ethanporcaro/eric-fulltext-meta huggingface dataset:
Clinical Work with Clients Who Self-Injure: A Descriptive Study
Author: Giordano, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Destructive Behavior,Counselor Client Relationship,Counselor Attitudes,Addictive Behavior,Counselor Training,Individual Characteristics,Counselor Characteristics,Clinical Diagnosis,Computer Use,Internet,Competence,Incidence,Self Efficacy,Whites,Females,Adolescents

Nonsuicidal self-injury (NSSI) is a common clinical concern. We surveyed a national sample of 94 licensed clinicians to better understand their work with clients who self-injure. Our data revealed that over the past year, 95.7% (n = 90) of the sample reported working with at least one client who self-injured. Thirty-six clinicians (38%) reported that most or all of their clients who self-injured were adolescents, 61 (64.9%) reported that most or all clients who self-injured were female, and 43 (45.7%) reported that most or all clients who self-injured engaged in cutting as the primary NSSI method. About 35% (n = 33) of the clinicians in our sample indicated they have never asked clients who self-injured about their online activity related to NSSI. The majority of our participants (n = 78; 83%) supported the notion that NSSI could be an addictive behavior for some clients and less than half (n = 42; 44.7%) received NSSI training in their graduate coursework.
English Language Teachers&apos; Oral Corrective Preferences and Practices across Proficiency Groups
Author: Sepehrinia, Sajjad
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Oral Language,Language Teachers,Teacher Attitudes,Error Correction,Teaching Methods,Teacher Student Relationship,Language Proficiency,Teacher Education Programs,Cognitive Processes,Affective Behavior,Role,Teaching Experience,Emotional Response,Feedback (Response),Foreign Countries

Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students' proficiency levels in five English language teachers' corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.
Examining the Processes of High School Students to Do Proof without Words
Author: Polat, Kubra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Mathematics,Mathematical Logic,Mathematics Skills,Problem Solving,Mathematics Instruction,Mathematics Activities,Class Activities,Equations (Mathematics)

There are opinions about approaching the proof in mathematics education need to change as providing students to understand the mathematical proof rather than developing formal mathematical proof skills. In this context, proofs without words described as informal proofs can be used in proof teaching. The purpose of this study was to investigate the processes of high school students to do proofs without words. This study was designed as the case study a high school in Turkey. Consequently, activities of proof without words that allow the student to take an active role in the proof process can be presented as an alternative method in proof teaching and the proof without words can be used for teaching students the stages of proof process. It is necessary for teachers to be aware of the proof process stages and guide the students.
Multiple Intelligences Profiles in Prospective Teachers
Author: Erdem, Devrim
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Profiles,Multiple Intelligences,Student Development,Foreign Countries,Gender Differences,Individual Differences

The teaching profession in the 21 Century not only requires a rich variety of competences but also necessitates a remarkable capacity for adaptability to changes. Training programs for teachers have increasingly incorporated a focus on the personal growth and improvements of teachers. This growth involves acquiring considerable insight into a range of their physical, cognitive and affective characteristics. In an attempt to contribute to the literature on teachers? characteristics, the current work intended to examine multiple intelligence profiles of a sample of pre-service teachers and compare their scores with respect to their gender, field of study and year of college. The participants of the current correlational study were 346 pre-service teachers in Turkey. Findings showed pre-service teachers? weakest areas were in the musical-rhythmic and verbal/linguistic domains. Significant differences were revealed in several domains of multiple intelligence according to gender, departments and year of college.
CLIL and Comprehensive Sexual Education: A Case of Innovation from Argentina
Author: Banegas, Darío Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Course Content,Teaching Methods,Sex Education,Secondary School Students,Learning Activities,Outcomes of Education

