ethanporcaro/eric-fulltext-meta huggingface dataset:
Differentiated Reading Instruction with Technology for Advanced Middle School Students&apos; Reading Achievement
Author: Haymon, Clarissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Individualized Instruction,Program Effectiveness,Middle School Students,Intervention,Grade 6,Grade 7,Grade 8,Educational Technology,Technology Uses in Education,Teaching Methods,Reading Achievement,Academically Gifted,Advanced Students,Student Needs

Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120 advanced Grade 6-8 students were compared pre- and postimplementation of Achieve 3000. A paired-samples &quot;t&quot; test examining the overall effect of the intervention indicated that students' posttest LevelSet Lexile reading scores were significantly higher than their pretest scores. A mixed-design analysis of variance was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (Grades 6-8) on students' LevelSet Lexile reading scores. A significant main effect of grade level and a significant time by grade interaction were present with Grade 6 advanced learners showing significantly greater increases in LevelSet Lexile reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program was effective for meeting the specialized differentiated instructional needs of advanced learners in reading. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.
Thai Music and Dance in the Heart of Bangkok&apos;s Slums: The Forgotten Children of the Mercy Centre Become Beautiful
Author: Miller, Terry E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Slums,Music,Dance,Classical Music,Music Education,Program Development,Self Esteem,Foreign Countries,Dance Education,Catholics,Clergy

Although American Roman Catholic priest Father Joseph Maier founded the Mercy Centre in the heart of Bangkok's Khlong Toey slums in the early 1970s, music was not part of the program until around 2010 when Dr. Mick Moloney began raising funds to support the teaching of Thai classical music. With additional donations, the music program has grown exponentially, adding Northeast Thai pong lang ensemble and providing a dance teacher for the young women. Participation has risen from a mere handful to the majority of children living in the Centre. Having a music program has also made an increasing number of public performances possible, both on stage for various festivals and on television, giving the Centre a visibility and image it formerly lacked. Performing in public, wearing beautiful costumes, and receiving accolades has boosted each child's self-esteem in ways not previously possible. While music from Thailand's northeast is widely popular, its classical music and dance are less so. That such an apparently &quot;elite&quot; tradition could serve to express the artistry of slum children surprises many, since Mercy's children all come from the city's lowest social groups. Indeed, some have non-Thai (e.g., Cambodian) parents. The music and dance program has thus changed Mercy's public image from one of despair into one of optimism and beauty.
Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia
Author: Mokaleng, Mercy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Practices,Secondary Schools,Secondary School Teachers,Barriers,Teacher Attitudes,Teacher Education,Teacher Competencies,School Policy,Educational Resources,Students with Disabilities,Regular and Special Education Relationship

The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.
Synergy the Soaring Saturdays Tutoring Program: Are Teacher Candidates&apos; Perceptions about Their Self-Efficacy Impacted by an Experiential Learning Project as Part of a Graduate Special Education Course?
Author: Cerruto, Audra
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Experiential Learning,Program Effectiveness,Special Education,Graduate Students,Catholic Schools,Private Colleges,Tutoring,Elementary School Students,Methods Courses,Self Concept Measures,Student Journals,Reflective Teaching

Master's-level teacher candidates enrolled in a private Catholic college in the suburbs of New York City participated in a 10-week tutoring program that brought to campus parochial elementary school students with diverse learning abilities. The purpose of the program was twofold: to improve the teaching and learning of the graduate students. Teacher candidates completed the Teachers' Sense of Efficacy Scale at the beginning and again at the completion of the tutoring program and generated reflective entries into their journal after each session. Through a mixed-methods approach, quantitative and qualitative results indicate that the teacher candidates' hands-on experiences affected their teaching approach by motivating students, implementing alternative instructional strategies, and utilizing a variety of assessment methods.
Teacher Candidates&apos; Perception of Acquiring TPACK in the Digital Age through an Innovative Educational Technology Masters Program
Author: Esposito, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,Educational Technology,Preservice Teacher Education,Graduate Students,Masters Programs,Blended Learning,Student Centered Learning,Curriculum Design,Sequential Approach

