ethanporcaro/eric-fulltext-meta huggingface dataset:
Republication of &quot;Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders&quot;
Author: Dunlap, Glen
Date: 2018-02-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Developmental Disabilities,Elementary School Students,Functional Behavioral Assessment,Student Behavior,Interviews,Correlation,Class Activities,Observation,Educational Benefits,Educational Practices,Referral,Children,Intelligence Tests,Cognitive Ability,Student Characteristics,Hypothesis Testing,Interrater Reliability

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized hypotheses regarding relationships between classroom events and the occurrence of target behaviors. Subsequently, direct manipulations (i.e., functional analyses) were conducted to test each of the hypotheses in the context of regularly-occurring classroom activities. These analyses demonstrate important influences that certain classroom variables can exert over individual student's behavior. The process and results are discussed with regard to the need for improved methods for understanding student responding, and the benefits that functional assessment can offer programs of educational and behavioral support. [This is the third in a series of three classic article reprints celebrating the rich history of impactful scholarship published in Behavioral Disorders in the 1970s, 1980s, and 1990s. For the original, &quot;Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders,&quot; see EJ470666.]
Preparing Generation Z for the Teaching Profession
Author: Carter, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Generational Differences,Teaching (Occupation),Cohort Analysis,Student Characteristics,Student Educational Objectives,Expectation,Handheld Devices,Technology Uses in Education,Blended Learning,Problem Based Learning,Entrepreneurship,College Students

Generation Z, also known as the Homeland Generation, is the most recent generational cohort to enter the university setting. As with other generational cohorts, various shaping factors have impacted this group contributing to its unique and defining characteristics. When carefully considered, these characteristics may provide insight into how to meet the learning expectations of this generational cohort. Therefore, the purpose of the present paper is to examine the unique shaping factors, characteristics, and learning expectations of Generation Z and to provide recommendations concerning how colleges of education can leverage these aspects to better prepare these future education professionals.
New Teaching Techniques to Improve Critical Thinking. The Diaprove Methodology
Author: Saiz, Carlos
Date: 2016-09-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Instructional Innovation,Student Improvement,Persuasive Discourse,Logical Thinking,Decision Making Skills,Problem Solving,Intermode Differences,Instructional Effectiveness,Pretests Posttests,Intervention,Control Groups,Experimental Groups,College Students,Foreign Countries,Statistical Analysis

The objective of this research is to ascertain whether new instructional techniques can improve critical thinking. To achieve this goal, two different instruction techniques (ARDESOS--group 1--and DIAPROVE--group 2--) were studied and a pre-post assessment of critical thinking in various dimensions such as argumentation, inductive reasoning, causal, analogic, and deductive reasoning, decision-making and problem-solving was conducted. The results show that both forms of instruction functioned as expected. Both groups improved in all the dimensions of critical thinking. However, the group with the new technique was only better in two dimensions with respect to group 1, namely in deductive and inductive reasoning, but not in problem-solving and decision-making. One possible reason accounting for this discrepancy was our inability to implement the new methodology in all dimensions, such that it was applied where there was greater improvement in group 2 than in group 1. The implications of this study are important because they allow us to know which new variables are crucial for instructional methodology.
Preparing the Next Generation of Educators for Democracy
Author: Embry-Jenlink, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Preservice Teacher Education,Educational Objectives,Educational Practices,Knowledge Base for Teaching,Teacher Competencies,Global Education

In the keynote address of the 42nd annual meeting of the Southeastern Regional Educators Association (SRATE), ATE President Karen Embry-Jenlink examines the critical role of teacher educators in preparing the next generation of citizens and leaders to sustain democracy. Drawing from historic and current events and personal experience, Embry-Jenlink issues a call to action for teacher educators to envision a new social order premised upon the democratic ideal of education as a public good that will support a 21st century national system of public education, which successfully prepares all of its students for living and working within a democratic and global society.
Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education
Author: AlAjmi, Maadi M.
Date: 2016-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teaching,Outcomes of Education,Student Surveys,Majors (Students),English Instruction,Geology,Foreign Countries,Statistical Analysis

