ethanporcaro/eric-fulltext-meta huggingface dataset:
Listening to the Voices of Students with Autism Spectrum Disorder -- &quot;When You Are at School, You Have to Behave in a Certain Way&quot;
Author: Basel, Alison
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,Secondary School Students,Student Attitudes,Self Concept,Sense of Community,Friendship,Resilience (Psychology),Self Determination,Well Being,Inclusion,Student Experience,Foreign Countries

Models of special education that are diagnosis-orientated mean that individuals with ASD are seen as 'different' from their non-disabled peers. These views reproduce school practices in which those labelled disabled are likely to be treated as problematic rather than 'coming from a different place'. This article explores the narrative of one Year 9 student with ASD and his understanding of his identity as a learner and his sense of belonging and friendships at school through a double hermeneutic approach. In it, the observations of the researcher and the professional relationship they both have, as well as the collaboration and engagement with the student at the time, are intertwined. The narrative reveals something of the continuous amounts of resilience and determination that students with ASD must draw on so to participate successfully in school life. The article suggests that mindfulness on the part of teachers is needed in daily interactions to fully-support agency and well-being in this student group.
Culturally-Responsive Relational Practice at the Chalk-Face: A Journey to Authenticity
Author: Porter-Samuels, Tute
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Ethnic Groups,Pacific Islanders,Teacher Attitudes,Teacher Role,Teacher Responsibility,Program Implementation,Professional Identity,Well Being,Teacher Student Relationship

This research provides chalk-face insights from a group of predominantly Pakeha teachers grappling with culturally-responsive relational practice (CRRP), in a time and environment where external factors can affect self-efficacy and limit personal agency. It details a two-phased professional inquiry undertaken with fourteen teachers from one Kahui Ako, whereby themes from a larger cross-school online survey were unpacked through a series of semi-structured focus groups. In every phase of this research, including this final telling, the emphasis was on foregrounding the stories of teachers. Findings critique taken-for-granted assumptions about teachers' roles and responsibilities for embedding CRRP, and stress that in our efforts to stop deficising students, we do not unintentionally deficise teachers.
Inclusive Education: How Do New Zealand Secondary Teachers Understand Inclusion and How Does This Understanding Influence Their Practice?
Author: Clark-Howard, Kayleen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Secondary School Teachers,Teaching Methods,Teacher Attitudes,Student Needs,Barriers,Academic Achievement,Teacher Competencies,Self Efficacy,Students with Disabilities,Severity (of Disability),Faculty Development,Teacher Education,Teaching Experience,Best Practices,Expectation

Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.
Practising Fiercely: Fulfilment through Stance, Supports and Stamina. A Participatory Narrative Inquiry of Specialist Teachers&apos; Practice in Aotearoa
Author: Holley-Boen, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Specialists,Inservice Teacher Education,Teacher Attitudes,Experienced Teachers,Personal Narratives,Teaching Experience,Professional Identity,Educational Practices

Teachers' lives are multi-faceted and their practice is influenced by personal and contextual enablers and barriers to their wellbeing and identity. Current initiatives, including the focus on teacher wellbeing, pose new tensions. This research is timely as it investigates an emerging group of professionals, specialist teachers in Aotearoa New Zealand. From their own perspectives, sought through participatory narrative inquiry, we come to better understand how teachers experience and position themselves within and against pressures posed by an increasingly complex world. Research findings informed the development of a framework for teacher fulfilment through fierce practice comprised of stance, supports and stamina. This framework has utility at the individual level, supporting the fulfilment of individual teachers. At the systems level, the framework may be of interest to tertiary teachers and institutions wishing to help teachers to develop and sustain meaningful and satisfying lives.
Reimagining Dyslexia through Inclusive Pedagogies and the Importance of Centralised Support
Author: Marland, Bec
Date: 2018-00-00
Type: Journal Articles
Subjects: Dyslexia,Inclusion,Teaching Methods,Intervention,Student Needs,Student Characteristics,Student Evaluation,Evaluation Methods,Foreign Countries,Equal Education