The TPACK (Technological Pedagogical Content Knowledge) model is a technology integration framework that identifies three types of knowledge that educators need to bring together for successful edtech (educational technology) integration - technological, pedagogical, and content knowledge (a.k.a. TPACK). This model used by educators when they implement digital tools and strategies to support teaching and learning. TPACK was developed by educational researchers Kohler and Mishra (2005) and is designed with the concept that content (what we teach) and pedagogy (how we teach) is the basis for any technology that teachers plan to use in their classroom to enhance learning. The purpose of this research was to investigate how the TPACK model helped teacher candidates acquire knowledge for teaching with technologies.
Unveiling the Hidden Assets That First-Generation Students Bring to College
Author: Minicozzi, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: First Generation College Students,Student Adjustment,Minority Group Students,Public Colleges,Community Colleges,White Students,Family Influence,College Freshmen,College Readiness,Self Advocacy,Expectation,High School Students,Cultural Context,Student Attitudes

The purpose of this research was to discover what specific attitudes and behaviors first year students believed were necessary to transition to college by employing a qualitative lens. We chose to explore how students describe building their identities as college students, responding to the cultural shifts between high school and college, and interacting with the power structures in five Long Island institutions of higher education. Specifically, we compared 55 students along two dimensions-first-generation students of color at public and community colleges (n=22 students), and White private college students who are non-first-generation (n=33 students).
Fish out of Water: Investigating the &apos;Readiness&apos; and Proficiency of Beginning Drama Teachers in Western Australian Secondary Schools
Author: Gray, Christina C.
Date: 2020-02-00
Type: Journal Articles
Subjects: Drama,Beginning Teachers,Standards,Teacher Education Programs,Professionalism,Stress Variables,Teacher Persistence,Teaching Methods,Extracurricular Activities,Professional Identity,Foreign Countries,Secondary School Teachers,Teacher Attitudes

The Australian Professional Standards for Teachers (AITSL, 2011) stipulate that graduating teachers need to be classroom-ready and able to perform at a 'graduate standard'. However, recent research indicates that nearly 50% of beginning teachers lack readiness, are overwhelmed with stress, and will leave the profession within five years. This paper seeks to elucidate this disconcerting reality by providing a nuanced focus on the experiences of beginning drama teachers. Findings indicate that while participants in this study began feeling confident and ready for teaching drama; they were largely unprepared for the unwritten requirements of the profession -- namely, coping with systems, policies and bureaucracy - and extensive extracurricular responsibilities. This article posits several strategies for enabling beginning drama teachers to successfully 'manage' their induction into the profession, and ultimately achieve teacher identity salience.
Incorporating Musical Composition into Secondary Instrument Techniques Courses
Author: Eros, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Musical Composition,Musical Instruments,Music Techniques,Music Education,Teaching Methods,Music Teachers,Teacher Education Programs,Preservice Teachers,Secondary Education,Creativity,Performance,Student Attitudes

Musical composition is widely considered to be a fundamental component of good musicianship. Recent state and national standards make it clear that preservice music teachers will be expected to include the teaching of musical composition in their curricula when they enter the field. The purpose of this study was to investigate the integration of musical composition into secondary instrument techniques courses. Twelve (N = 12) music education majors in two secondary brass techniques courses composed music for beginning brass ensemble, using an assignment designed by music education faculty in collaboration with a music composition faculty member. This study supports five suggestions for practice in secondary instrumental techniques classes, namely that musical composition: (a) can be a valuable component of a secondary instrument techniques courses, (b) served as an effective final assessment, (c) provided insight into beginning instrumentalists' perspectives and practicalities, (d) developed pedagogical knowledge, and (e) was a meaningful creative project. The students suggested that more specific parameters were needed, that composing multiple duos and trios might be more effective than composing one large piece, and that it was important for the compositions to be performed, although endurance could be an issue.
Motivation in Music: A Comparison of Popular Music Course Students and Traditional Large Ensemble Participants in High School
Author: Rolandson, David M.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Music Education,Music,Popular Culture,Music Activities,Conventional Instruction,Courses,Enrollment Influences,Curriculum Development

