ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Vicarious Bridges through Colour Workshops for Pupils with Visual Impairment
Author: Agrillo, Filomena
Date: 2017-11-00
Type: Journal Articles
Subjects: Color,Workshops,Visual Impairments,Special Education,Inclusion,Barriers,Teaching Styles,Interdisciplinary Approach,Learning Processes,Teaching Methods,Foreign Countries,Thinking Skills,Educational History,Brain Hemisphere Functions,Visual Perception,Elementary School Students,National Curriculum

The inclusion of pupils with visual impairment, within Italian mainstream schools, is an area of interest for the field of special education that is involved in identifying the most effective teaching strategies to promote the teaching-learning process. The perceptive difficulties that the pupils with visual impairment encounter in the first step of development can be a significant obstacle to learning and to the development of representative thinking. For this reason, it is fundamental that the teaching style adopted is oriented to promote learning through strategies that exploit the natural vicarious activity of the brain. With this aim, the present paper describes the potential of a hands-on activity with high inclusive value, which is based on a theoretical framework, that brings together contributions from different scientific domains and which, from an interdisciplinary perspective, explores the concept of &quot;vicariance&quot; as proposed by the physiologist of perception Alain Berthoz.
Ethics, Globalization, and the Role Educators Play
Author: Garfolo, Blaine T.
Date: 2017-07-00
Type: Journal Articles
Subjects: Ethics,Global Approach,Teacher Role,Business Administration Education,Models,Management Development,Democratic Values,Social Systems,Disadvantaged,Social Differences,Ethical Instruction,Teaching Methods,Masters Programs,Business Schools,College Faculty,Required Courses,Course Descriptions,Corporations,Social Responsibility

This paper questions the role educators' play in sustaining, promoting, and teaching the globalization business model in spite of the uneven privilege and distress that accompanies associated practices. Proponents of this business model claim it is based on democratic and capitalist principles promoting individual freedoms and equal opportunities. As teachers of the next generation of business functionaries we need to seek ways of engagement that extend us beyond harnessing extant flawed business models devoid of teleological ethical theory into mainstream management education. We argue that as educators we are implicated in maintaining a system that has a built-in willingness to tolerate sacrifice and distress of the most vulnerable of our world's citizens. It is a system that is feeding the growing disparity of wealth and influence and ultimately exists to serve the interests of the minority elite. We suggest that one way to address the &quot;dark side&quot; of globalization is to have ethics and ethical awareness at the forefront of what we teach our business graduates.
New Perspectives on Picture Books
Author: Ciecierski, Lisa
Date: 2017-05-00
Type: Journal Articles
Subjects: Picture Books,Teaching Methods,STEM Education,Reading Fluency,Course Content,Social Justice,Censorship,Childrens Literature,Content Area Reading

The use of picture books has been illuminated as a potential to address important topics such as STEM, fluency, and social justice. Unique genres such as hybrid texts and wordless picture books are also worth considering for instruction. This article explores new perspectives on using picture books. Potentials for using wordless picture books beyond the early grades to support literacy across the curriculum are shared first. Next, we discuss how some picture books lend themselves to the engineering design cycle and can be used as an organizing idea for instruction which focuses on integrating the STEM disciplines. To continue, the prospect of utilizing picture books to strengthen reading fluency while engaging students in rich content area material is discussed. The potentials for using banned and challenged picture books to teach social justice is discussed next. We conclude by presenting practical strategies, picture books to consider for each of the areas, and lessons learned.
Reading and Mathematics Differences for English Language Learners Enrolled in Dual Language or Exit Programs
Author: Mendez, Julia D. Trevino
Date: 2017-05-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Program Descriptions,English (Second Language),Second Language Learning,English Language Learners,Mathematics Tests,Reading Tests,Scores,Elementary School Students,Public Schools,Outcomes of Education,Achievement Gap,Reading Achievement,Mathematics Achievement,Comparative Analysis,Teaching Methods,Language of Instruction,Immersion Programs,Transitional Programs

