ethanporcaro/eric-fulltext-meta huggingface dataset:
Barriers to Including Children with Disabilities in Egyptian Schools
Author: Hassanein, Elsayed Elshabrawi A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Students with Disabilities,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Educational Environment,Interpersonal Relationship,Teacher Education

This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that ''barriers to inclusion'' is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.
Employability and Inclusion of Non-Traditional University Students: Limitations and Challenges
Author: Rodríguez, María Aurora Tenorio
Date: 2021-00-00
Type: Journal Articles
Subjects: Employment Potential,Inclusion,Nontraditional Students,College Students,Student Attitudes,Teacher Attitudes,Employer Attitudes,Job Skills,Skill Development,Competency Based Education,Neoliberalism,Labor Market,Democratic Values,Institutional Mission,Public Colleges,Barriers,Foreign Countries

In recent decades employability has become more visible and is part of the agenda of European universities, leading to a closer link between higher education and the labour market. In this context, the objectives of this study are: to analyse the approach to employability developed by the university; to find out the influence of employability policies on non-traditional students; and the alignment of the development of employability with the democratic mission of the university. Qualitative research has been carried out at one public university in Southern Spain, based on 40 in-depth interviews, undertaken with non-traditional students and graduates, employers, and university staff. The main results obtained are: the employability approach is based on the acquisition of key skills, in the framework of neoliberal policies; the opportunities offered to students to improve their employability are unevenly distributed and, therefore, scarcely available to underrepresented students; and the market-oriented concept of employability damages non-traditional students. The development of the democratic and inclusive role to be developed by the universities requires challenging the policies and practices on employability, that are based on neoliberal perspectives. This involves the visibility of the power relations at stake as well as the promotion of critical and reflective pedagogies, with the aim of questioning and reducing the inequalities faced by non-traditional students.
Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context
Author: Raguindin, Princess Zarla J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Inclusion,Caring,Educational Environment,Special Education Teachers,Teacher Attitudes,Private Schools,Elementary School Students,Children,Student Diversity,Students with Disabilities,Attention Deficit Hyperactivity Disorder,Autism,Pervasive Developmental Disorders,Sense of Community,Foreign Countries

Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.
&quot;It Does Not Mean That They Cannot Do Mathematics&quot;: Beliefs about Mathematics Learning Difficulties
Author: Hamukwaya, Shemunyenge Taleiko
Date: 2021-00-00
Type: Journal Articles
Subjects: Beliefs,Attitude Change,Preservice Teachers,Mathematics Teachers,Beginning Teachers,Teacher Educators,High School Students,Grade 11,Learning Problems,Low Achievement,National Curriculum,Secondary School Mathematics,Knowledge Level,Teaching Load,Teacher Qualifications,Foreign Countries

Namibian preservice high school mathematics teachers' (N=4) and teacher educators' (N=3) beliefs about mathematics learning difficulties (MLD) were investigated to document the beliefs developed at the end of the teacher education program, the views and practices that might be emphasized in the program, and possible changes in these beliefs during the first year teaching. Preservice teachers were interviewed before they graduated from the teacher education program and during their first-year teaching. Teacher educators were interviewed once. Participants believed that the most important factor causing MLD at the high school was students' knowledge and beliefs. Teacher educators stated former unqualified teachers and preservice teachers stated curriculum and teachers' workload as other causes of MLD. Participants suggested individual support and mixed ability grouping to reduce students' MLD. The partial alignment of beliefs among the participants showed that preservice teachers might have developed some beliefs through the views and practices emphasized in the program. Preservice teachers elaborated more on MLD when they became teachers and stated similar beliefs with some stress on their MLD-related practices. Preservice teachers did not comment on how teachers' knowledge and practices might influence students' MLD in both times. Findings pointed that teacher education programs should focus on increasing preservice teachers' awareness of how their knowledge, practices and beliefs about MLD might affect students to improve their future practices. It is possible that teachers' beliefs about MLD could be related to their beliefs about the nature of mathematical knowledge and indicators of high performance in mathematics.
Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students
Author: Guberman, Raisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Lesson Plans,Underachievement,Children,Elementary School Students,Mathematics Teachers,Mathematical Concepts,Fractions,Concept Teaching,Difficulty Level,Prior Learning,Pedagogical Content Knowledge,Teaching Methods,Individualized Instruction,Teacher Expectations of Students,Instructional Effectiveness,Foreign Countries

