ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Citizenship in Ontario Education: A Concept Analysis
Author: Davis, Alexander
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Citizenship,Citizenship Education,Democracy,Public Schools,Technology Uses in Education,Ethics,Literacy

Digital citizenship indicates one's place in digitized society; however academics have not established a cohesive understanding about how digital citizenship is characterized. The Ontario Ministry of Education also does not provide a central conceptualization of digital citizenship and instead encourages Ontario school boards to construct and communicate ideas of digital citizenship. Accordingly, Ontario policymakers, educators, and students use differing understandings of digital citizenship, which ultimately impedes educational initiatives and hinders the overall development of the concept. For this paper, therefore, I inquired as to how Ontario public school boards portray digital citizenship. Using concept analysis, I examined digital citizenship documents from the 10 largest English Ontario public school boards. The results suggest that digital citizenship is predominately characterized by responsible and ethical technology use. I conclude with a discussion about how this representation relates to democratic citizenship more broadly and the implications this may have on youth civic engagement.
Dialogic Communication between Teachers and Students as a Condition for Interaction of Subjects of the Higher School Educational Process
Author: Eremeeva, Guzel Rinatovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interaction,Computer Mediated Communication,Dialogs (Language),College Faculty,College Students,Educational Games,Lecture Method,Learning Activities,Foreign Countries

The article is devoted to the issue of educational interaction and cooperation between teachers and students. The purpose of the study is to show the need for dialogic communication in educational activities, form knowledge, and develop educational cooperation skills, allowing students to take an active position in the educational process to help them adapt to interactive learning. The study's methodological base is the technology of sign-contextual learning, the implementation of which involves the use of active teaching methods. The article gives definitions of the concepts &quot;communication&quot;, &quot;dialogic communication&quot;, &quot;subject&quot;. The principles of dialogic communication are highlighted. Experimental work was carried out in pedagogical classes with students of non-pedagogical specialties. Based on the thesaurus, questions, and tasks of the module, &quot;Teaching Methods&quot; were compiled, training was carried out using active methods. Systematic control was achieved by combining different types of work; however, a special role was played by testing, including computer testing. The result of developing communication-dialogue was the emergence of the participants' subjective positions in the dialogue, the formation of their experience of dialogic communication.
Mobile Betting--Learning Business English Terminology Using MALL
Author: Balula, Ana
Date: 2020-12-00
Type: Journal Articles
Subjects: English for Special Purposes,English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Student Needs,Telecommunications,Educational Technology,Technology Uses in Education,Undergraduate Students,Foreign Countries,Business English,Game Based Learning,Program Effectiveness

In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students' needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA -- University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students' learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis -- using Pearson's correlation coefficient and the Friedman test -- confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.
Effects of a Universal Classroom Management Intervention on Middle School Students with or at Risk of Behavior Problems
Author: Sinclair, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Intervention,Middle School Students,At Risk Students,Behavior Problems,Student Behavior,Teacher Student Relationship,Program Effectiveness,Program Implementation,Learner Engagement

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems (b = -0.19) and communication arts outcomes (b = 0.13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.
Enhancing EAP Learners&apos; Vocabulary Acquisition: An Investigation of Individual SMS-Based Reporting Activities
Author: Arifani, Yudhi
Date: 2020-12-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Technology Integration,Learning Strategies,Telecommunications,Vocabulary Development,Mastery Learning,Positive Attitudes,Undergraduate Students,Late Adolescents,Indonesian,Self Management,Definitions,Predictor Variables,Foreign Countries

This study aims to show the effect of individual SMS [short message service]-based academic vocabulary reporting activities on EAP [English for academic purposes] learners' general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
Learning Specific Academic Vocabulary Using MALL: Experience from Computer Science Students
Author: Simanjuntak, Risa Rumentha
Date: 2020-12-00
Type: Journal Articles
Subjects: Academic Language,English for Academic Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Computer Assisted Instruction,Handheld Devices,Computer Software,Electronic Learning,Dictionaries,Computer Science Education,Business Communication,Instructional Effectiveness,Student Improvement,Student Attitudes,Undergraduate Students,Independent Study,Language Tests,Foreign Countries