This article examines dyslexia intervention, highlighting tension between traditional medical discourses and pedagogical perspectives. The first of these tensions is regarding views of the learner being variously negative and needs-based versus positive and strengths-based. The second tension is between an atypical, outlier, normative assessment perspective versus a competency-based, strengths-based approach. Thirdly, issues of access and provision are considered, with tensions between private or school/ cluster-based approaches, psychological versus pedagogical perspectives, and sole specialist versus collaborative approaches. Policy-makers and school managers need to consider competing agendas which shape the delivery of support services. Key arguments have been summarised in favour of education services which centralise responsive dyslexia practice within an inclusive pedagogical approach.
&apos;H&apos; Is for Human Right: An Exploration of Literacy as a Key Contributor to Indigenous Self-Determination
Author: Derby, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Literacy,Civil Rights,Pacific Islanders,Indigenous Knowledge,Self Determination,Intervention,Foreign Countries,Treaties,International Law,Culturally Relevant Education

The purpose of this article is to examine literacy as a key contributor to cultivating individual and collective self-determination for indigenous peoples. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines literacy as a human right intrinsically important for human development and well-being. Therefore, literacy is pivotal to fostering self-determination. This article introduces some broad definitions of literacy, including examples offered by indigenous sources. Following this is consideration of the human rights discourse as it relates to literacy specifically, with a particular focus on the way in which this discourse has unfolded in New Zealand. The article then explores literacy as a human right and the role it plays in contributing to indigenous self-determination. The article concludes that there is a need to ensure literacy interventions, which are designed to fulfill the rights of indigenous learners with regard to literacy, are embedded in indigenous epistemology, history and pedagogy.
Kua Tae Mai a Tokotoko -- Me Aha Ahau? A Pakeha on the Paepae?
Author: Tweed, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Indigenous Populations,Indigenous Knowledge,Cultural Awareness,Acculturation,Secondary School Teachers,Mathematics Instruction,Culturally Relevant Education

In this piece, I recount some events in which I was called upon to speak in te reo Ma ori on behalf of others in a variety of formal situations. I call this being 'on the paepae' but the paepae should be understood more properly as the paepae tapu. I will leave the further explanation of this for others who should rightly speak about such things. For my purposes here, the paepae is understood to be any situation in which one acts as a spokesperson for others and follows tikanga Ma ori in a contemporary context. I always feel like I am on the paepae when speaking te reo Ma ori in many situations. More often than not, this happens in schools. We are usually not on an actual marae but, nonetheless, a paepae is brought into existence. I have done this speaking (whaiko rero) with varying degrees of success and competence, and not a little anxiety. I have got it wrong sometimes and failed utterly in my responsibilities. A few times I have done well. Recently, my father-in-law presented me with a tokotoko, a ceremonial 'walking' stick (or perhaps it should be talking stick), to be carried when doing whaiko rero. This was a surprise and has caused me to reflect on my position as a Pa kehaon the paepae. Kua tae mai a tokotoko. Me aha ahau? The walking stick has arrived. What should I do? E ngaiwi E ngareo E ngamana teitei o te motu Te na koutou, te nakoutou, te nakoutou katoa. Ki te hunga mate kua haere ki te po hei tauira mata tou Te nakoutou, te nakoutou, te nakoutou katoa. Ki te hunga ora e whai tonu nei i ngatikanga a kui ma, a koro ma Te nakoutou, te na koutou, te nata tou katoa.
Aggressive Behavior in Online Games and Cybervictimization of Teenagers and Adolescents
Author: Makarova, Elena Aleksandrovna
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Games,Violence,Adolescents,Victims,Foreign Countries,Aggression,Video Games,Behavior,Verbal Communication,Negative Attitudes,Gender Differences,Bullying,Telecommunications,Computer Mediated Communication