Social issues are believed to enrich English language teaching with meaningful topics. In this article we describe and reflect on an innovative practice which combined content and language integrated learning with comprehensive sexual education at a state secondary school in Argentina. By law, comprehensive sexual education must be included across the Argentinian curriculum and English language learning cannot be the exception. Therefore, we designed and implemented a collaborative-driven innovation that allowed learners to learn English and comprehensive sexual education with a focus on authentic materials, purposes, and tasks. The innovation was developed over a month and it involved learners delivering presentations on comprehensive sexual education topics. Reflections on the effect of the innovation and possible future directions are included.
Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers
Author: Velandia, Deissy Angélica
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Self Efficacy,Human Capital,Epistemology,French,Linguistics,Foreign Countries,Tutors,Teacher Attitudes,Student Attitudes,Program Evaluation,Quality Assurance,Self Evaluation (Individuals),Pilot Projects

This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the bed in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.
Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies
Author: Taylor, Jonte' C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Students with Disabilities,Developmental Disabilities,Intellectual Disability,Science Achievement,Access to Education,Equal Education,Elementary Secondary Education,Student Characteristics,Effect Size,Intellectual Disciplines,Course Content

Broad scientific concepts are vital to individual wellbeing as a function of daily living skills. Science connects how individuals interact with the environment and how they interpret those interactions (Browder et al, 2007). According to the National Assessment of Education Progress, students with disabilities score significantly lower than students without IEPs on standardized science achievement assessments (National Center of Education Statistics, 2015). In addition, students with intellectual and developmental disabilities (IDD) are likely to be left out of opportunities to learn science content regardless of educational setting. The current study examines and analyzes published single-case research (SCR) on science and science-related achievement for students with IDD through Tau-U effect size analysis and rigor evaluation. Implications for research and teaching are discussed.
Media Circles: Lively, Learner-Led Lessons
Author: Brazenas, Adam
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Activities,Audiovisual Aids,English (Second Language),Second Language Learning,Foreign Countries,Cooperative Learning,Discussion Groups,Group Dynamics,Student Evaluation

This article gives suggestions for applying the concept of literature circles to audiovisual media rather than to literary works as a way to support learner autonomy and interaction with the target language.
Counselors&apos; Perceptions of Ethical Considerations for Integrating Neuroscience with Counseling
Author: Luke, Chad
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,Ethics,Neurosciences,Counseling Techniques,Counselor Educators,Counselors,Counselor Training,Graduate Students,Professional Identity,Counselor Client Relationship

As with many advancements in science and technology, ethical standards regarding practice often follow innovation. The integration of neuroscience with counseling is no exception, as scholars are just beginning to identify important ethical concerns related to this shift in the profession. Results of an inductive thematic analysis exploring the perspectives of 312 participants regarding the ethics of integrating neuroscience with counseling are presented. This study is the first of its kind to explore mental health counselors', counselors-in-training's, and counselor educators' perceptions of neuroscience integration. The researchers identified a continuum of concern ranging from no concerns to grave concerns. In addition, they identified four specific ethical quandaries: a) neuroscience does not align with our counselor identity, b) neuroscience is outside the scope of counseling practice, c) challenges with neuroscience and the nature of neuroscience research, and d) potential for harm to clients. Implications include four key considerations for counselors prior to proceeding with integrating neuroscience into practice.
Enhancing the Critical Thinking Skills of Grade 8 Chemistry Students Using an Inquiry and Reflection Teaching Method
Author: Farah, Nathalie
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Grade 8,Chemistry,Science Instruction,Active Learning,Inquiry,Reflection,Metacognition,Science Process Skills,Foreign Countries,Private Schools,Instructional Effectiveness,Persuasive Discourse,Data Interpretation,Middle School Students,Teaching Methods,Laboratory Experiments

In contrast to traditional science instruction, which encourages students to memorize facts from textbooks, today's science instruction emphasizes the adoption of scientific process skills by students, as well as the teaching of critical thinking skills. Lebanese Chemistry teachers detected lack in middle school and high school students' critical thinking skills, such as analyzing data, interpreting experiments' results and arguing. Consequently, we elaborated the Inquiry and Reflection teaching method (I&amp;R) based on White and Fredericsen's method (1998) and implemented it for three months to grade 8 chemistry students, in one Lebanese private school. Then we compared the control and experimental group students' scores on the Critical Thinking Test and the final exam. Findings showed that the experimental group students improved their critical thinking skills significantly, while the control group students' critical thinking remained the same.
Environmental Education and Perception about the Environment by High School Students and Teachers
Author: Pinto, Vinicius Ferreira
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,High School Students,Student Attitudes,High School Teachers,Teacher Attitudes,Foreign Countries,Natural Resources,Ecology,Interdisciplinary Approach,Knowledge Level,Mass Media Effects