This study investigated the experiences of students in learning specific academic English vocabularies (ESAP) through the use of a mobile dictionary called SPEARA. The mobile app was designed to help the students learn the use of specific words, providing definitions and examples of use from authentic sources. The study aimed at identifying points of learning students experienced when using the mobile-assisted language learning (MALL) by answering two questions: first, to what extent students improved their ESAP using MALL and second, how students perceived MALL for studying specific words in Computer Science. Data for this study were collected from 113 Computer Science students enrolled in English for Academic Purposes classes. Two data sets were compiled in this mixed-method study. The first data set consisted of test scores, and the second data set contained transcripts from interviews with students and students' essays. Findings showed significant learning improvement in the use of MALL to students' vocabulary knowledge (SD=0.992). Students perceived leaning using MALL to be both positive and rewarding. Interestingly, students revealed the use of MALL could not replace human interactions. Human interactions could enrich students' understanding and allowed the exchange of ideas. Further implications on human-interactions in MALL and on the future investigation were also discussed.
The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services
Author: Reinke, Wendy M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Inclusion,Regular and Special Education Relationship,Primary Education,Special Education,Classroom Techniques,Program Effectiveness,Faculty Development,Teacher Competencies,Student Behavior,Attention,Interpersonal Competence,Emotional Response,Self Control,At Risk Students,Minority Group Students,Low Income Students,Gender Differences,Racial Differences,Ethnicity

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.
A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs
Author: Bradshaw, Catherine P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Positive Behavior Supports,High School Students,Program Effectiveness,Program Implementation,Classroom Techniques,Evidence Based Practice,Evaluation Methods

This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students' risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers' use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers' use of reactive behavior management.
The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students&apos; Socioemotional Outcomes
Author: Hart, Shelley R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Prevention,Intervention,Elementary School Students,Students with Disabilities,Special Education,Inclusion,Urban Schools,Program Effectiveness,Social Development,Emotional Development,Student Behavior,Aggression,Behavior Modification,Cost Effectiveness,Behavior Problems,Holistic Approach

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education services (N = 650). A linear mixed model analysis of variance (ANCOVA) was conducted with school included as a random effect to examine planned comparisons between conditions. Significant interactions were probed using the Johnson-Neyman technique. For significant and trending results, effect sizes were calculated. Results demonstrated improvement for a number of socioemotional and behavioral variables for students in either intervention, however, the integration of PATHS to PAX appeared to have the most substantial impact for students in special education. Effect sizes ranged from 0.07 to 0.50.
Support for Peer Support: Examining Peer Leader Stress in Academic Support Programs
Author: Yao, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Relationship,Leadership Role,Academic Support Services,Social Support Groups,Financial Support,Stress Variables,Depression (Psychology),Anxiety,Mental Health,At Risk Students,Student Employment,Campuses,Sense of Community,Dropout Characteristics,Self Efficacy,Coping,First Generation College Students,Public Colleges

While most research has focused on the benefits of peer leadership programs, there is limited research examining potential risks for peer leaders. This study examined stress in academic support peer leaders. Findings indicated that peer leaders experienced less depression, vulnerability and perceived stress, while reporting higher levels of belonging and support (academic, financial, and peer) when compared to non-peer leaders, students employed off-campus and unemployed students. While the demands facing peer leaders are substantial, these findings suggest that there are aspects of peer leadership that mitigate the adverse effects of these challenges and help develop adaptive coping strategies.
Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
Author: Doabler, Christian T.
Date: 2021-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Kindergarten,Interaction,At Risk Students,Learning Disabilities,Predictor Variables,Mathematics Achievement,Feedback (Response),Direct Instruction,Small Group Instruction,Common Core State Standards,Teacher Student Relationship

Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed.
The Interferences of Indonesian Grammatical Aspects into English: An Evaluation on Preservice English Teachers&apos; EFL Learning
Author: Linarsih, Andini
Date: 2020-00-00
Type: Journal Articles
Subjects: Indonesian,Interference (Language),Grammar,Verbs,Error Patterns,English (Second Language),Second Language Learning,Language Teachers,Preservice Teachers,Native Language,Foreign Countries

