ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposed Standards for Assessing Language Skills of Adolescent Students
Author: Lagos-Luciano, Juan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Skills,Adolescents,Verbal Ability,Nonverbal Ability,Paralinguistics,Age Differences,Gender Differences,Secondary School Students,Test Validity,Test Reliability,Test Construction

The aim of the study was to validate an instrument and propose standards to measure the language skills of school adolescents. 2270 adolescents (1134 males and 1136 females) in the region of Maule (Chile) was studied. The age range is between 10 to 18 years. The validated instrument has three categories (verbal, paralinguistic and non-verbal) and a total of 26 items. The instrument showed to be valid after the exploratory analysis and Cronbach [alpha] (0.86 to 0.88) showed highly reliable values. The LMS method to develop percentiles, let p10, p50 and p90 calculated by age and sex. The instrument measures developed language skills valid and reliable also adopted cutoffs allow diagnose and adolescents by age and sex. These results suggest the use and application of the instrument as an everyday tool in social, cultural and educational contexts.
Challenge-Oriented Behavior Types: A New Explanation
Author: Çalikoglu, Burcu Seher
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Grade 7,Student Behavior,Difficulty Level,Performance,Grade 5,Student Characteristics,Parent Background,Educational Attainment,Employment Level,Family Structure,Experience,Self Concept,Academic Achievement,Age Differences

The purpose of this study is to broaden theoretical meaning of challenge and attain a place for its practical use in schools. Based on the purpose, a theoretical construct was developed to explain four types of challenge-oriented behavior: (a) creators, (b) choosers, (c) maintainers and (d) avoiders. 634 fifth-, sixth- and seventh-grade students in Istanbul, Turkey, participated in the study. The Challenge-Oriented Behavior Scale and the Challenge-Performance Test were the main instruments. The Challenge-Oriented Behavior Scale scores were subjected to non-hierarchical cluster analyses, which revealed four profiles. To gain ecological validity of the current understanding, an alternative method, reverse-action strategy was developed. The aim was to explain how actual student performance is defined by self-perceived challenge-orientation type. To this respect, the Challenge-Performance Test scores and other factors were examined using path analysis. The findings suggest that demonstrated performance in pursuing challenges arise from past experience, academic achievement, self-perceived challenge-orientation type and age.
Exploring the Factors Associated with the School Dropout
Author: Boyaci, Adnan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Dropouts,Dropout Characteristics,Predictor Variables,Socioeconomic Background,Age Groups,Age Differences,Gender Differences,Marital Status,Employment Level,Independent Living,Place of Residence,Geographic Regions,Economic Factors,Low Achievement,Intervention

The aim of this study is to critically examine the sociodemographic and individual factors leading to school dropout. The study uses the Family Structure Survey (FSS) data collected in 2016 from 35.475 household members 15+ years old, by Turkish Statistical Institute (TurkStat). Appropriate variables, gender, marital status, age, work status, living away from mother, living away from father, and the residential area were chosen as the predictor variables of the odds of dropout behavior in any level of education for specific age groups. According to the binary logistic regression, being married, working in a job, living in a village or county and living away from father or in a separated family are the major sociodemographic problems leading dropout. Besides, economic issues and low achievement is the major reasons to dropout according to the participants' views by descriptive statistical analyses. In this regard, taking comprehensive actions to minimize the effect of these factors with a broad cooperation and collaboration of the national, local and institutional authorities is suggested and the need for more studies specifically designed for rural and urban areas is emphasized.
Investigation of Decision-Making Skills of Fourth Grade Students According to Student and Teacher Opinions
Author: Sever, Isiner
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making Skills,Elementary School Students,Grade 4,Skill Development,Teaching Methods,Elementary School Curriculum,Family Environment,Measures (Individuals),Scores

Studies focus on the importance of developing decision-making skills, which are among thinking skills, at early ages and highlight that these skills, if not developed at early ages, lead to some problems at the later stages of individuals' lives. Curricula on the level of primary school in Turkey, based on their visions, aim to train individuals with decision-making skills. In reaching this objective, it is important to determine what type of problems are experienced in the process, to what extent objectives can be reached and what the factors that affect the process are. With this mixed method study, it was aimed to examine the problems experienced in and the existing situation of development of decision-making skills. The design of the study was adopted as the convergent parallel design. The participants of the study consisted of 9 teachers who served as 4th grade teachers and 543 4th grade students from different socioeconomic levels. As the data collection instruments, the study utilized a &quot;Student Personal Information Form&quot;, the &quot;Decision-Making Skills Scale&quot;, &quot;Decision Rules Implementation Test&quot;, &quot;Choices and Outcomes Activity&quot; and semi-structured interviews developed by the researcher. The results of the study showed that the teachers needed information and guidance in terms of teaching decision-making, they experienced problems related to the curricula and families in the process, and approximately half of the students had difficulties in terms of defining-expressing decision-related problems. Additionally, in teaching decision-making, problems based on the teacher, the curricula and the families were experienced, and these problems had negative effects on the development of the decision-making skills of the students.
&quot;A Physical Education Teacher Is Like…&quot;: Examining Turkish Students&apos; Perceptions of Physical Education Teachers through Metaphor Analysis
Author: Sözen, Hasan
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Student Attitudes,Middle School Students,Figurative Language,Freehand Drawing,Teacher Characteristics