The philosophies and epistemologies that guide the environmental thought of a certain educational community influences its actions in favor of the environment, including the absences of these actions, thus the political-pedagogical propositions that guide the environmental education actions are also strongly affected. In this context, the actions in environmental education in the town of Presidente Kennedy (Brazil) are analyzed as well as the perceptions/actions regarding environment, considering specifically the high school students of the town. The analysis will occur from semi structured interviews with two important professionals that act in the field and also from a questionnaire with open-ended questions applied to a group of second year students. The data were analyzed from Bardin (2010) content analysis. The project indicates that the way of thinking the environment, represented by conservatism, and the traditional perspective of environmental education maintain the actions and can contribute to the maintenance of indifference to the theme that addresses what is broadcasted by the media in a superficial, uncritical and little contextualized way.
A Potential for Interest Driven Learning to Enhance the Inquiry Based Learning Process
Author: Dolenc, Nathan R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Student Interests,Preservice Teachers,Elementary School Teachers,Science Instruction,Grade 2,Student Attitudes,Career Choice,Scientific Attitudes,Science Projects

Interest driven learning has the potential to enhance the inquiry based learning process by contextualizing curriculum as students investigate scientific questions, collecting and analyzing data, and construct reasonable conclusions relative to their interests. This paper presents a project and its findings that involved preservice elementary teachers developing science lessons from student career interest information gathered from a class of second graders. How might interest driven learning enhance preservice elementary teachers' ability to teach science through inquiry based learning? How might interest driven learning influence elementary students' perception of science in their future careers? The preservice teachers reported positive attitudes toward teaching science while connecting student career interests with science content. The project also reported having a positive impact on the second graders' perceptions of science associated with their chosen careers.
Approaches for Conducting Middle School Science Fairs: A Landscape Study
Author: Kook, Janna F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Fairs,Student Experience,Middle School Students,Learner Engagement,Teacher Role,Institutional Characteristics,Differences,Equal Education,Instructional Effectiveness,Active Learning,Inquiry,Middle School Teachers

Although science fairs have been an institution of science education for decades in schools across the United States, little is understood about how students' science fair experiences vary and how these variations relate to student learning. Research on this topic is particularly imperative as new science standards increase emphasis on the teaching of science and engineering practices. Science fairs represent a potential opportunity to engage students in these practices, but may not be effective in supporting the learning of all students. As a first step in a programmatic research agenda, this study employs a nationally representative survey of middle schools to describe the most commonly conducted, broad approaches to middle school science fairs. Using a framework based on teacher support for inquiry, three types of science fairs emerged: mandatory fairs with high levels of teacher support for students' project work, mandatory fairs with low levels of teacher support, and voluntary fairs. Mandatory fairs with limited teacher support were more common in schools with a high proportion of African American students and high poverty, but were also more likely to emphasize goals related to learning. Implications for the effectiveness and equity of science fairs are discussed.
Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles
Author: Aydin Ceran, Sema
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Process Skills,Test Format,Cognitive Style,Measures (Individuals),Grade 7,Middle School Students,Multiple Choice Tests,Performance Based Assessment,Individual Differences,Public Schools,Comparative Testing,Foreign Countries