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects, but pre-service teacher learning (71%) and student teaching (75%) had significant influential effects on teacher education. In two academic majors (English education and geology education), pre-service teacher learning, student teaching, and teacher education had significant influential effects. In light of our results, the discussion addresses the influential effects found in this research compared to previous research findings and makes recommendations both for administrators in the University's teacher education programs and for future research intended to improve the quality of teacher-education programs through the development of and/or improvements to pre-service teacher learning and student teaching as complementary components of teacher education.
Computer Mathematics Games and Conditions for Enhancing Young Children&apos;s Learning of Number Sense
Author: Kermani, Hengameh
Date: 2017-12-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,Mathematics Instruction,Elementary School Mathematics,Number Concepts,Numeracy,Mathematics Achievement,Preschool Children,Mixed Methods Research,Mathematics Tests,Student Improvement,Outcomes of Education,Scaffolding (Teaching Technique),Intervention,Pretests Posttests

Purpose: The present study was designed to examine whether mathematics computer games improved young children's learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology: This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacher facilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the &quot;Test of Early Mathematics Ability-3 (TEMA-3)&quot; developed by Ginsburg and Baroody in 2003. Findings: The results showed that mathematics computer games improved children's understanding of number sense, especially when supported by a teacher's skillful facilitation and scaffolding. Significance: The results of the study are significant as they inform teachers who integrate computer mathematics games in their curriculum and highlight the importance of scaffolding in supporting children during play. The findings further emphasize that offering children computer-based games to play without proper support and scaffolding does not necessarily lead to better and improved learning of number sense.
The Controversy over Controversy in the Social Studies Classroom
Author: Lintner, Timothy
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Controversial Issues (Course Content),Classroom Techniques,Teaching Methods,Educational Strategies,Educational Practices

Social studies is by virtue opaque, unwieldly, and rarely neutral. It challenges convention and conventional thought and action. Embedding controversy into social studies instruction allows students to think deeply, critically, and passionately. Yet controversy is fraught with philosophical and pedagogical hurdles that often limit its use. Thus, the controversy over controversy in the social studies classroom. While recognizing that such hurdles exist, this article argues that, if approached with both fidelity and care, controversy can provide a platform for engaged and engaging social studies teaching and learning.
Evaluation of Probabilistic Reasoning Evidence from Seventh-Graders
Author: Erdem, Emrullah
Date: 2016-12-00
Type: Journal Articles
Subjects: Probability,Logical Thinking,Grade 7,Middle School Students,Student Evaluation,Foreign Countries,Thinking Skills

The purpose of this study was to evaluate probabilistic reasoning of seventh-grade students (N=167) studying at randomly selected three middle schools that served low and middle socioeconomic areas in a city of Turkey. &quot;Probabilistic Reasoning Test (PRT)&quot; was developed and used as a data collection tool. In analyzing the data, participants' scores of the test were computed and their probabilistic reasoning levels were determined. Sample responses of some students regarding any question (Q14) in the test were presented directly and discussed. Analysis of data showed that most of the participants had medium (30.5%) and high (32.9%) level of probabilistic reasoning. Here, it is possibly inferred that in general terms, the probabilistic reasoning level of the students is medium and high. It can also be suggested that thanks to open-ended probabilistic problems that students try to present a solution way instead of focusing on multiple-choice answers, they can reason more often.
Meeting the Needs of Students with Dyslexia and Dyscalculia
Author: Witzel, Bradley
Date: 2018-00-00
Type: Journal Articles
Subjects: Dyslexia,Learning Disabilities,Special Needs Students,Student Characteristics,Teaching Methods,Educational Strategies,Task Analysis,Multisensory Learning,Legal Responsibility,Scaffolding (Teaching Technique),Evaluation Methods,Educational Legislation,Educational Practices

Understanding dyslexia and dyscalculia is not only important to helping students achieve, it has also been recently legislated in one southeastern state. The purpose of the North Carolina House Bill 149 is to ensure that students identified with learning disabilities, including dyslexia and dyscalculia, receive the appropriate assessment and intervention services. In this paper, the authors explain learning characteristics of both dyslexia and dyscalculia and highlight four empirically validated teaching strategies of increasing instructional intensity: (a) Task analysis; (b) Explicit instruction; (c) Multisensory instruction; and (d) Field-dependent approaches.
A Meta-Analysis of Video Modeling Interventions for Children and Adolescents with Emotional/Behavioral Disorders
Author: Clinton, Elias
Date: 2016-12-00
Type: Journal Articles
Subjects: Video Technology,Modeling (Psychology),Intervention,Children,Adolescents,Emotional Disturbances,Behavior Disorders,Meta Analysis,Behavior Modification,Prosocial Behavior,Research Needs,Literature Reviews