The purpose of this study was to determine whether students who elect to enroll in popular music courses are influenced by different motivational factors than traditional large ensemble participants. A Musical Motivation Questionnaire was distributed to music students attending six high schools that offered both traditional large ensembles and popular music courses. The results from a principal components analysis indicated the presence of eight motivational factors that influenced students' choices to participate in high school music. Statistical analyses revealed that certain motivation factors influenced students enrolled in popular music courses differently than large ensemble participants which suggests that expanding curricula to include popular music courses may motivate a new or different population of students to engage in the music learning opportunities offered in high schools.
Instrumentalists&apos; Comfort and Self-Perceived Competence in Teaching Choral Music
Author: Kim, Ji-Eun
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Musical Instruments,Teaching Methods,Singing,Teacher Competencies,Self Efficacy,Undergraduate Study,Secondary Education,Secondary School Teachers,Preservice Teacher Education,Preservice Teachers,Methods Courses

This study was designed to explore differences between instrumental music teachers' comfort and self-perceived competence ratings based on their undergraduate choral methods curricular background and in-service choral teaching experiences, using a 7-point Likert scale, on 15 specific choral teaching skills presented through a researcher-developed survey. In this study, data computation included descriptive and non-parametric statistics to analyze the participants' (N = 106) responses. According to this study, the participants' undergraduate choral methods curricular experience had a positive influence on comfort and self-perceived competence when instrumental music teachers taught choirs in secondary school classrooms. Instrumental music teachers self-reported being more comfortable and competent in teaching choral music as teaching experience increased. Based on this study's findings, it is important to facilitate opportunities for both pre-and in-service instrumental music teachers to explore voice as an instrument and various levels of secondary school choral repertoire.
Childhood Obesity, Health &amp; Nutrition and Its Effects on Learning
Author: Olivieri, Chrystyne
Date: 2020-00-00
Type: Journal Articles
Subjects: Obesity,Child Health,Nutrition,Brain,Child Development,Cognitive Development,School Role,Government Role,Learning,Academic Achievement

The purpose of this article is to examine the compelling evidence of childhood obesity across the world and within the United States and the major contributors to this health crisis. Factors contributing to the obesity health crisis and potential interventions are given a preliminary analysis within related research literature.
Final Year Preservice Teachers&apos; Views of Professional Experience in Partnership Schools
Author: Toe, Dianne M.
Date: 2020-02-00
Type: Journal Articles
Subjects: Preservice Teachers,College Students,Student Attitudes,Preservice Teacher Education,Student Placement,Student Teacher Attitudes,Foreign Countries,Practicums,Readiness,Standards

This study investigated the perspectives of preservice teachers' (PSTs) on their final year placements in Initial Teacher Education (ITE) programs offered at Deakin University, Victoria, Australia. It compared the views of PSTs in two placement models; the Alliance school (partnership)and non-Alliance school (or conventional) models. The Alliance model draws on Activity Theory (Engeström, 2015) to strengthen the links between theory and practice in ITE, providing additional support during school placements through an 'in situ' boundary crosser. These boundary crossers use an Assessment Circle process that supports professional conversations about teaching and learning. A mixed method approach has been used to compare the reported experiences of final year PSTs who completed placements in an Alliance partnership schools or a non-Alliance schools. Findings indicate significant differences in the experiences of the two cohorts of PSTs in relation to perceived levels of support and their understanding of the Australian Professional Standards for Teachers (AITSL, 2011).
Development of a Checklist to Evaluate Music Education Websites for World Music Inclusion
Author: Yoo, Hysesoo
Date: 2020-00-00
Type: Journal Articles
Subjects: Check Lists,Web Sites,Music Education,Global Approach,Cultural Pluralism,Music Teachers,Interrater Reliability,Curriculum Evaluation,Media Selection,Content Validity,Folk Culture,Foreign Countries,Asians