Decades-long researches in a language in contact field have proved that when a learner learns a new language, his/her knowledge regarding their first language might interfere with their learning. If it occurs, the learning process will be more challenging. The data in this research was collected by using document study technique on twenty-five research outlines written by preservice English teachers in order to investigate the potential of interferences of Indonesian subject-verb agreement pattern into English. To do so, a descriptive study was adopted. The data was analysed by incorporating error and contrastive analyses. The finding of this research confirmed that four types of subject-verb agreements pattern of English had been interfered by that of Indonesian. The grammatically incorrect sentences, which were caused by such interferences, occurred very individually. It means that the interference varies from one preservice English teacher to another.
Creating Community from a Physical Distance: Insights and Reflections from a Bilingual Teacher Educator
Author: Soto-Peña, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Teacher Educators,Preservice Teachers,Electronic Learning,COVID-19,Pandemics,Educational Change,Transformative Learning,Self Management,Communities of Practice,Reflection,Trust (Psychology),Distance Education,Sense of Community,Empathy

Education is an act of love. One may argue however, that because it is such a personal act, it is difficult and nearly impossible to achieve it in an authentic manner beyond the face-to-face interaction of teacher and student. Yet, we now live in a time in which education has been transmitted to a virtual platform. This paper highlights how I navigated the virtual world as a bilingual teacher educator to create community and connection among bilingual teacher candidates (BTCs) as Covid-19 changed the course of life and instruction. I begin by discussing the challenges faced when reimagining how virtual education can serve as a tool to authentically foster critical inquiry, praxis, and transformative education processes for multilingual learners. I then discuss how I utilized Freirean pedagogy as my moral and pedagogical compass to implement a four-phase approach to foster a transformative virtual environment: cultivating online social equality; promoting self-care to protect mental health; engaging in inward connections for learning; and writing the personal as political. Through this process, BTCs cultivated a transformative community built on self-reflection, trust, and shared vulnerabilities.
Communication in Training Future EFL Teachers: Simulation and Roleplay in the English Classroom
Author: Amirkhanova, Karina Muratovna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Simulation,Role Playing,Communicative Competence (Languages),Communication Skills,Foreign Countries,Teaching Methods

The issue under investigation is topical and significant. Being a communicative language acquisition method, simulation and roleplays develop future teachers' language competencies and pedagogical competence, playing a unique role in forming teacher-student, teacher-parent communication patterns. The article aims at studying the place simulation/roleplay have in this process and its specific features. The authors describe how roleplays and simulations are introduced into the English classroom, examples of supplying study books with roleplay tasks. The methods applied to explore the problem were observation and questionnaire administered to the students at the end of the course. Their analysis has permitted the authors to arrive at several conclusions. The most remarkable conclusion is that introducing simulation/roleplay into the study process significantly influences students' communication skills and academic performance, forming their pedagogic competences and communication patterns. Furthermore, the findings revealed that simulation/roleplay in training foreign language teachers should be well-planned and organized; the author gives some advice concerning it. The study results could be highly substantial for teachers of universities preparing future foreign language teachers.
Analysis of Pre-Service Science Teachers&apos; Heuristic Reasoning Processes about Hydrogen Bonding
Author: Karakoyun, Gülen Önal
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Heuristics,Science Teachers,Chemistry,Foreign Countries

The purpose of this research was to determine the heuristics used by pre-service science teachers in understanding the details of hydrogen bonding. The reasoning processes demonstrated were evaluated based on ten heuristic models suggested by Talanquer (2014). Phenomenographic assessment of the 30 participants indicated that all ten heuristics were utilized to make interpretations about hydrogen bonding. It was found that most students used short-cut strategies rather than efficient analytical reasoning processes. A total of 12 answer patterns were determined based on the answers of the participants. The percentage of students who gave the correct answer was low. The frequency sequencing of participants' heuristics demonstrated in this study was fluency, associative activation, recognition, one-reason decision making, attribute substitution, overconfidence, surface similarity, generalization, rigidity, and affect.