Considering that each student has a different cognitive structure, in addition to providing students with the perspective of a scientist, evaluating this acquisition; it is an important dimension of science education in the context of measurement and evaluation. In this context, the scientific process skills (SPS) of the students with different cognitive styles were examined and it was aimed to interpret the SPS measured in different test format according to cognitive styles. The study was a causal comparison and the study group consisted of 40 students at the seventh-grade level. Cognitive styles of the students were determined by using Group Embedded Figures Test. Open-ended, performance-based and multiple-choice tests were used to evaluate the scientific process skills. Criteria scales were used in the evaluation of open-ended and performance based SPS tests. The data were analyzed by MANOVA method which is a multivariate analysis of variance. Findings indicated that students with field independent cognitive style are more successful in multiple choice SPS test. However, it was concluded that there was no significant difference between mean scores of students in the field-dependent and field-independent cognitive style in both open-ended and performance-based SPS tests. Within the scope of the research, possible factors causing this result such as the difference of students' cognitive style tendencies, the test format used to measure scientific process skills, or the structure of the measured scientific process skills were discussed.
Comparative Analysis of the Textual Resources in Academic Texts in Philippine and American Englishes from Systemic Functional Linguistic Perspective
Author: Hernandez, Hjalmar Punla
Date: 2020-06-00
Type: Journal Articles
Subjects: Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,Language Teachers,Barriers,Academic Language,Writing Instruction,North American English,Contrastive Linguistics,Foreign Countries,Connected Discourse

Due to the rise of World Englishes, one of the principal challenges of teachers of English today is to keep paced with language variation (Crystal, 2013). Such variation influences their choices on the variety of English in instructional texts that they use in teaching ESL/EFL academic writing. Grounded in Systemic Functional Linguistics, this study compared the textual resources in academic texts in Philippine English vis-à-vis that of American English. Results showed that academic texts in the two English varieties contain textual resources: theme and rheme, nominalization, and cohesion. Each of these aspects of textual metafunction is discussed in the paper. It can be concluded that PhE texts written by Filipinos are at par with the quality of AmE texts produced by Americans. Pedagogical implications are underscored in the conclusion of the study.
English as an International Language: Reconstructing EFL Teachers&apos; Cultural Awareness and Perception of Teaching Culture
Author: Estaji, Masoomeh
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Cultural Awareness,Teacher Attitudes,Workshops,Faculty Development,Teaching Methods,Direct Instruction

The spread of English all around the world has raised the need for English instructors to be aware of the new trends of English as an International Language (EIL) in order to enable their students to communicate internationally. In this Qualitative study, which aimed to examine the cultural awareness of EFL teachers with regard to EIL, 16 Iranian EFL teachers were selected. To collect data, a semi-structured interview was conducted to investigate the teachers' perception of EIL and teaching culture at the outset of the study. Afterward, some intensive workshops were held and after two weeks, the semi-structured interview was conducted again to explore the extent to which the teachers' perceptions have undergone changes. The results of the first interview indicated that the teachers' instructions were mostly in tune with traditional approaches in ELT and the emphasis was on teaching the target culture. The participants were found highly familiar with the concept of EIL; however, the relevance of EIL to ELT in Iran was denied by the participants. After the workshops, the vast majority of the teachers highlighted the instruction of varieties of culture instead of merely the target culture.
Teaching Children Road Safety Using a Simulated Environment
Author: Purcell, Catherine
Date: 2020-06-00
Type: Journal Articles
Subjects: Safety Education,Child Safety,Traffic Safety,Foreign Countries,Simulated Environment,Computer Simulation,Teaching Methods,Young Children,Elementary School Students,Educational Technology,Technology Uses in Education,Program Effectiveness,Educational Games

The importance of road safety education is widely acknowledged; however, there is a lack of consistency in road safety interventions currently being used in UK schools. Furthermore, the majority of road safety educational programmes use knowledge-based methods, which do not necessarily translate to improved behaviour in real traffic environments. The use of virtual reality is starting to emerge as a viable option, as it allows for repeated risk-free practice. This study aimed to test the efficacy and playability of a virtual reality road crossing iPad-based game with children aged 7-9 years. A total of 137 children from primary school years 3 and 4 completed the study. The game comprised ten levels increasing in complexity. Participants navigated to a target using a magic portal into the virtual world (the iPad position matching the direction of travel). Remote, anonymous in-game data were collected and the results suggested that performance was significantly better on their final attempt as compared to their first attempt, regardless of age and gender. Overall, the results suggest that the iPad-based game allowed the children to practice road crossing in an immersive environment, without risk and could provide a useful, evidence-based addition to current road safety education in UK schools.