In this investigation, the relationship between bilingual education program type (i.e., dual language programs or exit programs) and English Language Learner reading and mathematics test scores was examined. Data were obtained on English Language Learners who were enrolled in Grades 3, 4, 5, and 6 in Texas public schools for the 2008-2009, 2009-2010, and 2010-2011 school years. In all 24 analyses, the reading and mathematics scores of English Language Learners who attended a dual language program were consistently higher than the scores of the English Language Learners who were enrolled in an exit program. As grade level increased from Grade 3 to Grade 6, the achievement gap in reading and in mathematics between dual language and exit programs also increased.
Demographic Effects on Quality of Life among Superintendents
Author: Heffernan, Debra J.
Date: 2017-05-00
Type: Journal Articles
Subjects: Quality of Life,Gender Differences,Superintendents,Well Being,Psychological Patterns,Scores,Administrator Attitudes,School Districts,Effect Size,Women Administrators,Measures (Individuals)

The purpose of this study was to explore quality of life and demographic influences among Illinois school district superintendents. Quality of Life was defined as &quot;individual's subjective evaluation of the degree to which his or her most important needs, goals, and values are fulfilled&quot; (Frisch, 1992, p. 29) leading to general state of happiness or well-being. Quantitative survey (Quality of Life Inventory) data came from 341 (40%) superintendents. Of these respondents, 87 were females and 254 were males. Female superintendents recorded higher mean scores in perceived levels of quality of life in 13 of 16 life areas. A significant effect size was found between superintends scoring &quot;high&quot; and those scoring &quot;average&quot; on overall quality of life. The findings indicate that either the superintendency has less adverse effects on female superintendents' quality of life or female responses to the job mitigates the adverse effects.
Socialization: A Requisite for Writing the Doctoral Dissertation?
Author: Caruth, Gail D.
Date: 2017-02-00
Type: Journal Articles
Subjects: Socialization,Doctoral Dissertations,Doctoral Degrees,Public Colleges,Private Colleges,Proprietary Schools,College Administration,Barriers,Department Heads,Interpersonal Relationship,Writing Processes

Low completion rates for doctorates presents a problem for higher education in the United States. Successful completion is essential and maintaining a pool of doctorates guarantees a sufficient number of educators and researchers. The purpose of this paper was twofold: to determine the number of doctoral degrees awarded during the 2012-2013 academic year at public, private and for-profit universities in the United States and, also to share these findings with the academic community. This study is significant because identifying where doctoral degrees are awarded is important to higher education because colleges and universities need to know where the doctoral graduates are before administrators can begin working to eliminate the barriers to completion of the degree. This research study was an archival quantitative, data mining study using data from the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics (NCES). This study identified the number of doctoral degrees awarded. The findings from the review of the literature and the study suggested that approximately 175,865 doctoral degrees were not awarded during the 2012-2013 academic year in the United States potentially due to insufficient socialization during the dissertation process.
Comparison of Croatian Foreign Language Teachers&apos; General Propensity towards the Use of ICT and Its Impact on the Foreign Language Teaching Process
Author: Mikulan, Krunoslav
Date: 2017-02-00
Type: Journal Articles
Subjects: Comparative Analysis,Information Technology,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Access to Computers,Correlation,Technological Literacy,Technology Integration,Self Evaluation (Individuals),Computer Software,Time on Task

In this paper the authors present some of the results of a research into the influence of information and communication technologies (ICT) on foreign language (FL) teaching. The survey was conducted on a sample of 255 FL teachers (N= 255) in the Republic of Croatia. The teachers are employed at primary and secondary schools, or at universities, and they teach six different FLs. The vast majority possess a PC at home and/or work, and have access to the Internet, but less than half teach FLs in classrooms equipped with a computer. The starting hypothesis was that the increase of the time teachers spend on their computers and the Internet would lead to the increase in their ICT competences. The results of the study have confirmed the authors' hypothesis: Correlation quotients have shown that there is a positive statistically significant correlation between the amounts of time spent using ICT and the attitudes of FL teachers regarding their own assessment of competence for the successful application of ICT in the FLs teaching. The analysis of the results presented in the paper mainly focus on correlations between the amount of time spent using ICT and the teachers' self-assessments of their 12 different computer competences and the evaluation of their experience with ICT equipment and software.
Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes
Author: Ricci, Leila Ansari
Date: 2017-11-00
Type: Journal Articles
Subjects: Modeling (Psychology),Teacher Collaboration,Team Teaching,General Education,Special Education,Teacher Education Programs,Graduate Students,Teacher Educators,Lesson Plans,Teacher Workshops,Student Attitudes,Reflection,Preservice Teachers