This article discusses the impact of online games on children's lives by violence imposing and manipulation. Online gaming features are highlighted and statistic data are presented based on surveys of Russian teenagers who have been victims of online violence. The research goals are to study reasons for cybervictimization and psychological factors to suggest measures for intervention and prevention violence in the Internet. The subject of research is the role online games play in teenagers' violence development. Methods used are resources analysis, questionnaires and survey, acceptance of self and others scale (W. Fey) and Buss-Durkee inventory for assessing different kinds of hostility. The survey was conducted among 273 young boys and girls aged 14 to 20 years old (schoolchildren and freshmen), equally covering all age categories of both sexes examining teenagers behavior in the virtual space and network communication features. Based on the analysis of resources several principles for intervention, prevention programs development, cybervictimization combating were identified. According to the results of our study, we can conclude that cybervictimization in online games is a really urgent problem, because today's teenagers and adolescents cannot survive without gadgets, so they are vulnerable to online threats, intimidation, manipulation and other kinds of aggression.
A Pilot Study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool
Author: Jacob, Lisa
Date: 2019-12-00
Type: Journal Articles
Subjects: Preschool Children,Self Control,Test Construction,Kindergarten,Foreign Countries,Test Validity,Test Reliability,Executive Function,Developmental Stages,Learning Strategies,Prior Learning,Planning,Self Efficacy,Motivation,Coping,Reflection,Barriers,Self Concept

Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann's (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an 'online manner'. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level.
Professional Learning and Development for Teacher Aides Working to Support Students with Challenging Behaviour: What Are the Needs? What Works? A Review of the Literature
Author: Leslie, Andree
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Aides,Behavior Problems,Student Behavior,Educational Needs,Experiential Learning,Demonstrations (Educational),Feedback (Response),Coaching (Performance),Intervention,Foreign Countries,Classroom Techniques,Program Effectiveness

The role of teacher aides (TAs)1 has increased in complexity and includes working to support students with challenging behaviour. This review examines the professional learning and development (PLD) needs of TAs who work with students with challenging behaviour and the types of PLD which are effective. TAs feel underprepared for behaviour work and want PLD which teaches specific behaviour strategies, is practical, hands-on and which can be translated into real-world contexts. Effective PLD focuses on specific interventions, is taught using modelling demonstrations, and gives TAs opportunities to practise skills and to receive feedback. In combination with practical demonstrations and performance feedback, follow-up training and coaching increases the fidelity with which behaviour interventions are implemented. PLD which aligns with the real needs of TAs, is delivered using accepted learning designs and which is sufficiently resourced is more likely to be effective. This paper examines some models of PLD which are effective.
Relationships between the Dimensions of Resilience and Burnout in Primary School Teachers
Author: Vicente de Vera García, M. Inmaculada
Date: 2019-12-00
Type: Journal Articles
Subjects: Resilience (Psychology),Teacher Burnout,Correlation,Elementary School Teachers,Foreign Countries,Fatigue (Biology),Emotional Response,Stress Variables,Self Efficacy,Self Esteem,Religion

Education professionals are very prone to burnout. Faced with this psychosocial risk, resilience is advocated as a human condition to remake itself in the face of difficulties. The objective of the study was to analyze the relationships between perceptions of burnout and resilience in a sample of 334 teachers from 35 public Primary School Education centers. The accepting sample was composed of 334 teachers (26.34% of the invited sample). It was a cross-sectional, descriptive and correlational study, which responded to a simple random sampling of 1268 teachers in the 2017/2018 academic year, through voluntary and anonymous participation. The instruments used were the Spanish versions of the Maslach Burnout Inventory-General Survey (MBI-GS) and Connor-Davidson Resilience Scale (CD-RISC). Positive relationships were found between emotional fatigue/exhaustion and depersonalization/cynicism and low levels of resilience, as well as between personal fulfillment/effectiveness and high levels of personal competence, confidence in one's intuition and positive acceptance of change, dimensions typical of the resilient response. The importance of promoting resilient coping strategies such as positivism, tolerance to frustration, locus of internal control and self-efficacy, which act as dimensions of protection against exhaustion, negative dimension of burnout, emerges.
How Teachers Incorporate the Incredible Years Teacher Classroom Management Programme into Practice: An Interpretive Description
Author: Garland, Kate
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Classroom Techniques,Program Implementation,Program Effectiveness,Educational Strategies

