ethanporcaro/eric-fulltext-meta huggingface dataset:
Pilot Study on Kindergarten Teachers&apos; Perception of Linguistic and Musical Challenges in Nursery Rhymes
Author: Lefebvre, Pascal
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Teacher Attitudes,Nursery Rhymes,Pilot Projects,Difficulty Level,Language,Music,Questionnaires,Emergent Literacy,Foreign Countries

Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky's social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot study began with the aim of documenting teachers' reactions to nursery rhymes in relation to their level of difficulty. Eighty-eight kindergarten teachers were asked to use the new nursery rhymes in their classrooms. Then, they were asked fill out a questionnaire to document their reactions and their ratings of the linguistic and musical difficulty. Teachers' reactions were measured by their overall impression of the nursery rhymes, their perception of pupils' enjoyment of the nursery rhymes and the time they spent using these nursery rhymes in their classrooms. The results revealed that the teachers tended to have a better impression of the nursery rhymes, perceive their pupils' enjoyment of the nursery rhymes as more positive, and spend more time on those nursery rhymes judged the easiest in regard to their vocabulary and their rhythm. According to Ezell and Justice (2005), by putting more emphasis on easier nursery rhymes, teachers might target only what children have already mastered, leaving less opportunity for new emergent literacy and music skills to develop. The results point to the necessity of improving educators' training in regard to the use of nursery rhymes by focusing on the educational opportunities provided by linguistic and musical challenges in nursery rhymes, an important starting point for explicit instruction and scaffolding (Bruner, 1983).
Theme-Based Courses Foster Student Learning and Promote Comfort with Learning New Material
Author: Tessier, Lisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Thematic Approach,Literature Reviews,Mixed Methods Research,Art Education,Science Education,College Science,Biology,Online Courses,Instructional Effectiveness,College Instruction,Student Surveys,Undergraduate Students,Pretests Posttests

In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a 100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (&quot;food,&quot; &quot;healthcare,&quot; and &quot;beer&quot; respectively) in teaching and learning. Our results indicate that embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects. These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning. They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses.
Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books
Author: Klein, Julie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Animals,Books,Creative Activities,Creativity,Integrated Activities,Art Education,Learner Engagement,Handicrafts,Science Instruction,Summer Programs,Day Camp Programs,Pretests Posttests,Effect Size,Student Attitudes,Student Surveys,Student Motivation,Grade 4,Grade 5,Grade 6,Intervention

Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp. Students applied animal skull concepts of eye positions of predators and prey, relative eye sizes of nocturnal animals compared to tunnel-dwellers, shapes and functions of different types of teeth, and terminology and functions of different bones, openings, and structures of animal skulls in making moveable book pages. These pages featured pop-up constructions, a lift-the-flap page, and a turning wheel behind cutout windows in a page to convey the skull concepts. Additional creativity was incorporated through making a three-dimensional cover related to the Mexican Day of the Dead with skulls made from pieces of recycled plastic bottles, drawing figural-transformations, and creating animal skull models from household or discarded materials. The lessons included classification of images of skull features on cards and examination of realistic animal skull models. Pretest-posttest science content results indicated large gains with a very large effect size; attitude surveys and student work showed high motivation and creativity.
Learning through the Arts in Denmark: A Positive Psychology Qualitative Approach
Author: Chemi, Tatiana
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Well Being,Qualitative Research,Academic Achievement,Psychology,Art Activities,Art Education,Ancillary School Services,Learning Processes,Teaching Methods,Interviews,Administrator Attitudes,Municipalities,Sampling,Emotional Experience,Positive Attitudes,Integrated Curriculum,Cognitive Development,Program Descriptions,Aesthetics,Creativity

This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts' contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset implies a broader view on school learning, for the key reason that art offers many optimal opportunities for formal, mediated, meaningful and material learning. The main empiric and theoretical issue explored in this article is the experience of positive emotions and cognitive intensity within the artistic activities in school projects and its consequences for individuals' learning, development and well-being.
Dewey in Hawai&apos;i--1899
Author: Silva, Aulii
Date: 2015-00-00
Type: Journal Articles
Subjects: Change Agents,Educational History,Educational Development,Educational Philosophy,Indigenous Knowledge,Cultural Context,Progressive Education,Educational Practices