As increasing numbers of students enter K-12 schools with varied learning needs, one viable option to address their needs is through co-teaching or pairing of general and special education teachers in the same classroom to help all students learn. This paper describes one general and one special education professor's first time experience modeling collaboration and co-teaching practices in their respective graduate reading courses at a large, urban, public university in Southern California, USA. Graduate students from both classes observed co-teaching modeled by their professors and participated in workshop sessions including PowerPoint presentations, videos, and small group activities to promote students' understanding of collaboration and co-teaching skills. Students also developed a co-teaching lesson plan in collaboration between general and special education partners. Data sources included faculty ratings of co-teaching lesson plans, students' evaluations of workshops, and students' written reflections of their overall experience. Findings suggest that open communication, willingness to participate, being flexible, and faculty modeling co-teaching approaches were among the key factors for effective co-teaching and collaboration.
A Framework on Exploring Primary School English Language Teachers&apos; Perceptions of Their Continuing Professional Development in Malaysia
Author: Pang, Elaine Ling Ling
Date: 2017-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Language Teachers,English (Second Language),Second Language Learning,Teacher Attitudes,Teaching Methods,Foreign Countries,Inservice Teacher Education,Faculty Development,Educational Needs,Student Needs,Academic Achievement,Profiles,Educational Improvement,Educational Experience

The national concern to improve in-service training (INSET) for English language teachers in Malaysia has led to the need to reshape continuing professional development (CPD). CPD providers in Malaysia tend to conduct training using the cascade model and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. The research to be reported in this paper focuses on the perceptions of a group of Malaysian primary school English language teachers of their INSET experiences, the CPD models they prefer, and their perceptions of the effect of CPD on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs and their pupils' needs. Qualitative survey research was undertaken using profile questionnaires, focus group interviews and individual interviews, followed by an online survey of all research participants. The researcher followed the CPD journey of three groups of primary school educators, selected using convenience sampling and purposeful sampling. This paper suggests a framework to investigate teachers' views about their needs. This would shed light on how CPD providers can enhance teachers' professional development and thus student achievement.
A Mother Promotes Cognitive and Affective Outcomes via Museum Education on Arab American Immigrants&apos; Culture: A Vygotskian Perspective
Author: Bhavnagri, Navaz Peshotan
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,Arabs,Museums,Immigration,Cultural Awareness,Cognitive Processes,Learning Processes,Mothers,Semitic Languages,Teaching Methods

A Chaldean Catholic immigrant mother from Iraq kept a journal about how her Arab American daughters (ages 9 and 15) visited museums for the first time and participated in museum-related activities that focused on them (1) understanding and developing empathy for all new immigrants coming to the U.S.; (2) understanding and developing appreciation of Arab American immigrants' culture; and (3) being exposed to limited Arabic vocabulary related to museum artifacts. The mother's anecdotal observations, informal conversational interviews, and photographs documented her daughters' learning processes and outcomes. The cognitive processes and outcomes (e.g., understanding, meaning making through personal memories, information-seeking skills, co-construction of knowledge, creative self-expression, new vocabulary) and affective processes and outcomes (e.g., empathy, appreciation, parent-- child--sibling socioemotional collaboration) are discussed within a Vygotskian sociocultural framework. The mother scaffolded the girls to reach their upper Zone of Proximal Development (ZPD) using multiple Vygotskian cultural and physical tools (e.g., museum artifacts, visual and culinary arts materials, children's books, technology). Lastly in this report from the field, the lessons learned are discussed, including conclusions and recommendations for parents and teachers on museum education.
A Qualitative Inquiry: Factors That Promote Classroom Belonging and Engagement among High School Students
Author: Keyes, Tasha Seneca
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Sense of Community,Classroom Environment,High School Students,Student Empowerment,Grade 10,Teaching Methods,Teacher Student Relationship,Classroom Techniques,Grade 9,Reflection,Student Experience,Feedback (Response),Trust (Psychology)

