ethanporcaro/eric-fulltext-meta huggingface dataset:
The Transformation from Multidisciplinarity to Interdisciplinarity: A Case Study of a Course Involving the Status of Arab Citizens of Israel
Author: Tayler, Marilyn R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Case Studies,Arabs,Foreign Countries,Citizenship,Research,Introductory Courses,Jews,Ethnic Groups,Religious Cultural Groups,Civil Rights,Democracy,Ethnicity,Citizen Participation,College Students,College Faculty

The author demonstrates that entry-level students can achieve a more comprehensive understanding of complex problems through an explicitly interdisciplinary approach than through a merely multidisciplinary approach, using the process described in Repko's (2014) &quot;Introduction to Interdisciplinary Studies.&quot; Repko takes the interdisciplinary process that is articulated in his earlier volume, &quot;Interdisciplinary Research: Process and Theory&quot; (2008, 2d ed. 2012), and adapts it for the introductory level. The author uses the example of an introductory Israel Studies course that focuses on the theme of Israel's conflicted identity as a Jewish and democratic state.At an appropriate point in the course, students analyze a case study by the author regarding Jewish marriage in Israel, found in &quot;Case Studies in Interdisciplinary Research&quot; (2012), as an illustration of the complete ten-step interdisciplinary research process described in Repko's earlier book, a process best suited for coursework beyond the introductory level. Students then apply Repko's more recent (2014) six-step entry­ level broad model of the interdisciplinary process to their own study regarding the status of Arab citizens of Israel.
Interdisciplinarity, Qualitative Research, and the Complex Phenomenon: Toward an Integrative Approach to Intercultural Research
Author: Ryan, Phillip
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Qualitative Research,Research Methodology,Graduate Study,Meta Analysis,Intercultural Programs,College Faculty,Graduate Students,Foreign Countries,Ethnography,Interviews,Observation

This article is a collaboration by the lead faculty member in a Masters program in Intercultural Studies and students who completed the program under his aegis. This article presents the program's approach to its research course sequence, an approach involving the integration of interdisciplinary and qualitative research. The authors first provide a theoretical justification for this approach by highlighting key principles and practices of both interdisciplinary and qualitative research that act as points of integration. Then, they contextualize this approach by framing it within the graduate program's three-course research sequence. The authors then illustrate this integrative approach with one cohort's collaborative project on Bedouin communities in Oman, focusing on three key features of integration: the multidisciplinary literature search, the data collection process, and the integrative analysis. The authors conclude with a model for integrative intercultural research.
The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University
Author: Niari, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Open Universities,Distance Education,Graduate Students,Nonverbal Communication,Teacher Expectations of Students,Verbal Communication,Qualitative Research,Tutors,Positive Attitudes,Student Attitudes,Self Motivation,Learning Processes,Outcomes of Education,Foreign Countries,Semi Structured Interviews

The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module. The data analysis indicates that both Tutors/Advisors and postgraduate students shape form their expectations based on the behaviour as reflected in their first contact (telephone contact, face-to-face contact, written contact through the CV). Expectations originally are positive, though this could change due to mismatched following behaviour. Tutor's expectations are expressed in verbal and non-verbal ways both in written and face-to-face communication. However, it is the non-verbal behaviour--and mainly the encouragement and the support towards the students--that influences their positive mood and attitude towards the learning object and distance learning itself. In conclusion, not to reject the educational trend according to which the adult learner has developed self-motivation, we accept that Tutor's expectations reflected in encouragement and support towards the student may influence the learning process.
Performance and Preparation: Alignment between Student Achievement, Teacher Ratings, and Parent Perceptions in Urban Middle-Grades Mathematics Classrooms
Author: Mowrey, Sascha C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Academic Achievement,Parent Attitudes,Middle School Teachers,Middle School Students,Mathematics Education,Mathematics Instruction,Mathematics Teachers,Algebra,Mathematical Concepts,Grade 5,Grade 6,Teacher Attitudes,Mathematics Achievement,Longitudinal Studies,Urban Schools,Mathematics Skills,Statistical Analysis,Correlation,Geometry,Arithmetic,Diagnostic Tests,Mathematics Tests,Questionnaires