The aim of this study was to determine middle school students' perceptions of physical education teachers (PETs) through metaphors and drawings. This was a qualitative study in which phenomenology and purposeful sampling were used. The study sample consisted of 200 middle school students in Ordu/Turkey in the 2017-2018 and 2018-2019 academic years. For data collection, participants were asked to fill in the blanks in the statement &quot;The PET is like______ because ______&quot; and to draw a picture reflecting their perceptions of physical education teachers. Data were analyzed using content analysis. The steps of data analysis were naming, elimination, categorization, establishing validity and reliability, calculating the frequencies of metaphors and interpreting the drawings. Expert opinion was also used in the elimination and categorization steps. Participants' metaphors and drawings were grouped under 20 and 13 categories, respectively. Participants mostly generated metaphors under the categories of &quot;PET as an athletic and physical force&quot; (16%), &quot;PET as a good person&quot; (12.5%) and &quot;PET as a guide&quot; (9.5%). Participants mostly drew pictures under the categories of &quot;PET as an athletic and physical force&quot; (18.5%), &quot;PET as a helpful person&quot; (12.5%) and &quot;PET as a good person&quot; (11.5%). Participants' perceptions of PETs did not differ by variables considered.
The Effect of Argumentation-Based Social Studies Teaching on Academic Achievement, Attitude and Critical Thinking Tendencies of Students
Author: Yilmaz-Özcan, Nazile
Date: 2019-12-00
Type: Journal Articles
Subjects: Persuasive Discourse,Social Studies,Teaching Methods,Academic Achievement,Student Attitudes,Critical Thinking,Grade 4,Elementary School Students,Foreign Countries,Program Effectiveness

Argumentation-based learning is important for individuals to gain a place in social life, to adapt themselves to social life, to solve the problems they encounter and to use critical and scientific approaches. At this point, it is considered that students should be supported to solve problems efficiently, to establish a cause-effect relationship and to research the scientific background of a problem by implementing argumentation-based learning in social studies course. Therefore, the aim of this research was determined as to reveal the effect of argumentation-based learning in the fourth-grade social studies course on the academic achievement, attitude and critical thinking tendencies of students. The study group of the research consisted of 51 fourth-grade students. This research included the embedded design from the mixed method designs. In the research, subject area achievement test, attitude towards the social studies course scale and UF/EMI Critical Thinking Tendency Scale and six activities that were developed in accordance with the argumentation-based learning approach were used as data collection tools. As a result of the research, it was determined that in social studies course with implementation of argumentation-based learning, the levels and qualities of the arguments that were developed by the students showed an increase throughout the research. Furthermore, it was concluded that with argumentation-based learning in social studies courses, positive developments were observed for academic achievement, attitude towards the social studies course and critical thinking tendencies of students.
The Art of Community...What Principles and Practices Do RTLB Need to Develop an Effective Community of Practice?
Author: Soljan, Ivanka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resource Teachers,Communities of Practice,Program Effectiveness,Teacher Effectiveness,Teacher Attitudes,Theory Practice Relationship,Professional Autonomy,Cultural Awareness,Culturally Relevant Education

Communities of Practice (COP) have been used in schools and other educational institutions as a way of growing knowledge and managing change. This article centres on one professional inquiry with a group of Resource Teachers: Learning and Behaviour (RTLB) and using a strengths-based approach, explores the elements that increased the effectiveness of COP. Through semi-structured interviews, the participants discussed the elements of COP they had previously found to be effective and what had made them so. These conversations with RTLB highlighted that having a shared understanding across all stakeholders regarding the definition, purpose and intent of their COP was important to ensure their usefulness. Autonomy, flexibility, engagement of both the head and the heart, focusing on work, whakawhanaungatanga and ako were also found to be key components in ensuring the smooth running and effectiveness of the COP.
The Child and Youth Profile: A Toolkit to Facilitate Cross-Disciplinary Educational Planning
Author: McLaughlin, Tara Way
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Planning,Guides,Interdisciplinary Approach,Foreign Countries,Classification,Students with Disabilities,Student Evaluation,Pilot Projects,Special Schools,Urban Areas,Children,Adolescents,Young Adults,Profiles,Cultural Background,Student Placement,Special Needs Students,Educational Environment,Faculty Development,Teacher Attitudes,Evaluation Methods,Barriers,Educational Cooperation,Teamwork,Teacher Collaboration

