ethanporcaro/eric-fulltext-meta huggingface dataset:
A Narrative Inquiry Study: The Experiences of a School Counselor at a Continuation High School
Author: Hernandez, Edwin
Date: 2021-00-00
Type: Journal Articles
Subjects: Nontraditional Education,School Counselors,High Schools,Continuation Students,School Counseling,Labor Turnover,Counselor Role,Work Experience

Alternative education is one of the contexts that receives little attention in research and practice. This narrative inquiry study explores the narrative of a school counselor at a continuation high school to better understand his experiences, challenges, contradictions, and opportunities of serving in an unfamiliar educational sector. This paper provides recommendations for policy and practice, specifically for professional school counselors, school district counseling personnel, and counselor educators to consider in their efforts to support counselors and students in continuation high schools/alternative education.
Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts
Author: Dineen, Jennifer N.
Date: 2022-02-00
Type: Journal Articles
Subjects: Public Schools,School Districts,Screening Tests,Behavior Disorders,Emotional Disturbances,Identification,Student Characteristics,Usability,Standards,Student Needs,Student Behavior,Elementary Secondary Education

Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise. Districts more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher socioeconomic status levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices. [For the corresponding grantee submission, see ED612574.]
Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis
Author: Wahman, Charis L.
Date: 2022-02-00
Type: Journal Articles
Subjects: Story Telling,Social Development,Intervention,Behavior Problems,Behavior Modification,Program Effectiveness,Prosocial Behavior,Effect Size,Early Childhood Education,Young Children,Interaction

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants' response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.
Content-Based Instruction: Youth English Training Course for Mangrove Forest Conservation and Ecotourism
Author: Chumphong, Oothsuma
Date: 2022-00-00
Type: Journal Articles
Subjects: Tourism,English (Second Language),Second Language Learning,Second Language Instruction,Conservation (Environment),Forestry,High School Students,Natural Resources,Pretests Posttests,Content and Language Integrated Learning,Course Descriptions,Language Proficiency,Sustainability,Content Analysis,Student Attitudes,Foreign Countries

The purpose of this paper was 1) to investigate the effects of CBI training on awareness and content knowledge to investigate the English knowledge of young people involved in mangrove forest conservation and ecotourism, and 2) to investigate the perception of young people on the importance of mangrove forest and natural resource conservation and ecotourism. The study was designed to implement a pre-test, post-test and satisfaction questionnaire as research instruments. The data was analysed by content analysis, Mean, and standard deviation. Forty high school students (Grades 10-12) volunteered to participate in the training course. The itinerary included a two-day course comprising lectures, workshops, and a field trip. The findings revealed that participants who attended the training course had significantly improved their language abilities at a 0.01 level. The Mean was at 4.32 on four issues (usefulness, knowledge, lecturers, places/duration/media) and their overall satisfaction received a high approval rating. The participants indicated that their English ability had improved and their knowledge about natural resources and conservation had developed. The results show that this course could be beneficial for both young people and others who are also interested in sustainable ecotourism and environmental conservation in general.
COVID-19: Pedagogical Shift, and the Rise of Divergent Approaches
Author: Abdullateef, Shifan Thaha
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teaching Methods,Educational Technology,Technology Uses in Education,Active Learning,English (Second Language),Second Language Instruction,Online Courses,College Faculty,Coping,Language Teachers,Foreign Countries,School Closing,Readiness,Technological Literacy,Psychological Patterns,Student Evaluation,Learner Engagement,Adjustment (to Environment)

