ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Visual Reading for the Interpretation of a Literary Text
Author: Batic, Janja
Date: 2015-00-00
Type: Journal Articles
Subjects: Illustrations,Reading,Student Surveys,Poetry,Interviews,Foreign Countries,Education Majors,Preschool Education,Elementary Education,Higher Education,Postsecondary Education

In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. The survey sample included students of primary education and preschool education, who were given the poem Ucenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character's personality and appearance, the literary space, and other factors. The first group of interviewees was given the poem illustrated by Lidija Osterc and the other the same poem illustrated by Marjan Mancek. The results showed that the illustration had a significant impact on the message conveyed by the poem, particularly when the illustrator added the context by representing the character's environment (which was not explicitly given in the text). Furthermore, the results showed the need for the comprehensive reading of an illustrated text, given that it is the interaction between the verbal and the visual that provides vital information necessary for the reader to understand the message of the dedicated literary work.
The Use of Compliment Response Strategies among Iranian Learners of English: Researching Interlocutors' Relative Power and Gender
Author: Sa'd, Seyyed Hatam Tamimi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Responses,Social Behavior,Coding,Gender Differences,Social Influences,Communicative Competence (Languages),College Students,Discourse Analysis,Language Tests,Qualitative Research,Statistical Analysis

This article reports on a study that set out to investigate how Iranian EFL learners respond to compliments in English. The data were collected using a discourse completion task (DCT) consisting of a variety of situations that required the participants, 26 EFL learners (13 males and 13 females) to respond to compliments directed at them. The data were analysed both quantitatively and qualitatively. To this end, the participants' responses were coded according to a coding scheme adopted from Yu (2004) which identified six compliment response strategies (CRSs). The findings indicated that, regardless of or concerning gender and power (-P and =P), the first three most frequent CR strategies included &quot;Acceptance&quot;, &quot;Combination&quot; and &quot;Amendment&quot;. These findings were then analyzed in light of previous similar studies that revealed that the participants had followed their first cultural norms not only in using the strategies mentioned above but also in employing very infrequently such strategies as &quot;Face Relationship&quot;, &quot;No acknowledgment&quot;, and &quot;Non-acceptance&quot;. As regards the role of gender, a Chi-square test was run which showed that males and females differed significantly in their use of CRSs. Furthermore, males used more CR strategies compared to females. The qualitative analysis of the semantic formulas of the CR strategies also revealed that, by accepting a compliment, Iranian EFL learners sought agreement and consequently relied on positive politeness to foster rapport and solidarity.
Introducing Teacher Mentoring in Kosovo Schools--Potential and Challenges for Sustainability
Author: Vula, Eda
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Faculty Development,Focus Groups,Interviews,Teacher Surveys,Experienced Teachers,Teacher Role,Teacher Collaboration,Supervisor Supervisee Relationship,Organizational Culture,Educational Practices,Educational Change,Sustainability,Educational Opportunities,Barriers,Capacity Building,Elementary Secondary Education,Qualitative Research,Phenomenology

This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The study revealed that individual, collegial and institutional dimensions are critical in attempting to introduce the mentoring culture. The study concluded that mentoring is a mixed concept and is viewed as hierarchical but is, nevertheless, an important professional development tool for teachers who are facing the pressure of the reform. This formalized way, known as &quot;Balkanization&quot; culture, marks a critical step towards developing a collaborative school culture as the desired end point.
Equality of Opportunity, Cultural Diversity and Claims for Fairness
Author: Sardoc, Mitja
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Cultural Differences,Social Justice,Public Education,Relevance (Education),Equal Education,Educational Principles,Cultural Pluralism,Hypothesis Testing