As a Native Hawaiian educator whose kuleana (responsibility, obligation, privilege) is to facilitate increased college enrollment, persistence, graduation, and transfer/career entry for Native Hawaiian students at Leeward Community College, Aulii Silva has honored her personal and professional vocations by investigating how Hawaiian students' cultural well-being intersects with her college's teaching and learning structures. She has eagerly sought out accounts of the development of teaching and learning in Hawai'i that have been told via the voice, worldview, and most importantly, the lived experience, of Hawai'i's aboriginal people. It is because of this same kuleana that this article focuses on what led to John Dewey's six-week visit to Hawai'i in 1899, and what effect, if any, it had on Hawai'i's school system. Through letters, newspaper accounts, and secondary sources, there is a great deal of evidence to suggest that through the relationships he had with the American missionary descendant Castle family, and their affinity for and application of his philosophies, Dewey could be credited with indirectly affecting Hawai'i's schools. This article outlines the personal and historic contexts that motivated the Castle family to invite Dr. and Mrs. Dewey to Hawai'i, while appropriately recognizing the Native Hawaiian ali'i who established government sponsored public education within the kingdom.
Geometry Students&apos; Self-Determination and Their Engagement in Mathematical Whole Class Discussion
Author: Kosko, Karl W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Group Discussion,Discussion (Teaching Technique),Geometry,Self Determination,Learner Engagement,Personal Autonomy,Competence,Student Needs,Peer Influence,Student Participation,High School Students,Mixed Methods Research,Observation,Ethnography

Prevalent characteristics of effective mathematical discourse in the literature include student autonomy, a positive social environment, and a degree of perceived mathematical competence. These characteristics are also found in Self-Determination Theory (SDT), which posits that actions are self-regulated when students' autonomy, competence, and social relatedness are fulfilled. Utilizing SDT as an additional lens for examining student engagement in whole class discussions, this study examined high school students' observed discourse actions and mathematical talk in the context of their self-reported psychological needs of autonomy, competence and relatedness. Results suggest that students' perceived needs correspond with their engagement in making mathematical statements in the context of classroom mathematical discussions. However, students who lack in one or more need can be supported by participation of peers with more fulfilled needs.
A Case Study in Using Explicit Instruction to Teach Young Children Counting Skills
Author: Hinton, Vanessa
Date: 2015-00-00
Type: Journal Articles
Subjects: Computation,Case Studies,Young Children,Mathematics Instruction,Mathematics Achievement,Mathematics Skills,Equations (Mathematics),Algebra,Disabilities,Individualized Education Programs,Mathematics Materials,Mathematics Tests,Correlation,Kindergarten,Preschool Children,Grade 1,Intelligence Tests,Children

Number sense is one's ability to understand what numbers mean, perform mental mathematics, and look at the world and make comparisons. Researchers show instruction that teaches children how to classify numbers, put numbers in sequence, conserve numbers effectively, and count builds their number sense skills. Targeted instruction that teaches children to count in a flexible manner increases number knowledge, therefore improves number sense. A common manner of providing targeted instruction for children who have mathematics difficulties is called explicit instruction. Explicit instruction that utilizes objects and pictures teaches conceptual and procedural knowledge for specific mathematical skills. Researchers show explicit instruction improves mathematical skills which range from place value to algebra equations for students who have mathematic difficulties. The purpose of this case study was to explore and investigate if further research should be conducted on the use of explicit instruction to teach young children counting skills that lead to flexibility with numbers. Results and implications are discussed. Number sense is a developing construct that refers to children's fluidity and flexibility with numbers, the sense of what numbers mean, and the ability to perform mental mathematics, and the adeptness to observe the world to make comparisons (Berch, 1998). Difficulties with numeracy (i.e., number sense) interfere with acquisition of math skills (i.e., number operations and fractions) later in childhood (Clarke &amp; Shinn, 2004; Mazzocco &amp; Thompson, 2000; Van Luit &amp; Schoman, 2000). According to Berch (2005), researchers have not come to a consensus of what number sense is; however, Jordan, Kaplan, Olah, and Locuniak (2006) identified key elements of numeracy. They are mathematical skills such as counting, number knowledge, number transformation, estimation, and the ability to create and identify number patterns.
Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions
Author: Vomvoridi-Ivanovic, Eugenia
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Mathematics Instruction,Teacher Education Programs,Equal Education,Disadvantaged Youth,Student Diversity,Social Justice,Barriers,Methods Courses,Qualitative Research,Teacher Surveys,Comparative Analysis,Coding