The show must go on. Though the integration of technology into the learning process has been on a rise over the last decade, COVID-19 has made a dependency on technology inevitable as educational settings change from in-person instructions to virtual instructions. Due to sudden and challenging demands, the virus factor should not be considered a hindrance to the teaching and learning process. In fact, COVID-19 provides an opportunity to rethink and transform the conventional mode of teaching and learning. Thus, in this challenging era, it is imperative to shift from convergent pedagogical approaches to divergent approaches to promote active learning. The study aims to find the prevalent gap in the EFL context between online learning and instructional activities. The study adopts a mixed approach. First, it takes us through the journey of fifteen faculty members from the Department of English at Prince Sattam University, KSA in three stages: the Initiation stage (readiness), the exploration stage (pedagogy, student engagement, and assessment), and the adaptation stage (coping strategies). Second, it interprets data on the usage of digital tools by fifteen faculty members from the department during a span of ten months. The study relies on an open-ended questionnaire and data documented by the quality committee. Participants were provided with six open-ended questions that were analysed using thematic analysis, adopting a semantic coding approach. The results of the study point towards transforming pedagogy to face the challenges of online learning. The study suggests adopting divergent approaches to engage EFL learners and make the learning process effective and productive.
Arab EFL University Learners&apos; Perceptions of the Factors Hindering Them to Speak English Fluently
Author: Zrekat, Yousef
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Instruction,College Students,Student Attitudes,Barriers,Self Efficacy,Anxiety,Negative Attitudes,Language Usage,Class Size,Teaching Methods,Language Skills,Student Motivation,Foreign Countries,Oral Language,Communication Skills

Low English proficiency among EFL learners refers to two main factors and these are internal and external factors. Internal factors such as not confident when using English, negative attitudes and anxiety, while the external factors like the lack of opportunities to use English language whether in or outside the classroom. The current study attempts to explore the factors that might hinder the Arab Open University EFL students who were asked to fill out a questionnaire and 59 responded. Using a descriptive analysis, it was found that the major factors which might hinder these learners to speak fluently are mainly (I) practical constraints (The huge number of students inside the classroom reduce the chance of speaking.), (ii) pedagogy and syllabus (Discussions are missing in the classroom. No use of the audio means, and focusing on arts courses, (iii) practice (Lack of practicing speaking in the classroom and a few chances for practicing and applying English in and outside the classroom), (iv) linguistic insufficiency, namely, linguistic gap between students and lack of knowledge of the English rules and vocabulary, and (v) affective factors related to anxiety, attitudes and motivation in particular students being shy and embarrassed and they are not encouraged to speak in English.
Integrating Urban Schools in a Modern Context: Roadblocks and Challenges with the Use of Magnet Schools
Author: Harris, Julie C.
Date: 2022-03-00
Type: Journal Articles
Subjects: Urban Schools,Magnet Schools,Urban Education,School Districts,School Desegregation,School Segregation,School Choice,Educational Needs

It has been 50 years since magnet schools were first used to address segregation in public schools. The context of magnet schools has changed dramatically during this time, raising questions about the role of magnet schools in a modern context. This study utilized data from a large urban district with more than 100 magnet schools to assess integration from magnet schools in a modern context. The results point to integration in magnet schools, but this integration comes at the cost of segregating the traditional public schools in the district. Interdistrict transfers could improve the integrative capacity of magnet schools.
Are They Really Anxious? A Critical Issue of Speaking Anxiety in the English Thesis Defence Examinations
Author: Samad, Iskandar Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Graduate Students,Physiology,Symptoms (Individual Disorders),Anxiety,Public Speaking,Foreign Countries,Graduation Requirements,Student Attitudes,Self Control,Masters Theses

Anxiety in spoken English is a common topic in ELT research. However, little is discussed in the literature regarding anxiety in English public speaking particularly in a very awaited yet the most thrilling event called a Thesis Defence Examination (TDE). Therefore, this study aims at investigating postgraduate students' anxiety in facing TDE at the end of their study program at the Postgraduate Program of English Education, Syiah Kuala University, Banda Aceh, Indonesia. Conducting quantitative research, we distributed questionnaires to 23 students who have undertaken TDE at the postgraduate program in the odd and even semesters of one academic year. The questionnaires were adapted from the Personal Report of Public Speaking Anxiety (PRPSA) by McCroskey (2013). The results of the analysis indicate three big topics that we have discussed thoroughly in this paper; these are anticipatory anxiety, physiological symptoms and lack of control during speech performance. Students are less anxious when they are in total control and understanding of their own data before giving a thesis presentation. They are not concerned about the uncertainty aspects that will occur during the performance nor did they feel worry about what they ought to anticipate. The palpitation of heart-race might be the most pronounce physiological response over the mental disturbance. Meanwhile, cognitive-declined, behavioural avoidance, and psychological dimension of fear can transpire from the result of lack of control during speech performance.
CityLab at Boston University -- Thirty Years of Innovation and Partnerships
Author: DeRosa, Donald
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Biotechnology,Outreach Programs,Mobile Classrooms,High School Students,Career Exploration,Laboratories,Faculty Development,STEM Education,Summer Programs,High School Teachers,After School Programs,Preservice Teacher Education,High School Graduates,Educational Certificates,Employment Qualifications,Sustainability,Inclusion,Equal Education,Program Evaluation,Program Effectiveness,Biomedicine