The present paper examines some of the tensions, problems and challenges associated with claims for equality of opportunity (the fairness argument). The introductory part identifies three separate forms of justification for public education, including the argument associated with equality of opportunity. Part II examines in detail two questions that reveal part of the anatomy of equality of opportunity: (1) what an opportunity is, and (2) when individuals' opportunities are equal. This is followed by a presentation of the two basic principles of equality of opportunity: (1) the principle of non-discrimination, and (2) the &quot;levelling the playing field&quot; principle. The next part takes up the multiculturalist hypothesis advanced by minority groups for the accommodation and recognition of cultural diversity. This is followed by the identification of a set of claims comprising the &quot;fairness argument&quot;. The last section focuses on the &quot;currency problem&quot; associated with cultural diversity as a form of &quot;unfair disadvantage&quot;. Part V examines two of the major shortcomings associated with the multicultural conception of equality of opportunity, while the concluding part discusses some of the questions that must be answered by any conception of equal opportunities.
Teachers' Attitudes towards Behaviour Patterns in Social Conflicts in Primorsko-Goranska County in Croatia
Author: Vlah, Nataša
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Behavior Patterns,Conflict,Cooperation,Correlation,Conflict Resolution,Likert Scales,Questionnaires

The aim of the empirical research is to determine primary school teachers' attitudes towards behaviour patterns in social conflict. A primary school teacher is the role model for his/her pupils, so in the context of the theory of hidden curriculum, the purpose of the study is determining a better understanding of teacher's needs for further conflict resolution training. A Scale of Attitudes toward social conflicts was applied to a stratified sample of 155 teachers in the Primorje-Gorski Kotar County, Croatia, measuring three patterns of behaviour: avoidance/adaptation, cooperation, and winning. According to the results, the teachers most frequently have positive attitudes toward a pattern of cooperation, and most seldom toward a pattern of winning. Winning is negatively correlated with cooperation, and positively correlated with avoidance/adaptation. The authors recommended systematic social skills training necessary for managing conflict for a specific group of teachers. The authors believe these findings could raise interest and awareness for further studies in the field of conflict studies in education.
Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education
Author: Kerneža, Maja
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Gender Differences,Elementary School Students,Reading Instruction,Reading Motivation,Literacy,Intervention,Rural Schools,Correlation,Statistical Analysis,Quasiexperimental Design,Qualitative Research

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils' reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers' work.
Coleman's Third Report
Author: Šimenc, Marjan
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Reports,Educational Research,Private Schools,Public Schools,Academic Achievement,Institutional Characteristics,Educational Finance,Financial Support,Educational Vouchers,School Choice,Competition,Incentives,Sociology

The article analyses the (third) Coleman Report on private and public schools. The report scrutinises the relationship between private and public schools and shows that private school students show better academic achievement. Coleman concluded that these findings provided a strong argument in favour of public financial support for private schools. However, he identified a number of school characteristics that he believed to be related to student achievement. According to his analysis, these characteristics were not limited to private schools; public schools exhibiting the same characteristics also had good results. Coleman interpreted the available data in favour of financial aid to private schools, although this was not the only possible interpretation. An alternative conclusion would have been to encourage these characteristics in public schools. Why did Coleman disregard this possibility? Why did he deviate from his usual scientific rigour? The present article suggests that there appear to be two reasons for the narrow interpretation of the relationship between public and private schools in Coleman's third report. The first lies in Coleman's notion of contemporary society as a constructed system in which every individual actor holds a place in the structure and requires incentives in order to act to the benefit of society. In the case of education, the goal of the institution is to ensure the high cognitive achievement of students, and the incentive is related to choice and competition. The second reason is related to Coleman's vision of sociology as a discipline aiding the construction of an effective society.
Art Appreciation as a Learned Competence: A Museum-Based Qualitative Study of Adult Art Specialist and Art Non-Specialist Visitors
Author: Bracun Sova, Rajka
Date: 2015-00-00
Type: Journal Articles
Subjects: Art Appreciation,Competence,Museums,Qualitative Research,Adults,Specialists,Foreign Countries,Interviews,Differences