Collaboration is an essential component of optimal educational planning. In order to collaborate effectively, it is important that information from all of those involved with the learner is used to develop a multi-dimensional understanding of the child/youth. Yet the identification, sharing and collating of this key information can be a difficult process due to lack of time, a focus on specialist jargon, and lack of tools or expertise. In this article, we introduce a toolkit, called the New Zealand Child and Youth Profile, to assist educational teams to discuss key aspects of children's functional experiences and abilities to inform educational planning. The toolkit is inspired by the International Classification of Functioning, Disability, and Health for Children and Youth (ICFCY) but contextualised for New Zealand. The toolkit has recently been piloted and revised based on user feedback and is available for teams interested in using it to facilitate cross-disciplinary educational planning.
Curriculum as a Vehicle for Agency in Gifted Learners
Author: Willcocks, Madelaine Armstrong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Student Empowerment,Skill Development,Student Development,Curriculum,Self Efficacy,Self Control,Personal Autonomy,Peer Relationship,Teacher Student Relationship,Gifted Education

Student agency is a hot topic in education in New Zealand at the moment. Future-focused learning and innovative learning environments seem to focus on student agency, but what does 'agency' actually mean? What does it look like for gifted students? And how do teachers to develop it in their students? In response to these questions, this position paper reviews the concept of student agency from an empirical base, asserts that curricula can be used to develop and support student agency, then looks at one example of a specialist curriculum for gifted learners that intentionally supports student agency.
Fetal Alcohol Spectrum Disorder Diagnosis and Schooling: A Tale of Two Boys and Differing Discourses
Author: Jongens, Tracey
Date: 2017-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Males,At Risk Persons,Adolescents,High School Students,Foreign Countries,Student Experience,Teacher Attitudes,Rural Areas,Students with Disabilities,Educational Quality,Student Needs

Fetal Alcohol Spectrum Disorder (FASD) is the term to describe the range of adverse effects that can occur when a fetus is exposed to alcohol. At present in New Zealand there are no definitive statistics on the extent of FASD as a prevalence study has not been undertaken. However, as reported in the New Zealand Fetal Alcohol Spectrum Disorder Working Party Report (2016), at least one in two pregnancies are exposed to alcohol, with 10 per cent of these being exposed to high-risk levels. The life-long difficulties that people with FASD experience are becoming clearer as more is learnt about FASD and its effects. This paper describes the recent experience of two Year 11 teens attending different schools in New Zealand. The aim is to highlight the diversity of experience each had, due to the differing approach their school took towards them and their diagnosis of FASD.
Supporting Inclusion for All; Especially for Students Vulnerable Due to Their Economic Circumstances: Introducing Manuaute o Te Huia
Author: Stone, Mike
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,At Risk Students,Low Income Students,Equal Education,Cultural Relevance,Poverty,Social Bias,Stereotypes,Pacific Islanders,Indigenous Populations,Teacher Competencies,Rural Schools,Barriers,Program Effectiveness,Intervention

In recent years, New Zealand schools have been challenged to cater for increasing numbers of students in material hardship without comprehensive support. New Zealand once led the world in putting equity at the centre of education policy and practice, this is no longer the case. Recent Organisation for Economic Cooperation and Development (OECD) findings reveal that modern, high-performing education systems balance excellence with equity. Programmes in North America and Australasia such as Bridges Out of Poverty and others are growing in popularity although featuring an underlying deficit ideology. &quot;Te Manuaute o Te Huia&quot;, supported by local kaumatua, is applied here in one school to support learning conversations to achieve inclusion, particularly for economically-vulnerable students. This article examines how one school, the RTLB service and its community leaders, including Ma¯ori advisors, used a shared understanding of 'equity literacy' in an education setting and the appreciative inquiry process to enhance learning opportunities for all students and especially those from low socioeconomic backgrounds. It also outlines how a New Zealand version of an equity literate framework and a strengths-based process, used with key community input, can generate additional support to create and sustain ongoing success, especially for those students vulnerable due to their socio-economic circumstances.
Teachers&apos; Perspectives on Classroom Management: Confidence, Strategies and Professional Development
Author: Quinn, Lynette
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Faculty Development,Teacher Attitudes,Preservice Teacher Education,Inservice Teacher Education,Student Behavior,Elementary School Teachers,Foreign Countries,Student Attitudes,Self Efficacy,Educational Strategies

