ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Risk in Children with Speech Sound Disorder: Prevalence, Persistence, and Predictors
Author: Tambyraja, Sherine R.
Date: 2020-11-00
Type: Journal Articles
Subjects: Speech Impairments,Reading Difficulties,Phonological Awareness,Speech Skills,Probability,At Risk Students,Kindergarten,Grade 1,Grade 2,Speech Language Pathology,Intervention,Decoding (Reading),Naming,Articulation Impairments,Correlation,Severity (of Disability),Age Differences,Predictor Variables

Purpose: The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method: Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being &quot;at risk&quot; for reading difficulties if standardized scores on a word decoding measure were 1 &quot;SD&quot; or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results: Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions: School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.
First-Year Student Transition at the University of the Free State during COVID-19: Challenges and Insights
Author: Combrink, Herkulaas M. v. E.
Date: 2020-00-00
Type: Journal Articles
Subjects: First Year Seminars,COVID-19,Pandemics,Student Adjustment,Independent Study,Conventional Instruction,Orientation,Academic Achievement,Interpersonal Competence,Universities,Program Descriptions,Summative Evaluation,Online Courses,Access to Education,Barriers,College Freshmen,Student Attitudes,Foreign Countries,Teaching Methods,Educational Experience,Summer Schools

First-year seminars and university induction programmes are embedded with academic and social skills required by students to transition into their first year of study. The first-year seminar at the University of the Free State is a credit-bearing module called UFS101, and is a prerequisite for degree completion. Students are assessed through summative assessment opportunities throughout the year. In 2020, the UFS101 module embarked on new territory by condensing the contact time for the first semester into a week-long summer school. Furthermore, the summer school was presented a week prior to the start of university, with repeat sessions during the first week of class, and during the March holiday. However, due to national lockdown regulations as a result of COVID-19, a part of the cohort had to self-study the content via an interactive online study guide. This created four distinct groups of students: those who attended face-to-face classes, some face-to-face classes and some self-study, self-study only, and students who could not access the content. In order to measure their transition into university, a questionnaire was distributed to the students, and the results were stratified according to one of the aforementioned categories. Unique similarities and differences were observed in the findings. The results depict that effective content design is at the heartbeat of student transition, but that other factors such as face-to-face interaction with students, and access to resources assist with the transition into university. This study highlighted the need to explore the challenges students experience within their first six months at university, and substantiates that this type of exploration should be routinely conducted to assist with the understanding and implementation of first-year student support.
How to Improve University Orientation: Seven Good Practice Strategies for South Africa
Author: Nyar, Annsilla
Date: 2020-00-00
Type: Journal Articles
Subjects: Orientation,College Students,Educational Improvement,Educational Practices,Universities,School Holding Power,Academic Persistence,Decision Making,Educational Strategies,Foreign Countries,Academic Achievement,Student Adjustment,Social Capital,Information Sources,Student Development

There is a great deal of variability in the practice of orientation across the country at South Africa's universities, and there is limited knowledge of what exactly constitutes good practice in orientation. Many areas of enquiry remain unexplored, and remain blind spots for South Africa's higher education sector. The article addresses this central question: What constitutes good practice for orientation programmes in South Africa? The article argues that a structured and informed orientation strategy is critical in terms of matters of student retention and, in fact, may serve as the key linchpin of students' decision to stay or exit the higher education system. Accordingly, seven strategies to improve national orientation practice are proposed in this article.
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills
Author: Rowe, Dawn A.
Date: 2021-02-00
Type: Journal Articles
Subjects: Students with Disabilities,Special Education,Secondary School Students,Evidence Based Practice,Educational Research,Adjustment (to Environment),Skill Development,Educational Practices

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
Structuring Arguments in Civic Education -- An Explorative Mixed-Methods Study
Author: Sobernheim, Janine
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Persuasive Discourse,Role Playing,Civics,Vocational Education,Vocational Schools,Discourse Analysis,Difficulty Level,Discussion

Purpose: The aim of this article is to show the underlying structure of developed argumentations in five role-plays recorded in civic education in a vocational school. Method: Two models were developed to analyse discursive moves and to analyse complexity levels within students' arguments. Findings: The models show the quality of argumentations in terms of structure from the two different perspectives of discursive moves and of complexity levels. An association between discursive moves and complexity levels may be assumed. The ability of elaborating arguments and connecting them in more complex ways could not be significantly developed in this setting. Research implications: The results illustrate the performance of the whole class. Further comparative analyses and the analysis of individual learners are needed to draw even more conclusions.
Preparing to Teach Democracy: Student Teachers&apos; Perceptions of the &apos;Democracy Cake&apos; as a Set of Teaching Materials in Social Science Education
Author: Mathé, Nora Elise Hesby
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Student Teachers,Student Attitudes,Teaching Methods,Social Studies,Instructional Materials,Learner Engagement,Secondary School Students,Class Activities