The middle grades are a critical transition period in students' mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers' and parents' judgments of students' math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents and students on future course placement. This study specifically examined teacher and parent judgments of students' performance and preparedness for the next grade level in 5th and 6th grades mathematics. Results demonstrate that teacher and parent perceptions of students' abilities are not calibrated to national norms, but to local contexts. Our findings are similar to other work suggesting that high poverty school contexts may provide teachers and parents a false comparative context for judging how well students are mastering mathematical concepts.
Assessing the Validity of an Annual Survey for Measuring the Enacted Literacy Curriculum
Author: Camburn, Eric M.
Date: 2017-01-00
Type: Journal Articles
Subjects: Validity,Literacy,Teacher Surveys,Institutional Characteristics,Diaries,Hierarchical Linear Modeling,Comparative Analysis,Literacy Education,Accuracy,Educational Practices,Educational Research,Elementary School Teachers,Grade 3,Statistical Analysis

Surveys are frequently used to inform consequential decisions about teachers, policies, and programs. Consequently, it is important to understand the validity of these instruments. This study assesses the validity of measures of instruction captured by an annual survey by comparing survey data with those of a validated daily log. The two instruments produced similar rankings of the frequency with which teachers use particular practices but more than three fourths of the teachers in the study were found to overreport their instruction on the annual survey. Multilevel models revealed a number of teacher and school characteristics related to survey reporting error. The study's implications for users of survey evidence are discussed.
A Randomized Control Trial of Working Memory Training with and without Strategy Instruction: Effects on Young Children&apos;s Working Memory and Comprehension
Author: Peng, Peng
Date: 2017-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Short Term Memory,Training,Learning Strategies,Young Children,Recall (Psychology),Listening Comprehension,Elementary School Students,Grade 1,Verbal Ability,Experiments,At Risk Students,Task Analysis,Intelligence Quotient,Intelligence Tests,Listening Comprehension Tests,Reading Tests,Multiple Regression Analysis,Mediation Theory

Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to three groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Each member of the two training groups received a one-to-one, 35-min session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hr. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy-instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared but were associated with moderate to large effect sizes. Findings suggest--however tentatively--that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed.
Development of First-Graders&apos; Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?
Author: Cho, Eunsoo
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 1,Reading Skills,Word Recognition,Decoding (Reading),Phonological Awareness,Naming,Multiple Regression Analysis,Reading Difficulties,Response to Intervention,At Risk Students,Reading Tests,Correlation

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students (n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.
Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms
Author: Torelli, Jessica N.
Date: 2017-01-00
Type: Journal Articles
Subjects: Public Schools,Elementary School Students,Elementary School Teachers,Student Behavior,Behavior Problems,Intervention,Attention,Reinforcement,Contingency Management,Fidelity,Program Implementation,Urban Schools,Grade 1,Grade 2,Learning Centers (Classroom)

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.
Effects of Targeted Professional Development on Teachers&apos; Specific Praise Rates
Author: Simonsen, Brandi
Date: 2017-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Faculty Development,Teacher Student Relationship,Classroom Communication,Positive Reinforcement,Evidence Based Practice,Elementary School Teachers,Program Effectiveness,Self Management,Electronic Mail,Prompting,Replication (Evaluation),Case Studies

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers' classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers' rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers' use of specific praise.
Technical Adequacy of the SWPBIS Tiered Fidelity Inventory
Author: McIntosh, Kent
Date: 2017-01-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Fidelity,Program Implementation,Program Evaluation,Measures (Individuals),Psychometrics,Content Validity,Usability,Test Reliability,Test Validity,Interrater Reliability

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The &quot;SWPBIS Tiered Fidelity Inventory&quot; (TFI) was developed to be used as an initial assessment to determine the extent to which a school is using (or needs) SWPBIS, a measure of SWPBIS fidelity of implementation at all three tiers of support, and a tool to guide action planning for further implementation efforts. In this research, we evaluated the psychometric properties of the TFI in three studies: a content validity study, a usability and reliability study, and a large-scale validation study. Results showed strong construct validity for assessing fidelity at all three tiers, strong interrater and 2-week test-retest reliability, high usability for action planning, and strong relations with existing SWPBIS fidelity measures. Implications for accurate evaluation planning are discussed.
Feasibility and Acceptability of Classroom-Based Interventions for Students with Emotional/Behavioral Challenges at the High School Level
Author: State, Talida M.
Date: 2017-01-00
Type: Journal Articles
Subjects: High School Students,Emotional Problems,Behavior Problems,Intervention,Feasibility Studies,Secondary School Teachers,Special Education Teachers,Program Implementation,Barriers,Teacher Characteristics,Program Attitudes,Interviews,Observation,Regression (Statistics)