The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested. The data were gathered in an analysis of forty-nine lesson plans that the participating teachers prepared. The data were analysed in two phases: (1) a category analysis of the plans and (2) a statistical analysis of the data obtained, via cluster analysis and ANOVA tests. The findings point to four types of teachers in terms of their mathematical knowledge: (1) those whose knowledge is faulty; (2) those who have incomplete or scanty understanding of math but know how to phrase a mathematical idea correctly; (3) those who understand mathematical content well but are not strict about correctly describing the &quot;mathematics&quot; that they teach in the lesson; and (4) those thoroughly versed in mathematics, from whose lesson plans one may infer both correct wording of the mathematical idea and consistently correct use of mathematical concepts and principles. Despite the differences in their content knowledge, teachers of all four types planned to teach their students at a procedural level while attempting to impart conceptual knowledge--most likely because they expect little of their underachieving students. Practical recommendations derived from the study are offered.
Preschool In-Service Teachers and Geometry: Attitudes, Beliefs and Knowledge
Author: Markovits, Zvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Geometry,Teacher Attitudes,Beliefs,Knowledge Level,Foreign Countries,Learner Engagement,Mathematics Activities

This study aims to explore in-service preschool teachers' attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34 different preschools and kindergartens participated in the study and responded to a questionnaire comprised of closed and open items. Regarding their attitudes and beliefs, the preschool teachers were asked about: the meaning of geometry; affinity for geometry, importance of geometry; need to use accurate mathematical language, and about their enjoyment of engaging young children in activities connected with learning geometry. As to the knowledge of shapes and solids, the preschool teachers were asked to describe or define shapes and solids, name shapes and solids and distinguish between rectangles and other shapes. The results illustrate that most of the preschool teachers like geometry or expressed a neutral position towards geometry, but some hate geometry. Most of the preschool teachers comprehend the importance of engaging in activities that relate to geometry in preschool and enjoy involving young children in activities connected with learning geometry. As to the use of accurate language, most of the preschool teachers maintain that accurate mathematical language should be applied when preschool children aged 3-6 deal with shapes and solids. Yet, only about half of them believe that it is necessary to use accurate language when the children are at an earlier age. Certain preschool teachers lack the knowledge to name shapes and solids, even those which are part the mathematics curriculum for ages 3-6. They exhibited difficulties in using accurate mathematical language when describing shapes and solids, and were influenced by the shapes' visual appearance rather than by their definitions and properties. It is recommended that preschool teachers attend further development programs so they can appropriately involve young children in activities connected to learning geometry, as required by the curriculum.
Secondary School Mathematics Teachers&apos; Instructional Practices in the Integration of Mathematics Analysis Software (MAS)
Author: Mailizar, Mailizar
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Computer Software,Technology Integration,Teacher Attitudes,Lesson Plans,Foreign Countries,Group Dynamics

This study aimed to examine mathematics teachers' integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students' knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.
Teachers&apos; Attitudes and Opinions about Design and Skill Workshops and Ranking of Workshops by Teachers
Author: Bayraktar, Aysegul
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Value Judgment,Attitude Measures,Test Validity,Test Reliability,Design,Skill Development,Workshops,Program Effectiveness,21st Century Skills,Drama,Visual Arts,Art Education,Science Education,Computer Science Education,Foreign Countries

In this study, the aim was to both develop a valid and reliable measurement tool for determining teachers' attitudes as well as to determine their opinions towards design and skill workshops (DSW). In addition, the researchers aimed to determine how teachers rank design and skill workshops based on their importance. Since an attempt was made to describe the existing situation at just one point in time, a cross-sectional survey model was used. Teachers working at schools with DSW located in the cities of Ankara and Istanbul, Turkey were chosen as participants. Criterion sampling method, which is a purposeful sampling method was used for determining the sample of this study. A total of 123 teachers working at four primary schools in Ankara as well as 99 teachers working at three secondary schools, one primary school, and two high schools in Istanbul during February 2019 participated to this current study. As a result of interviews with the teachers and members of the General Directorate of Teacher Training in the Turkish Ministry of National Education (MoNE) the scale items were written. As a result of the principal components analysis for attitude scale, a valid and reliable measurement tool with 10 items emerged after removing overlapping items. According to rankings of the various workshops' importance, the teachers were divided into two groups, including those who thought that software and science were more important and those who thought that drama and visual arts were more important.
Analysis of Students Satisfaction with Virtual Education in Medical Science University during the Pandemic Outbreak of COVID-19
Author: Osmani, Freshteh
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Educational Technology,Technology Uses in Education,Student Satisfaction,Distance Education,Blended Learning,Student Characteristics,Technological Literacy,Gender Differences,Instructional Program Divisions,College Students,Allied Health Occupations Education,Medical Education,Intellectual Disciplines,Grade Point Average