Since Bourdieu, it has been argued that art appreciation requires &quot;knowledge&quot;. The focus of this qualitative study was to examine art appreciation as a learned competence by exploring two different groups of museum visitors: art specialists and art non-specialists. The research was conducted at Moderna galerija in Ljubljana. Twenty-three adults were recruited and accompanied during their visit to the museum. Participants were requested to &quot;think out loud&quot;, which meant to talk about what they saw, thought, and felt about the artworks. There was a short interview conducted with each participant before entering the museum to gain insight into their art-related and museum-visiting experience. The analysis of the data revealed that some processes of art appreciation were similar within the two groups. Both art specialists and art non-specialists interact with museum objects physically and intellectually; they see contents and formal qualities as a whole; they respond emotionally to artworks; appreciation includes their personal experience; they search museum interpretation/information for their understanding. Some noticeable differences were found. Art specialists respond to artworks with more understanding and are willing to put more effort into art appreciation, whereas art non-specialists respond with less understanding and put less effort into art appreciation. This paper focuses on the differences between the two groups; reflective and spontaneous appreciation of art, objective and subjective appreciation of art and the effort put into art appreciation. The paper ends with a discussion of the implications of the study for the teaching of art and museum education.
Validation of the Pictorial Infant Communication Scale for Preschool-Aged Children with Autism Spectrum Disorder
Author: Ghilain, Christine S.
Date: 2017-02-00
Type: Journal Articles
Subjects: Attention,Autism,Pervasive Developmental Disorders,Psychometrics,Test Validity,Pictorial Stimuli,Infants,Factor Analysis,Correlation,Language Skills,Symptoms (Individual Disorders),Severity (of Disability),Test Construction,Preschool Children,Parents,Eye Movements,Nonverbal Communication,Diagnostic Tests,Observation,Cognitive Ability,Young Children,Motor Development,Children

Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder.
The Age of Studies and Reports: Selected Elements Concerning the Background of Encounters Defining the Power of Education
Author: Tašner, Veronika
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Reports,Educational Research,Public Education,Equal Education,Educational Policy,Social Systems,Educational History,Educational Change

In the present paper, we discuss the time before the &quot;age of reports&quot;. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu &amp; Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education.
Equality of Opportunity and Equality of Outcome
Author: Kodelja, Zdenko
Date: 2016-00-00
Type: Journal Articles
Subjects: Equal Education,Outcomes of Education,Research Reports,Educational Research,Public Schools,Justice

The report on the findings of extensive empirical research on equality of educational opportunities carried out in the United States on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted, even more important than the findings of the survey themselves has been Coleman's redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of &quot;equality of educational opportunity&quot; turns out to be incorrect. [This article was translated by Mitja Sardoc.]
Parent Perceptions of an Adapted Evidence-Based Practice for Toddlers with Autism in a Community Setting
Author: Stahmer, Aubyn C.
Date: 2017-02-00
Type: Journal Articles
Subjects: Autism,Toddlers,Behavior Modification,Evidence Based Practice,Early Intervention,Parent Education,Program Effectiveness,Mixed Methods Research,Surveys,Observation,Pervasive Developmental Disorders,Individual Characteristics,Parent Attitudes,Semi Structured Interviews,Multivariate Analysis

Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed.
Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability
Author: Root, Jenny
Date: 2017-02-00
Type: Journal Articles
Subjects: Middle School Students,Moderate Intellectual Disability,Mathematics Instruction,Problem Solving,Money Management,Purchasing,Calculators,Handheld Devices,Generalization,Instructional Materials,Task Analysis,Instructional Effectiveness

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.
The Impact of an Online Transition Curriculum on Secondary Student Reading
Author: Lombardi, Allison R.
Date: 2017-02-00
Type: Journal Articles
Subjects: High School Students,Reading,Online Courses,Transitional Programs,Secondary School Curriculum,Literacy Education,Quasiexperimental Design,Pretests Posttests,Disabilities,Reading Comprehension,Hierarchical Linear Modeling,Program Effectiveness,Reading Achievement,Achievement Gains

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9-12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the &quot;AIMS Web Maze Test for 8th Grade Reading Prompts&quot; to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.