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student-teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.
Temperament in the Classroom: Children Low in Surgency are More Sensitive to Teachers&apos; Reactions to Emotions
Author: Bassett, Hideko Hamada
Date: 2017-01-00
Type: Journal Articles
Subjects: Personality,Teacher Response,Socialization,Preschool Children,Preschool Teachers,Child Behavior,Hierarchical Linear Modeling,Psychological Patterns

Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children's social-emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337 children and 80 teachers from private and public preschools/childcares participated in the study. To account for the nested nature of our data, hierarchical linear modeling (HLM) was utilized. The results indicated that several types of teacher reactions to children's emotions significantly predicted children's social-emotional behaviors, after adjusting for prior levels of the behaviors. In addition, significant interactions between child surgency and teacher emotion socialization behaviors on children's social-emotional behaviors were found. These interactions indicated that children with low surgency were more sensitive to teachers' positive and negative socialization, compared to children with high surgency. Our results highlight the importance of discrete emotion socialization behaviors by teachers to children's social-emotional development.
Executive Function as a Mediator between SES and Academic Achievement throughout Childhood
Author: Lawson, Gwendolyn M.
Date: 2017-01-00
Type: Journal Articles
Subjects: Executive Function,Socioeconomic Status,Educational Attainment,Parent Background,Family Income,Reading Achievement,Mathematics Achievement,Memory,Children,Adolescents,Intelligence Tests,Verbal Ability,Verbal Tests,Verbal Learning,Achievement Tests,Structural Equation Models,Correlation

Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental education and family income and changes in reading and math achievement in a sample of 336 children between the ages of 6 and 15 years from the NIH MRI Study of Normal Brain Development. Verbal memory was simultaneously modeled as a comparison candidate mediator. SES predicted significant changes in reading and math achievement over a two-year time period. Furthermore, executive function, but not verbal memory, was found to partially mediate the relationship between SES variables and change in math achievement. Collectively, these results suggest that executive function may be an important link between childhood SES and academic achievement
The Teaching Discipline Doesn't Matter? An Assessment of Preservice Teachers' Perception of the Value of Professional Experience in Attaining Teacher Competencies
Author: Howley, Peter
Date: 2016-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Teacher Competencies,Case Studies,Student Attitudes,Teacher Education,Student Surveys,Standards,Foreign Countries,Teacher Education Programs,Pedagogical Content Knowledge,Predictor Variables,Health Education,Physical Education,Comparative Analysis,Teaching (Occupation),Statistical Analysis,Likert Scales,Multiple Regression Analysis

This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students' perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for-granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers' Professional Teaching Standards during practical experience their perceptions differed from students in other disciplines. A number of reasons were posited for this including the notion that each discipline has its own particular pedagogy as suggested by Schulman (1986, 1987). Suggestions as to future research are provided.
EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis
Author: Dincer, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Figurative Language,Beliefs,Phenomenology,Questionnaires,Language Teachers,Research Design,Foreign Countries,College Students,Speech Skills,Second Language Instruction,Language Skills,Language Proficiency

This study aimed to investigate the beliefs of English as foreign language (EFL) learners about speaking in English and being a good speaker of English through metaphor analysis. A phenomenological approach was adopted and 60 EFL learners completed a questionnaire with demographic questions and two prompts focusing on the characteristics of a good English speaker (i.e., &quot;Speaking English is like… because…&quot; and &quot;A good speaker of English is like… because…&quot;). For the first prompt about speaking English, 46 valid metaphors were determined, which were categorized under five conceptual themes. For the second prompts about being a good speaker of English, 27 valid metaphors were given, with six conceptual categories identified. Findings showed that learners mostly perceived speaking as a skill requiring much effort and also giving pleasure. They described a good speaker of English as someone who is fluent at speaking, universal, disarming, wise, privileged and hardworking. The conceptual categories were also described with the speaking achievement and these categories were found to be connected to the degree of achievement. The findings gave insight into a better understanding of the speaking skill and what makes a good speaker of English for language educators.