Nowadays, owning to the failure of the Traditional Educational System, the only option left is the Virtual Educational, which will change the educational system at 180 degrees. The aim of this study was to investigate and evaluate the relationship between different factors associated with the level of satisfaction amongst students of Medical Science University during the pandemic outbreak of COVID-19. This cross-sectional study was performed among students of Birjand University of Medical Sciences in 2020. They completed the questionnaire was created using a Google platform and their answers was collected online. Satisfaction towards virtual educational learning plus total evaluation scores for various dimension of questionnaire was analyzed. A total of 320 out of 2700 students participated in the study voluntarily. Students' satisfaction with blended method in teaching style was higher and significant than two separate styles (p&lt;0.05), but there was no significant relationship between satisfaction level and some demographic characteristics. Also, the majority of participants (41.7%) have a medium level of Satisfaction. There was significant relationship between the amount of computer skills, Semester and sex with overall satisfaction (p&lt;0.05). Students demonstrated a moderate satisfaction and positive attitude towards VR educational system which comprises of a &quot;Virtual Learning Room&quot; at home for both the teacher and student. To be able to implement education in medical universities in the coronavirus crisis, electronic and internet infrastructures need to be completed quickly, and officials should take steps to empower students and teachers to take advantage of this opportunity.
A Cross-Comparison Study of Reentry Intervention and Support for Engagement: Findings on Youth with Disabilities
Author: Mathur, Sarup R.
Date: 2021-05-00
Type: Journal Articles
Subjects: Disabilities,Recidivism,Intervention,Special Education,General Education,Correctional Education,Correctional Institutions,Institutionalized Persons,Delinquency,Program Effectiveness,Adolescents,Resilience (Psychology),Participation,Individual Characteristics

This article presents the findings of a 2-year-long quasi-experimental study of post-release engagement and recidivism for youth with disabilities. The effects of specialized Reentry Intervention and Support for Engagement (RISE) for youth with disabilities were compared with two other groups: (a) youth with disabilities who received traditional special education services, and (b) youth without disabilities who received traditional general education services in a juvenile correctional facility. Regardless of group, participants who were engaged in the community 30 days post-release were more likely to be engaged at 120 days and less likely to recidivate than nonengaged participants. However, compared with the two other groups, participants who received RISE services were more likely to be engaged in the community at 120 days post-release and have significantly lower rates of recidivism. We conclude our study by examining limitations, suggestions, implications for practice and policy, and future research.
Investigation of Measurement Invariance of PISA 2015 Collaborative Problem Solving Skills: Turkey, Norway and Singapore
Author: Tekin, Yusuf Taner
Date: 2021-00-00
Type: Journal Articles
Subjects: Error of Measurement,Cooperative Learning,Problem Solving,Thinking Skills,Differences,Competence,Factor Structure,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students

The purpose of this research is to examine measurement invariance of collaborative problem solving skills measured by PISA 2015 Xandar subtest for Singapore, Norway, and Turkey. The research was conducted with 2990 participants' data obtained from Turkey (1032), Norway (923), and Singapore (1035) on PISA 2015 collaborative problem solving study. In the first part of the study, exploratory factor analysis was performed to obtain the factor structure of the Xandar subtest. Then, the model data fit was checked by confirmatory factor analysis via &quot;X[superscript 2]/df&quot; (3.127), RMSEA (0.027), CFI (0.987) and TLI (0.979) values. Multi-group confirmatory factor analysis was used in invariance analyses. The findings show that the collaborative problem solving model met only configural invariance across the countries and has not met the metric, scale, and strict invariance stages. The results show that meaningful comparisons cannot be made between the countries, because the factor loadings, variances, error variances, and covariances differ among countries.
Priming the Leadership Pipeline: School Performance and Climate under an Urban School Leadership Residency Program
Author: Steele, Jennifer L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Urban Schools,Leadership Training,Educational Environment,Academic Achievement,Instructional Leadership,High Schools,Elementary Schools,Middle Schools,Charter Schools,Administrator Education,On the Job Training,Teacher Leadership,Administrators

Purpose: This study examines school climate and student achievement trends under an ambitious school leadership residency program in an urban school district. The 2-year leadership residencies were intensive, combining at least 370 hours of professional development with on-the-job training, in which aspiring school principals held either assistant-level administrative or teacher leadership roles. Research Design: Using a difference-in-differences framework with school fixed effects, we estimate the relationship between schools' cumulative exposure to program residents and measures of school climate and student performance. We measure school climate using school-by-semester teacher survey composites. Student performance is captured using school-by-year data on language arts and math scale scores, chronic absence rates, suspension rates, and graduation rates. Findings: In models that allow average time trends to vary between the state and the treatment city, an additional resident-by-year in an administrative role in high schools is linked to an additional 15% of a school-level standard deviation in math scale scores and an additional 3.6 percentage points in graduation rates, but also to an additional 10 percentage points in suspension rates. Results are sensitive to model specification, school level, and to residents' placement in administrative or teacher leader roles. Implications: Due to the contracting nature of the district, only one of 30 entering residents became a school principal within 3 years of program inception. In some models, the estimates suggest potential for aspiring leaders to effect change from nonprincipal administrative roles. Potential for teacher leadership roles is less clear.