Boston University's (BU) CityLab program was created in 1991 as a partnership between faculty members of BU's School of Medicine and School of Education in response to the first call for proposals under the Science Education Partnership Awards initiative of the National Institutes of Health. CityLab's founders recognized the need for CityLab, a centrally-located facility for pre-college teachers and students to explore the burgeoning world of biotechnology. The mission has always been to share the excitement of science with students and teachers by engaging them in hands-on laboratory experiences, thereby fostering the development of a robust pool of scientists and physicians and a scientifically-literate populace. In order to reach more schools, particularly those that could not come to CityLab's facility in Boston, the CityLab team pioneered the mobile science laboratory concept with the launch of its MobileLab in 1998. Both CityLab and MobileLab have been replicated in the U.S. and abroad. CityLab has sustained itself because it has benefited from stable leadership, built and disseminated models for hands-on STEM education, embraced innovation by creating new programs to serve additional populations, and developed diverse funding streams. The CityLab program has been remarkable in its outreach, success, and longevity.
Description of a Twenty-Year Initiative to Bring STEM Career Exploration to Urban Minority Youth in Kansas City, Kansas: Multi-Sector Investment and Program Evolution
Author: Wickliffe, Joi
Date: 2020-08-00
Type: Journal Articles
Subjects: STEM Education,Career Exploration,Urban Youth,Minority Group Students,College Readiness,Science Careers,Elementary Secondary Education,Outcomes of Education,High School Students

Since 1999, the Kansas K-12 Initiative has generated almost $21 million from university, school district, private foundations, and federal sources to support the development of multiple STEM programs in Kansas City, Kansas. Program goals were to engage urban minority youth in STEM education, increase college readiness, and provide motivation for STEM careers. Over the 20-year period, these programs had 3,547 participants. Ninety percent of program graduates were racial and ethnic minorities. Almost all seniors (98% on average) enrolled in college, and 70% of students who declared a major, declared a STEM major. Programmatic findings demonstrate that STEM programming is widely supported, feasible, and effective on the measure of post-secondary education matriculation. This program description highlights the necessary evolution of programming over two decades with multiple funding sources, giving insight into sustained partnerships, commitment of staff, and long-term engagement of students.
Steps for Success: Making Instructional Decisions for Students&apos; Essay Writing
Author: Regan, Kelley
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Decision Making,Essays,Data Analysis,Data Use,Individualized Instruction,Scoring Rubrics,Students with Disabilities,Student Evaluation,Visual Aids

The process of analyzing student data to determine an appropriate instructional decision is crucial for student academic growth. This article details how teachers can make data-driven decisions to carefully design writing instruction. Steps are presented for teachers to follow throughout the data driven decision-making process in order to meet students' specific needs when they are writing an essay. A case study is provided throughout the article to illustrate how students and teachers may navigate through this process while using a technology-based graphic organizer.
Start-Up and Sustaining 20 Years of STEM Outreach Research and Programming: The Food, Mathematics, and Science Teaching Enhancement Resource (FoodMASTER) Initiative
Author: Duffrin, Melani W.
Date: 2020-08-00
Type: Journal Articles
Subjects: STEM Education,Elementary Secondary Education,Experiential Learning,Online Courses,Instructional Materials,Partnerships in Education,Curriculum Development,Financial Support,Sustainability,Constructivism (Learning),Food,Nutrition,Curriculum Design,Open Educational Resources,Higher Education,Program Effectiveness,Summer Programs,Community Programs,Professional Development