Teacher education is critical in preparing teachers to implement equitable instructional practices and thus contributes to improving educational and social conditions for underserved children and youths (Jacobsen, Mistele, &amp; Srirman, 2012; Zeichner, 2009). Although the preparation of teachers to work with diverse student populations has been the subject of a growing body of research (e.g., Cochran-Smith, Fieman-Nemser, McIntyre, &amp; Demers, 2008; Cochran-Smith &amp; Zeichner, 2005), few studies to date have explored conditions under which mathematics teacher educators (MTEs) can help teachers develop equitable mathematics pedagogy (McLeman &amp; Vomvoridi-Ivanovic, 2012; Strutchens et al., 2012). Although this literature illuminates important instructional practices of MTEs who teach through an equity lens, a systematic and broad-scale examination of these practices, including potential challenges, could inform mathematics teacher education by unpacking commonalities and differences in ways that MTEs address equity in their courses. Furthermore, by gaining insight into possible patterns regarding different resolution strategies, the field can begin to develop structures to prepare and support teacher educators who choose to make equity a priority in their practice. In this article, we discuss findings from a qualitative study of 23 MTEs who self-reported challenges and resolutions they encountered when teaching mathematics methods courses with a focus on equity. Our research questions are as follows: (1) What challenges do MTEs who make equity a priority in their instructional practice face when teaching mathematics methods courses? (2) How do these MTEs work toward resolving these challenges? What follows, is an overview of relevant literature regarding conceptions of equity, challenges MTEs face as they teach through a lens of equity, and some resolution strategies. We then describe our study's conceptual framework, methodology, and findings. We conclude by discussing our findings and implications for practice and future research, framing both in ways relevant to teacher educators of all disciplines, while highlighting unique components to mathematics teacher education as appropriate.
Confronting Assumptions: Service Learning as a Medium for Preparing Early Childhood Special Education Preservice Teachers to Work with Families
Author: Hampshire, Patricia Korzekwa
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Higher Education,Preservice Teacher Education,Special Education,Teacher Education Programs,Program Effectiveness,Student Attitudes,Skill Development,Teaching Methods,Family School Relationship,Females,Early Childhood Education,Qualitative Research,Journal Writing,Group Discussion,Student Projects,Content Analysis,Comparative Analysis,At Risk Students

Service learning (SL) is a widely utilized strategy in higher education for providing direct real world experiences that relate to course content (Freeman &amp; Knopf, 2007). Research suggests that SL experiences are successful in changing cultural and social bias (Dunn-Kenney, 2010) while helping to reinforce the learning objectives in both general and special education coursework (Baldwin, Buchanan &amp; Rudisill, 2007). Recommendations for utilizing service learning in college coursework includes guided discussion, confrontation of stereotypes facilitated by the instructor, and repeated and varied experiences in service learning sites (Sullivan-Catlin, 2002). Through SL, a &quot;win-win situation&quot; can occur in that the university student is given real life learning opportunities and the community partner is provided with a service that may not otherwise be accessible given time and financial restraints (Baker &amp; Murray, 2011). Faculty working with preservice early childhood/early childhood special education (ECE/ECSE) students may find value in furthering a sense of service among students, while helping them to connect previous knowledge with field experiences. The purpose of this study was to examine the impact of SL on ECE/ECSE preservice teachers' perceptions of and skill set for working with families from a variety of community settings and programs. The results of this study will directly inform the design and implementation of the current course content and syllabus. In an effort to be responsive to the learning needs of undergraduate ECE/ECSE students, this study sought to determine if SL is an effective strategy for delivering course content. The goal of this study was to longitudinally determine the potential impact of the SL experiences given a variety of students over a five-year period. This article summarizes the data collected in year one.
Learning to Teach English Learners: Instructional Coaching and Developing Novice High School Teacher Capacity
Author: Russell, Felice Atesoglu
Date: 2015-00-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Instruction,Coaching (Performance),Language Teachers,Beginning Teachers,Novices,Facilitators (Individuals),Student Needs,Teacher Collaboration,Secondary School Teachers,High Schools,Teacher Education,Capacity Building,High School Students,Professional Development,Case Studies,Individualized Instruction,Educational Resources