As the United States becomes more culturally diverse, the inclusion of musics from various cultural traditions in music education programs has become increasingly significant in recent decades. As music teachers have come to rely on Internet resources to teach world musics, a need has arisen to monitor the quality of world music websites. To address such needs, we designed a World Music Educational Website Checklist and checked its validity and reliability. The checklist was structured based on the 4Cs design model (Barnes &amp; Yu, 2002), which consists of (a) Content (information), (b) Control (navigation), (c) Consistency (readability), and (d) Corroboration (accountability). Thirty-one Korean music educators and twenty-seven Chinese music educators evaluated either Korean or Chinese websites using the checklist based on their cultural origin as culture-bearer music educators are the most qualified to evaluate their respective country's music education websites. Internal consistency reliability of the checklist subscales for the Korean and Chinese websites ranged from acceptable to excellent ([alpha] = 0.82 to [alpha] = 0.96; [alpha] = 0.70 to [alpha] = 0.99). The results also showed good inter-rater reliability ([alpha] = 0.99 and [alpha] = 0.98, respectively).
The Impact of the Four Sources of Efficacy on Adolescent Musicians within a Self-Modeling Intervention
Author: MacAfee, Erin
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Adolescents,Intervention,Modeling (Psychology),Feedback (Response),Psychological Patterns,Video Technology,Music Education,Foreign Countries,Anxiety,Student Journals,Adolescent Attitudes

The purpose of this study was to investigate how Bandura's (1977) four sources of efficacy influence self-efficacy beliefs in adolescent musicians during a six-week self-modeling intervention. The study also explored the effects of a positive self-review self-modeling intervention on musician self-efficacy. Practice journals and semi-structured interviews were used to collect data from six adolescent pianists. Results indicate that mastery experience was most influential on self-efficacy beliefs in young musicians. Observing similarly skilled models, receiving positive feedback, and feeling calm or focused prior to performance increased self-efficacy in participants, while observing advanced models, making negative comparisons, and feeling anxious, distracted, or fatigued decreased self-efficacy. These results provide music teachers with several practical strategies that may facilitate stronger self-efficacy beliefs in students. Additionally, the self-modeling video increased self-efficacy when participants liked and related to their video or used the video to facilitate performance improvements. Music teachers can explore using both the performance and strategic functions of self-modeling videos as a possible tool to enhance self-efficacy in young musicians.
Fun and Friendly or Wild and Offensive? Preservice Teachers&apos; Use of and Image Conveyed by Social Media
Author: Griffin, Marlynn M.
Date: 2020-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Media,Self Concept,Computer Use,Student Behavior,Professionalism

The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must be made aware of the professional consequences of inappropriate social media usage and behaviours.
Discipline Policies and Preschool Special Education Students&apos; Personal-Social Skills
Author: Tamagni, Amanda L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,School Readiness,Preschool Education,At Risk Students,Interpersonal Competence,Discipline,Discipline Policy,Student Behavior,Special Education,Special Needs Students,Developmentally Appropriate Practices,Child Development,Suspension,Expulsion,Behavior Problems,Racial Bias,Educational Policy

Preschool special education students' lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory-2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students' personal-social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI-2 scores. The personal-social skills for students in Title I and non-Title I schools (n = 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.
The Effect of Structured Journals on Reflection Levels: With or without Question Prompts?
Author: Cengiz, Canan
Date: 2020-02-00
Type: Journal Articles
Subjects: Student Journals,Reflection,Prompting,Preservice Teachers,Practicums,Early Childhood Teachers,Student Attitudes,Teaching Methods,Foreign Countries

The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.