Video modeling is a non-punitive, evidence-based intervention that has been proven effective for teaching functional life skills and social skills to individuals with autism and developmental disabilities. Compared to the literature base on using video modeling for students with autism and developmental disabilities, fewer studies have examined the effectiveness of using video modeling-based interventions for students with high-incidence disabilities (e.g., specific learning disabilities, emotional/behavioral disorders). This meta-analysis evaluated the utility of using video modeling to decrease disruptive behaviors and increase positive pro-social behaviors of students with emotional/behavioral disorders. Additionally, this paper compiled a list of research gaps related to video modeling and students with emotional/behavioral disorders. Implications for future research directions are discussed.
Exploring Culturally Responsive Pedagogy: Teachers&apos; Perspectives on Fostering Equitable and Inclusive Classrooms
Author: Samuels, Amy J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Attitudes,Inclusion,Inservice Teacher Education,Barriers,Reflective Teaching,Educational Strategies,Elementary Secondary Education,Focus Groups,Observation,Teaching Methods,Instructional Innovation,Qualitative Research

This article examines perspectives of in-service teachers related to culturally responsive pedagogy and possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering equitable and inclusive classrooms. Based on the findings, I posit the value of creating spaces for teachers to be reflective in their practice, as well as examine their own biases, to cultivate culturally responsive approaches to teaching and learning.
Motivation and Gender Differences in Learning Spanish as a Foreign Language in a Malaysian Technical University
Author: Khong, Hou-Keat
Date: 2017-12-00
Type: Journal Articles
Subjects: Gender Differences,Spanish,Second Language Learning,Second Language Instruction,Foreign Countries,Questionnaires,College Students,Student Attitudes,Learning Motivation,Qualitative Research,Statistical Analysis,Context Effect,Curriculum Development,Instructional Improvement,Factor Analysis

Purpose: The purpose of this study is to investigate student motivation and gender differences in learning Spanish as a foreign language in the Malaysian context. Method: Student motivation was measured by means of a self-report questionnaire based on Gardner's social psychological model. The questionnaire contained both close-ended and open-ended questions to provide both quantitative and qualitative information. The participants consisted of 448 students from Universiti Kuala Lumpur Malaysian Spanish Institute where Spanish is a compulsory subject. Findings: The findings showed that the students were highly motivated toward learning Spanish. No significant differences were found between integrative and instrumental motivations and gender. Nonetheless, both quantitative and qualitative results suggested that the students were slightly more instrumentally inclined but simultaneously appreciated the target language and culture. This was particularly the case for the female students who showed significantly higher instrumental motivation in Spanish learning. Significance: The study supports the claim that motivation is context-specific and at the same time provides a better understanding of a Malaysian situated phenomenon. Its findings have underscored that different learning contexts have different impacts on student motivation. It is hoped that the understanding of Malaysian student motivation may contribute useful insights to improve the curriculum and instruction of foreign language learning.
The Pennsylvania Positive Behavior Support Network: Describing Our Scale-Up
Author: Runge, Timothy J.
Date: 2016-12-00
Type: Journal Articles
Subjects: Network Analysis,Social Networks,Positive Behavior Supports,Fidelity,Program Implementation,Intervention,Program Effectiveness,Program Evaluation,Technical Assistance,Training Methods,Institutional Characteristics,Regional Characteristics,Cohort Analysis,Conferences (Gatherings),Instructional Materials,Participant Satisfaction,Faculty Development,Elementary Secondary Education