The issue of behaviour management is one that is consistently reported as a concern facing teachers in today's classrooms. This study, which surveyed 110 teachers of Year 1 to Year 4 students, examined the behaviour management training teacher respondents had received both pre-service and inservice, as well as the behaviour management strategies they perceived as useful. The results of this survey indicate a requirement for a comprehensive classroom behaviour management programme to be utilised (particularly for teacher trainees). This type of training can assist in ensuring that positive reinforcing skills and strategies are enabled to provide the best-possible learning environment for students and teachers alike.
Practice Leader Role in Developing Resource Teachers: Learning and Behaviour Professional Identity through Induction
Author: Arnold, Joanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Identity,Special Education Teachers,Beginning Teacher Induction,Foreign Countries,Trust (Psychology),Guides,Teacher Attitudes,Faculty Development,Communities of Practice,Mentors,Teacher Collaboration,Cultural Context,Teacher Administrator Relationship,Prior Learning,Feedback (Response),Graduate Study,Meetings

This research paper centres on a professional inquiry across Resource Teachers: Learning and Behaviour (RTLB) clusters within New Zealand that explored the role induction played in the ongoing development of new RTLB's professional identity. A review of the literature was timely as although the RTLB service has the RTLB Toolkit, induction practices vary across the country. There is no 'set' framework that all RTLB use, and evolvement of professional identity is not mentioned within the RTLB Toolkit. Through anonymous online surveys to both new RTLB to the service in the last three years, and Practice Leaders (PLs), participants shared key factors they believed supported the development of their professional identity through their induction framework. The research results highlighted six key components of an effective induction process that could foster professional identity growth. They were consistency of induction, clarity and understanding around what is professional identity, developing and maintaining trusting relationships, the importance of ako, Communities of Practice (COP) and the impact of RTLB training on professional identity.
Differentiation in the Secondary School Classroom
Author: Tapper, Nicholas
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Equal Education,Geography Instruction,Student Diversity,Foreign Countries,Mentors,Student Needs,Place Based Education,Secondary School Teachers,Pacific Islanders,English (Second Language),Socioeconomic Background,Student Teachers

Before graduating from my year as a student in an initial teacher education programme, I am tasked with demonstrating my ability to show how I am able to achieve equitable outcomes for 'priority student groups'. My success or failure in this hinges on a number of factors. Arguably, the most important factor is the quality of practice I observe during this time. In this paper, I describe my experience in a secondary geography classroom where my teacher mentor places the learners at the forefront of her professional decisions. I highlight differentiated learning as it is applied to a diverse group of students. The effective use of teacher resources to support differentiated learning are identified and the influence of the opportunity to see this practice is discussed.
Moving Experiences: Reframing and Reclaiming Physical Education in New Zealand Primary Schools
Author: Jackson, Graeme
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Educational Change,Elementary School Students,Teaching Methods,Educational Experience,Teacher Education Programs,Foreign Countries,Teacher Attitudes,Preservice Teachers,Creativity,Physical Fitness,Correlation,Literacy,Theory Practice Relationship

Physical education (PE) is often perceived as a learning area of lesser importance than others, for instance literacy and numeracy. Arguments for raising its status and gaining a greater share in the school day founder on uncertainty as to just what is educational about it, and on the view that really it is no more than skill acquisition and improving fitness with a few games thrown in. The majority of teachers tasked with teaching it in New Zealand primary schools may have had very little or no specialist preparation in PE theory and pedagogy. It is increasingly being left to outside providers to step into the breech. This paper outlines a way of reframing PE that widens its scope and potential for learning, makes PE teaching much more accessible to teachers who do not see themselves as experts in this area, and may enable teachers of all levels and expertise to explore and enrich the PE experience of their students. This approach is summarised as going &quot;beyond skills&quot; and &quot;fitness.&quot; It is unpacked and located in relation to existing pedagogical approaches before recounting how it was enacted with several cohorts of initial teacher education students in a New Zealand university. Readers may find useful the table of PE activities and how they can be invigorated within creative and diverse contexts. This is a practice paper, and is designed to appeal to the demand of busy teachers for examples of the theory in action. But it is also a call for teachers to reflect on those practices, and in particular the implications of large scale abdication of teaching to non-professionals.