The purpose of this study was to explore, using the voices of diverse high school students, the classroom factors that are important for promoting classroom belonging and engagement. Thirty-one semi-structured interviews were conducted with tenth grade students about classroom belonging and behavioral engagement in their favorite and least favorite ninth grade classes. Using constructivist grounded theory, an analysis of the interviews points to several established instructional practices teachers utilized to help students perceive an increased sense of classroom belonging and engagement, with specific examples for how these teaching practices impacted high school students. Findings from this study revealed two teacher actions that built students' classroom belonging and behavioral engagement: (1) fostering relationships with and between students and (2) employing teaching practices that encouraged students to participate in the work for the class. These actions were accomplished when teachers worked to build teacher--student trust through honest feedback and listening to students, provided engaging and relevant lessons and activities, instilled classroom management practices that went beyond just dealing with disruptive behavior, created a seating arrangement to facilitate pair and group work, and supported students socially and academically.
The Right to Inclusive Education of Persons with Disabilities in Italy. Reflections and Perspectives
Author: Carnovali, Sara
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Student Rights,Inclusion,Educational Legislation,Constitutional Law,Court Litigation,Access to Education,Equal Education

The paper aims to examine in detail the level of implementation of the right to inclusive education of persons with disabilities stipulated in the Italian legal system, with a particular focus on the Constitution and on the principles stated by the Italian Constitutional Court's case law. The right to education of persons with disabilities is protected through different instruments, constitutional requirements and principles, legislation and case law, and at different territorial levels, representing an emblematic example of integrated or multi-level protection of fundamental rights. However, in reality people with disabilities still face many challenges in accessing education, and this article critically discusses the reform currently planned by the Government designed to address these problems.
Students Facing Examples: Making the Unseen Visible Learning in an Example-Rich Environment (ERE) -- An Emotional Perspective
Author: Greensfeld, Hava
Date: 2017-02-00
Type: Journal Articles
Subjects: Learning Processes,Emotional Response,Models,Observational Learning,Foreign Countries,Inservice Teacher Education,Sabbatical Leaves,Females,Achievement,Goal Orientation,Mastery Learning,Student Behavior,Student Motivation,Teachers,Schools of Education

The purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the &quot;Learning Processes&quot; academic course at a teacher-education college, from 2010 to 2013 (N=70). The research tools were four questionnaires, a designated ERE, and observations. We adopted a unique pedagogical strategy. We determined in advance when the students could study the ERE. The students began each task by constructing an initial version; they were then asked to improve it through the study of the ERE. Content analysis revealed two main approaches: the &quot;objecting&quot; approach and the &quot;agreeing&quot; approach; these led to identification of six academic emotional types of users of the ERE. The extent to which examples were actually used or not used was examined via the dimension of each type's achievement goals. Our research highlighted the central importance of the motivational component in all that concerns academic emotions. The findings may aid in characterizing variation among learners in online environments and to explain their level of willingness to use ERE.
A Case Study of Chinese Students&apos; and IEP Faculty Perceptions of a Creativity and Critical Thinking Course
Author: Badger, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Creativity,Critical Thinking,Foreign Students,Student Attitudes,Teacher Attitudes,Foreign Countries,College Students,Intensive Language Courses,English (Second Language),Second Language Learning,High School Students,Student Experience

The attention to fostering learners' critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students' linguistic skills and analytic abilities in preparation for college. Perry's (1970) conceptual framework was adopted to analyze Chinese students' views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students' prior educational experiences as well as connect to their future studies. IEP faculty and administrator's perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students' analytic skills in preparation for college studies.