Purpose: Few studies have examined student teachers' perceptions of teaching materials on democracy. For the purpose of addressing how teacher education in social science might contribute to student teachers' qualifications for teaching democracy, this study investigated student teachers' perceptions of the 'Democracy Cake' as a set of teaching materials for teaching democracy in social science education. Design/methodology/approach: This study relied on a survey and observations among 47 student teachers in a social science didactics course. Findings: Analyses of student teachers' perceptions revealed concerns about teaching social science concepts, engagement of secondary school students in classroom discussions and the theoretical framing of the teaching materials. Research limitations: The study focused on 47 student teachers' perceptions of a particular set of teaching materials and may not be generalisable. Practical implications: This study indicates that social science teacher education might benefit from involving student teachers in the examination of teaching materials.
Reproduction, Deconstruction, Imagination on Three Possible &quot;Modi Operandi&quot; of Economic Education
Author: Bäuerle, Lukas
Date: 2020-00-00
Type: Journal Articles
Subjects: Economics Education,Educational Change,Neoliberalism,Educational Philosophy,Change Strategies,Educational Practices,Higher Education

Purpose: Current economic education is in urgent need of reform -- both in terms of content and in terms of didactics. This paper aims at contributing to this reform by outlining possible directions economic education might take or combine in a purposeful way. Design/methodology/approach: This article considers economic thinking as interpretative institutions and identifies three possible types of handling these institutions in the context of economic education. All of the types are developed in a comparative analysis from existentialist educational philosophy and subsequently brought into dialogue with recent discourses and practices of economic education. Findings: Whereas reproducing relies on a largely unconscious passing on of economic interpretation schemes, deconstructing them fosters their pejorative penetration. Imagining aims at the development of new interpretation schemes that allow for economic thinking and action in resonance with a tangible life-world. A possible interrelation of the three modi operandi is being outlined in the conclusion.
Walter Benjamin and William Corsaro&apos;s Contributions to a Human Rights Education Approach with Children
Author: Santos, Thaís de Almeida
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Educational Sociology,Civil Rights,Children,Ethics,Social Justice,Personal Autonomy,Child Development

Purpose: This paper aims to discuss Walter Benjamin's Critical Theory and William Corsaro's Sociology of Childhood contributions to a Human Rights Education approach with children. Our intent is to investigate how children's personal experiences can enrich the construction of a differentiated pedagogical model, based on the promotion of attitudes and values infused in the human rights tradition. Approach: We address this paper to a reflection on the expressions of agency, social engagement, and cultural productions in the course of childhood. Findings: Our thesis is that Human Rights Education has to recognize the different ethical lives, or subcultures, that compose each educational environment, assuring children's autonomy and social protagonism in the process of identifying human rights violations and organizing strategies to assure social justice.
Critical and Postcolonial Perspectives on Global Education: The Case of Poland
Author: Kuleta-Hulboj, Magdalena
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Teaching Methods,Postcolonialism,Inclusion,Foreign Countries,Educational Change,Political Attitudes,Achievement Tests,International Assessment,Secondary School Students,Migration,Elementary Secondary Education,Global Education

Purpose: This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy. Approach: The article explores global education in Poland from a critical and postcolonial perspective. It examines both supra-national factors shaping global education nowadays (like migrations, cosmopolitan turn, growing right-wing populism, the culture of measurement) and specific Polish context as a country not only &quot;in-between&quot;, but with the experience of &quot;triple coloniality&quot;. Findings: I argue that taking into consideration this complexity and multilayeredness of the Polish situation, together with more general, not country-specific factors, can offer new insights and understandings of global education in Poland. It is a necessary step to decolonise global education and make it more inclusive.
Time Management and Academic Stress in Lima University Students
Author: Gallardo-Lolandes, Yanina
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Variables,Correlation,Symptoms (Individual Disorders),Foreign Countries,College Students,Time Management,Coping,Student Attitudes,State Universities,Case Studies,Stress Management

In recent decades, the increase in stress levels of university students has been seen as a serious threat. Due to this problem, the present investigation has been focused on studying how time management is linked to academic stress in university students. This research study of a basic/substantive non-experimental type and correlational level has been developed under a quantitative approach with a cross section. The sample consisted of 328 students of both genders, selected from a public university in the city of Lima. Two standardized tools were adapted for data collection. Two questionnaires were also applied: time management and academic stress. The results showed that there was an inverse correlation between time management and academic stress (Spearman's Rho = 0.413), as well as for the dimensions of academic stress: stressors (- 0.405), symptoms (-, 387) and coping (, 286). It was concluded that the inverse relationships between the parameters studied will be reflected in the values obtained. Furthermore, possible measures to mitigate the casuistry around academic stress are also discussed.
Educating Pre-Service Teachers on Global Citizenship: Research Perspectives from a Preliminary Study in the Italian Context
Author: Damiani, Valeria
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Global Approach,Citizenship Education,Foreign Countries,Student Attitudes,Elementary School Teachers,Early Childhood Teachers,Teaching Methods