Science and mathematics literacy are fundamental to the basic understanding of food and health and/or the pursuit of science-based careers. In 1999, the FoodMASTER Initiative (FMI) was created to provide an opportunity for youth to experience authentic, real-world health science activities in K-12 learning environments. FMI administrative locations have included Ohio University 1999-2005, East Carolina University 2006-2018 and Northern Illinois University 2018-current. The key programmatic elements for the FMI include: (1) curricular hands-on activities developed with teacher input; (2) free online access; (3) rigorous evaluation of program materials; and (4) robust partnerships with organizations that promote mathematics and science education. The purpose of this manuscript will be to: (1) provide a rationale for the FMI programming; (2) share the curriculum and the process for developing curriculum and summarize the quantitative and qualitative findings of the 19 peer-reviewed articles; (3) discuss funding that was secured; (4) discuss strategies that lead to program sustainability; (5) discuss the mission and vision; and (6) summarize programmatic component sustainability.
Challenges Facing Jordanian Undergraduates in Writing Graduation Research Paper
Author: Altikriti, Sahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Research,Research Papers (Students),Graduation Requirements,Barriers,English (Second Language),English Literature,Student Attitudes,Knowledge Level,Writing Skills,Technical Writing,Resources,Writing Instruction

Writing a research paper as a graduation requisite by university students is an important part of university education. It is not a simple task for most university students who face several problems during writing the graduation project. Several kinds of research have been conducted onrecognising the challenges and problems that face students in academic writing, but to the researcher's best knowledge, no study has been conducted on the problems faced in writing a graduate research paper by Jordanian undergraduate students of the English Language and Literature major. Therefore, the present study aimed to investigate the academic writing challenges and difficulties encountered in writing graduation papers by EFL undergraduate students in the Department of English at Alzaytoonah University of Jordan (ZUJ). The data for the study was collected through distributing a questionnaire of three parameters: attitude about writing a research paper, methodology challenges, and background knowledge about research. The questionnaire is based on identifying the causes of the students' challenges in writing their graduation papers. The respondents were 45 undergraduate students of the English Language and Literature. The findings revealed that the most important problems were lack of an academic prerequisite of teaching the techniques of how to write a research paper, lack of knowledge of research paper writing process, lack of resources, lack of the methodology, etc. Thus, for these reasons, the present study attempts to present suggestions and recommendations to overcome such hurdles faced by graduate students in writing their graduation research papers.
Toward Equity-Oriented Assessment of Social and Emotional Learning: Examining Equivalence of Concepts and Measures
Author: El Mallah, Shereen
Date: 2022-02-00
Type: Journal Articles
Subjects: Equal Education,Social Emotional Learning,Measures (Individuals),Culturally Relevant Education,African American Students,Urban Schools,Transformative Learning,Content Validity

Cultural beliefs, values, and norms influence the frequency and display of behavior. Accordingly, broadening the operational definitions of social and emotional competencies and establishing the equivalence of measures are two necessary steps to ensure that current assessment tools are sensitive to cultural and contextual variations. The purpose of this article is twofold: first, to examine the risks associated with narrow definitions or assumptions of invariance, particularly as each pertains to the assessment of social and emotional learning (SEL) competencies among Black students in urban schools; and second, to consider the utility of prototype analysis in advancing transformative SEL research and practice.
Teachers&apos; Experiences on the Use of Questioning Strategy in Nepalese ELT Classrooms
Author: Pandey, Gopal Prasad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questioning Techniques,Teaching Methods,English (Second Language),Second Language Instruction,Interaction,Secondary School Teachers,Teacher Attitudes,Student Participation

Using questions in the classroom setting is an age-old practice and has been an influential technique of teaching for centuries. Questions are often used to enhance comprehension and develop critical-thinking skills in students. This technique of teaching stimulates learners to think, learn and act. The study aimed at exploring teachers' beliefs on the use of questioning strategy in the ELT classrooms. The narrative inquiry approach was adopted as a research method for this study. Three secondary level English teachers, purposively selected, from three secondary schools of Kathmandu, Nepal took part in this study. This study employed interview as the method for data collection. The data were described and analyzed descriptively. The study revealed that though the teachers used both divergent and convergent questions in the classrooms; they gave priority to divergent ones. The participants perceived divergent questions important in the ELT classrooms as these questions permit exploration of multiple ideas. Regarding the junctions in which they asked questions, they asked most of the questions in the 'while teaching phase' of the lesson. Teachers asked questions in the classroom for motivation purposes. Teachers used questioning strategies in the classroom as teaching tool to promote comprehension and stimulate critical thinking. Questions also served as a tool to evaluate the students and means to engage them in classrooms activities.