Children's challenging behaviour in classrooms can have negative effects on students and teachers. The New Zealand Government is funding Incredible Years Teacher (IYT) professional learning and development (PLD) to provide teachers with classroom management skills to manage young children's challenging behaviour. This research explored how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT. Overall, teachers with more support deeply embedded IYT and sustained its incorporation in their practice.
The Hierarchical Effects of Individual and Organizational Variables on Elementary School Teachers&apos; Lifelong Learning Competence
Author: Shin, Young-Sun
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Lifelong Learning,Gender Differences,Experience,Learning Motivation,Psychological Patterns,Knowledge Level,Age Differences,Educational Attainment,Teacher Leadership,Instructional Leadership,Teaching Conditions,School Culture,Thinking Skills,Reflection,Principals,Self Efficacy,Predictor Variables,Teamwork,Inquiry,Empowerment,Teacher Collaboration

The purpose of this study was to analyze the hierarchical effects of individual and organizational variables on elementary school teachers' lifelong learning competence. The participants in this study comprised 1,077 teachers in service in 70 public elementary schools in Seoul, Korea. In this study, 70 schools were sampled using multi-stage stratified sampling, and 10 to 20 teachers were randomly selected for each school. The collected data was analyzed using hierarchical linear modeling. There are three major findings. First, gender, lifelong learning experience, learning agility, learning motivation, and positive psychological capital among the individual variables had meaningful positive effects on lifelong learning competence. Second, knowledge sharing among the organizational variables had meaningful influence on lifelong learning competence. Finally, interactions between gender and knowledge sharing and between learning motivation and learning organization culture had statistically meaningful effects.
Investigation of Early Literacy Skills in Preschool Children with Deaf and Hard of Hearing
Author: Pistav-Akmese, Pelin
Date: 2019-12-00
Type: Journal Articles
Subjects: Emergent Literacy,Preschool Children,Deafness,Hearing Impairments,Assistive Technology,Preschool Education,Special Education,Vocabulary,Expressive Language,Receptive Language,Naming,Knowledge Level,Phonological Awareness,Syllables,Rhyme,Phonemic Awareness,Sentences,Listening Comprehension,Foreign Countries

In this study, it is aimed to compare the early literacy skills of children with cochlear implants with 60-72 months of preschool and/or special education to the results of children with normal hearing. For this purpose, the following questions were sought. In this study, &quot;Demographic Form&quot; containing the general information of volunteer families and children was included in the study and Early Literacy Test-EROT was applied to evaluate the early literacy skills of children. As a result, word knowledge between two groups, receptive and expressive language, general naming, knowledge of function scores were statistically different; in the phonological awareness sub-tests, the difference between separating the word into syllable, combining syllables, eliminating the first sound of words results with cochlear implants were statistically significant between two groups. However, there was no statistically significant difference between groups in terms of rhyme awareness, matching the first sound of words, matching the last sound of words, separating the sentence into words, eliminating the last voice of words and total phonological awareness scores; moreover, it was found that CI users had lower scores in the knowledge of letter, listening comprehension subtests and EROT total scores, and the difference between the groups was significant.
The Impact of Metacognitive Mediation on 12-Year-Old Students&apos; Self-Efficacy Beliefs for Performing Complex Tasks
Author: Colognesi, Stéphane
Date: 2019-12-00
Type: Journal Articles
Subjects: Metacognition,Preadolescents,Self Efficacy,Beliefs,Difficulty Level,Secondary School Students,Prompting,Mastery Learning,Peer Relationship,Teacher Student Relationship,Foreign Countries

The goal of this study is to identify the links between metacognitive mediation and students' self-efficacy belief for the performance of complex tasks. We worked for three weeks with six human sciences classes of secondary 1 students who all performed the same tasks. In two classes, metacognition was initiated by the teacher, in two others, activation of metacognition occurred between peers and in the remaining two, there was no metacognitive mediation. Our goal is to compare the three conditions in terms of changes in students' self-efficacy belief through a pretest-posttest comparison among the 85 students who took part in the study. In addition, we interviewed four students in each condition where metacognition was used. The quantitative results showed that self-efficacy improved in classes where metacognition was introduced, which was not the case in the classes where students did not receive any metacognitive prompting. In addition, the comparison of classes &quot;with metacognition&quot; showed that regardless of the agent (the teacher or peers), prompting of metacognition led to improvement in aspects related to active mastery experiences and psychological states of self-efficacy. The difference between these two conditions lay in the strategies available to students to succeed in the tasks.