The number of English learners (ELs) in our schools continues to increase, and at the same time, the academic achievement of ELs consistently lags behind the achievement of native-English-speaking peers. These second language learners bring with them a set of special needs for teaching and learning, especially for mainstream content area teachers, who often have little or no specialized training for meeting these needs. The push for mainstream teachers to teach all students high-level content, including all levels of ELs, creates a challenging instructional environment, especially for novice teachers. Instructional coaches are on the rise in core subject areas like mathematics and literacy, but we know little about the nature of EL-focused instructional coaching, particularly for novice teachers. This article addresses this important gap in the literature by examining the relationship between an EL facilitator and novice teacher as a support for teacher learning. This analysis focuses on the following research questions: (1) How does the novice teacher learn to meet the instructional needs of ELs?; and (2) How does a novice teacher and EL facilitator relationship serve as a support for teacher learning? This article describes and analyzes the professional learning of a novice teacher by focusing on her social participation with an EL facilitator within one high school. The author argues that this relationship was a support for the novice teacher, and that the interactions between these individuals contributed to the professional learning of this high school teacher and, ultimately, to the capacity of this teacher to meet the instructional needs of ELs in her mainstream classroom.
Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
Author: Bustos Flores, Belinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Education Programs,Science Teachers,Mathematics Teachers,Preservice Teacher Education,Secondary School Teachers,Culturally Relevant Education,English Language Learners,Teacher Competencies,Teacher Effectiveness,Self Efficacy,Mixed Methods Research,Urban Schools,Rural Schools,Minority Groups,Interviews,Surveys

To address the challenge of ensuring the quality of preparation of secondary mathematics and science teachers, this article describes the efforts of the &quot;Academy for Teacher Excellence&quot; (ATE; Flores et al., 2007), which received Transition to Teaching grants to establish the Accelerated Teacher Education Program (ATEP). ATEP's purpose was to prepare ethnic minority teachers, mid-career professionals, and recent graduates to become highly qualified culturally efficacious mathematics and science teachers of ELs in high-need schools. Findings from ATEP are unpacked to: (a) analyze mathematics and science teachers' efficacy beliefs, (b) explore the relationship between efficacy sources and the cultivation of mathematics and science teachers' teaching efficacy with ELs, and (c) contemplate practice and research implications for the design of culturally efficacious teacher preparation. The authors report their mixed methods analyses revealed that program and school-context experiences work in tandem to support mathematics and science teachers' efficacy in working with ELs.
Using Concept Mapping and Paraphrasing for Reading Comprehension
Author: Marashi, Hamid
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Mapping,Reading Comprehension,Content Analysis,Language Processing,Writing Skills,Interpersonal Communication,Teaching Methods,Foreign Countries,Second Language Learning,English (Second Language),Comparative Analysis,Experimental Groups,Pretests Posttests,Reading Strategies,Reading Skills,Statistical Analysis,Language Proficiency

This study investigated the comparative impact of two types of teaching techniques, namely concept mapping and paraphrasing, on the reading comprehension of EFL learners. For this purpose, 60 learners of a total number of 90 intermediate learners studying at a language school in Karaj, Iran, were chosen through taking a piloted PET for homogenization prior to the study. They were then randomly put into two experimental groups: 30 learners undergoing the concept map teaching, and 30 learners experiencing the paraphrasing teaching treatment. A piloted reading comprehension test was administered as the post-test of the study after each group was exposed to the treatment for 10 sessions in five weeks. The mean scores of the two groups on this post-test were computed through an independent samples of t-test to test the hypothesis raised in the study. The results showed that neither group outperformed the other significantly.
The Role of Language Proficiency in Self-Related Personality Traits
Author: Zarei, Abbas Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Role,Personality Traits,Language Proficiency,Foreign Countries,Self Esteem,Self Efficacy,Self Concept Measures,College Second Language Programs,English (Second Language),Second Language Learning,Language Tests,Self Concept,Self Evaluation (Individuals),Academic Achievement,Second Language Instruction,Majors (Students),Questionnaires,Statistical Analysis,Higher Education

The purpose of the present study was to investigate the effect of Iranian EFL learners' proficiency level on their self-related personality traits (self-esteem and self-efficacy). To this end, 141 English major students, male and female, studying at Imam Khomeini International University (IKIU) and Kar Non-profit University in Qazvin, Iran were asked to respond to the Rosenberg Self-esteem Test, the General Self-efficacy Scale, the Academic Self-efficacy Scale, and the Self-efficacy for Self-regulated learning Scale. Also, the Michigan Test of English Language Proficiency (MTELP) was administered to determine their language proficiency level. Kruskal-Wallis procedure was used to analyze the data. Based on the findings, no significant difference was found in the participants' self-esteem and self-efficacy across proficiency levels. The results of this study may have theoretical and pedagogical implications for teachers, learners and syllabus designers.