church schools. The government kept explaining the public that school nationalization was implemented for the sake of progress and democracy. The communist party considered this school matter as a question of power. Left-wing forces made efforts to gain influence over society to the highest possible extent. They also wanted to control the formulation of the growing generation's thoughts and view of life. Consequently, acquiring the schools was an important step on the way of expropriating political power. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Narrative Function of Language in Terry Pratchett&apos;s &quot;The Wee Free Men&quot;
Author: Ondrušeková, Judita
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Sociolinguistics,Nonstandard Dialects,English,Stereotypes,Literary Devices,Literary Criticism,Social Structure,Social Class,Nontraditional Education,Family Relationship,Fantasy,Language Usage,Language Variation,Dialects,Grammar,Sentence Structure,Phrase Structure,Reader Text Relationship,Race,Foreign Countries,Novels,Cartoons,Childrens Literature,Authors

This article will focus on sociolinguistic aspects in Terry Pratchett's &quot;The Wee Free Men.&quot; In particular we will deal with the interplay of standard and non-standard British English by which the writer highlights cultural stereotypes as well as narrative ones; creating a children's tale with a distinctively adult-like character set. Pratchett uses Tiffany Aching to explore the topics of non-traditional education, family dynamics and social hierarchies in a fantasy setting. By combining the mundane coming-of-age story with a fantastic adventure, he contrasts the escapist nature of a fantasy narrative with the inevitable growth of responsibility. The paper aims to explore the usage of non-standard language and its effects on the narrative and character components; the reader's reception of this usage is an important factor in the communicative channel formed between the reader and the author. From regional varieties, this work uses Scottish dialect, but Pratchett mixes in some of his own creations, such as the Toad dialect. The author also uses grammatically incorrect phrases or sentences. Therefore, this paper will analyze the instances where Pratchett used non-standard British English and determine their narrative function. Furthermore, it will illustrate the importance of dialects which are viewed as separate languages of fantastic races. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Process Policies and Strategies to Ensure Strong Sustainability of Quality Management in Education
Author: Ghi?a, Ramona-Cristina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Quality,Sustainability,Educational Improvement,Total Quality Management,Educational Administration,Models,Foreign Countries,Educational Policy,Innovation,Educational Strategies,Educational Legislation

A globalized reform of quality management for the educational system in Romania is tolerated today. A careful analysis and critical evaluation of the literature suggests a big question as to how reasonable, honest and sustainable this system is. A series of studies show that the reality of education in Romania is facing the need for an innovative structure, considering an analysis of the gaps. This study provides an overview of critical success factors from the study of strong and weak sustainability. Awareness of the need for continuous improvement in the context of policies to encourage quality culture aims to harmonize and strike a balance between the continuity of total quality management and the necessary changes to its sustainability. The authors used methodological activities such as the exploratory literature review, Deming and EFQM models in education, the Triple Bottom Line model, an analysis of the gaps. Finally, the result of this research provides an overview of gaps and policy and strategy models to ensure a strong sustainability of quality management. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Community College Bachelor&apos;s Degrees: An Update on State Activity and Policy Considerations. Policy Brief
Author: Fulton, Mary
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,Bachelors Degrees,Educational Policy,State Policy,Educational Benefits,Labor Force Development,Access to Education,Nontraditional Students,Tuition,Competition,Partnerships in Education,State Legislation

Nearly half of the states allow community colleges to award bachelor's degrees as one strategy to meet workforce demands, increase access to educational and career advancement opportunities, address affordability and raise attainment rates. Emerging research also suggests that community college bachelor's degrees may play a role in better serving a more diverse student population. Students who enroll in community college bachelor's programs are typically adult learners who are working and may not be in a position to study full time toward a bachelor's or transfer to a four-year institution. Further, the programs may address the low rates of underserved students and rural residents with a bachelor's degree. This Policy Brief captures recent state policy activity pertaining to community college bachelor's degree programs, summarizes arguments for and against these policies and offers policy considerations for states starting or expanding these programs.
Robo-Journalism and Its Implementation in Editorial Practice
Author: Višnovský, Ján
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Journalism,Artificial Intelligence,News Reporting,Information Science,Authors,Automation,Computer Software,Newspapers,Data Analysis,Influence of Technology,Computer Simulation,Video Technology,Social Media,Internet

Due to the development of artificial intelligence and language-based software, automatic machines, which can generate news contents from data, are starting to be used in the editorial practice. Despite the fact that this field of editorial work is currently at its advent, it has been developing and improving relatively quickly. At present, robots for production of contents are implemented in editorial offices of large media, and are able to process huge amounts of data, while saving journalists' work. Robo-journalism, which is the result of an effective interconnection among informatics, statistics and reporting, is being vividly discussed not only in media practice, but also in professional circles. The study deals with robot journalism that uses intelligent software to produce news articles. Its application fundamentally redefines editorial routines, journalistic practices and existing models of editorial work. Media and journalism theorists are interested in the influence of robojournalism on the editing process, the journalistic profession, the journalist as a creative person and their competences. The authors of the paper intend to broaden the awareness of this dynamically developing segment of new coverage and to point out its selected aspects in relation to media practice, but also theoretical reflection. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]