Purpose: To analyse prospective teachers' interest in global citizenship education (GCE) and the inclusion of GCE-related issues in a teaching programme in Italy. Design/methodology/approach: Administration of an online questionnaire to preservice teachers attending a course for becoming pre-primary and primary school teachers, and discussion of the main results. Findings: Pre-service teachers are provided with basic discipline-related and pedagogical knowledge that is not directly linked to GCE but allows the implementation of GCE in their classrooms. Findings also suggest the influence on prospective teachers' self-preparedness and confidence of the learning opportunities that occur in non-formal and informal contexts. Research implications: There should be further analysis of the relations between GCE and students' interests, their opportunities to learn about GCE, their degree of global engagement, and civic and citizenship education for the enhancement of pre-service training curricula.
Researching Global Citizenship Education: Towards a Critical Approach
Author: Schippling, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Nationalism,Case Studies,Foreign Countries,Teaching Methods,Educational Philosophy,International Schools,Advanced Placement Programs,Biographies,Educational Background,School Choice,English (Second Language),Second Language Learning,Student Attitudes,Student Mobility,Secondary School Students,Educational Research

Purpose: This article contains a reflection on researching in global citizenship education with a critical approach that aims to transcend the paradigm of methodological nationalism. Design/methodology/approach: Starting from outlining different dimensions of global citizenship (education), and looking at the current research situation in GCE, we propose a methodological turn that overcomes the nation-state paradigm as a base for critical research on GCE. Subsequently, using the concept of transnational capital as an analytical tool, we show -- in the example of two biographical case studies in an international school in a large city of West Germany -- how to put a critical research on GCE into action. Findings: The article demonstrates, on the one hand, how a critical approach to research aspects of global citizenship education can be taken, starting from a transnational research stance. On the other hand, it presents new perspectives and challenges for critical research in GCE.
Do Teachers Have the Skills: 21st Century Skills in the Agricultural Education Classroom?
Author: Weeks, Kisia J.
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Agricultural Education,Agriculture Teachers,High School Teachers,Knowledge Level,Ability,Teacher Attitudes,Faculty Development

Research has shown 21st century skills are essential to a student's success outside of the high school classroom. The 21st century skills prepare students to enter the workforce or higher education with the ability to think critically and creatively, collaborate with others, take the initiative when approached with a task, and use technology to its fullest potential. This study examined school-based agricultural education teachers' perceived knowledge, ability, and importance of implementing 21st century skills into the classroom. Upon identifying teachers perceived level of importance, knowledge, and ability, results were analyzed to determine the professional development needs of school-based agricultural education teachers in particular 21st century skills. Results concluded professional development is needed to further educate and equip agriculture teachers with specific and applicable strategies to implement Critical Thinking, Communicating, and Technology Literacy skills into their classrooms.
Pluriversal Possibilities and Challenges for Global Education in Northern Europe
Author: Pashby, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Education,Teacher Workshops,Teacher Attitudes,Faculty Development,Political Influences,Ethics,Teaching Methods,Foreign Policy,Racial Differences,Barriers,Secondary School Teachers,Cross Cultural Studies,Racial Bias,Foreign Countries,Citizenship Education,Global Approach,Teacher Student Relationship,Self Concept,Program Descriptions,Ethnic Groups,Teacher Characteristics,Student Characteristics

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo &amp; Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.
Financial Literacy as Citizenship Education -- A Viable Prospect?
Author: Björklund, Mattias
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy,Money Management,Content Analysis,Citizenship,Citizenship Education,Student Attitudes,Comparative Analysis,Teaching Methods,Political Influences,Social Influences,Social Studies,Social Justice,Foreign Countries,Family Financial Resources

Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education. Method: Content analysis where an assessment of students' answers was compared and aligned with Westheimer &amp; Kahne's (2004) theory driven conceptions of citizenship. Findings: Findings demonstrate that students' understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education. Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.
Components of a Financial Education Technology for Micro-Entrepreneurs in Brazil
Author: Lawrence, Nathaniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Money Management,Business Administration,Entrepreneurship,Educational Technology,Small Businesses,Training,Economic Development,Technological Literacy,Individualized Instruction,Video Technology

Purpose: This article designs a pedagogy and scalable technological solution to provide Brazilian micro- and small enterprises with guidance in business management habit-development. Approach: The study demonstrates the need for formalized micro-entrepreneurship training and, given general financial education programs' poor performance, considers micro-entrepreneurs' fundamental educational needs. Findings: The analysis provides three fundamental components to consider in micro-entrepreneurship training design: content utility, communication intelligibility, and material interactivity. Research implications: The proposed pedagogy and virtual trainer technology suggest further study and development of optimal approaches to content utility, communication intelligibility, and material interactivity to improve micro-entrepreneurial habit-development and economic development.