Pennsylvania began scaling up high-fidelity implementation of SchoolWide Positive Behavioral Interventions and Supports (SWPBIS) in 2006-2007 due to converging regulatory, legal, ethical, and practical influences. The Pennsylvania Community of Practice on School-Based Behavioral Health adopted Algozzine et al.'s (2010) blueprint to describe and evaluate the large-scale adoption of SWPBIS. That document provides the structure for assessing the context, content, fidelity, impact, and replication of installation efforts. Particular focus of the current review is on context, content, and fidelity of scale-up efforts. Over 600 schools have received training on SWPBIS since 2007, with fidelity of implementation confirmed in approximately 200 of those schools. Sources of support for the expansion of SWPBIS include federal and state grants, resources from regional and state-level allied youth and family-serving agencies, and local contributions. Training and technical assistance is provided by a cadre of certified facilitators who utilize standard training protocols. A statewide conference dedicated to Positive Behavioral Interventions and Supports has grown in course offerings and attendance while maintaining high attendee satisfaction. Future directions in Pennsylvania include expanding SWPBIS to more schools, authentically engaging youth and families, including culturally-sensitive training and practices into SWPBIS training and implementation, improving the quality of annual program evaluations, and helping schools install advanced tiers of support.
Getting More out of Educational Workshop Evaluations: Positively Packing the Rating Scale
Author: Lakin, Joni M.
Date: 2016-09-00
Type: Journal Articles
Subjects: Workshops,Rating Scales,Faculty Development,College Faculty,Evaluation,Graduate Students,Statistical Analysis

Collecting evaluations following a professional development workshop and similar events has become common practice for assessing workshop quality. However, these evaluation forms often do not reflect best practices in survey development and result in average ratings that are uniformly high and uninformative. The purpose of this study was to evaluate the effects of rating scales on workshop evaluations using an experimental design where participants were randomly assigned one of four evaluation forms with different rating scales following workshops. We found that using a typical &quot;poor to excellent&quot; scale yielded the highest average (most homogeneous) ratings while scales that were off-centered, with more positive than negative scale points (positively packed), yielded ratings with more variability. Recommendations for designing workshop evaluations are provided.
Flipped @ SBU: Student Satisfaction and the College Classroom
Author: Gross, Benjamin
Date: 2015-12-00
Type: Journal Articles
Subjects: Student Satisfaction,Classroom Environment,Classroom Techniques,Quasiexperimental Design,Lecture Method,Learner Engagement,Academic Achievement,Teaching Methods,Instructional Effectiveness,Student Surveys,Preferences,Likert Scales,College Students,Intermode Differences,Blended Learning

In this paper, the authors find empirical support for the effectiveness of the flipped classroom model. Using a quasi-experimental method, the authors compared students enrolled in flipped courses to their counterparts in more traditional lecture-based ones. A survey instrument was constructed to study how these two different groups of students varied in terms of student engagement, student satisfaction, and academic performance. Overall, we found that high levels of student engagement and course satisfaction characterized the students in the flipped courses, without any observable reduction in academic performance.
Motivation and Learning Engagement through Playing Math Video Games
Author: Barreto, Daisyane
Date: 2017-12-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Mathematics Instruction,Educational Games,Video Games,Qualitative Research,Case Studies,Children,After School Programs,Arithmetic,Geometric Concepts,Elementary School Students,Elementary School Mathematics,Video Technology,Grounded Theory,Foreign Countries,White Students,Interviews,Observation

Purpose: With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children's motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game &quot;Club Penguin.&quot; Method: This is a qualitative case study conducted in a North American elementary school after-school program. It involves two children ages eight and nine playing math games. Data sources in this study include interviews, observations and video recordings of game playing. Findings: Participants in this study are not always motivated to play math video games. They can sustain engagement in game playing for seven to twelve minutes before seeking another game or activity. Participants show some signs of disengagement during math game playing. Significance: Findings from this study can inform teachers, parents and instructional designers about what impacts children's motivation and engagement levels while playing math video games.
Instruments to Measure Elementary Preservice Teachers&apos; Conceptions: An Application of the Rasch Rating Scale Model
Author: Jong, Cindy
Date: 2015-09-00
Type: Journal Articles
Subjects: Student Attitudes,Rating Scales,Item Response Theory,Mathematics Instruction,Elementary School Teachers,Preservice Teachers,Surveys,Teacher Education Programs,Psychometrics,Mathematics Teachers,Elementary School Mathematics,Preservice Teacher Education,Teaching Methods,Statistical Analysis

This article reports on the development of the Mathematics Experiences and Conceptions Surveys (MECS), a pair of comprehensive instruments designed to measure elementary preservice teachers' dispositions, attitudes, and beliefs about mathematics teaching and learning. In addition to conceptions, MECS aims to capture elementary preservice teachers' related mathematical experiences at various benchmark stages in teacher education programs. The Rasch Rating Scale Model is used to examine the psychometric properties of MECS instruments and to establish six scales that are capable of producing reliable and valid measures. Finally, we present an illustration of how MECS might be used within elementary mathematics teacher preparation.