ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?
Author: Desoete, Annemie
Date: 2013-09-00
Type: Journal Articles
Subjects: Short Term Memory,Inhibition,Naming,Cognitive Processes,Executive Function,Children,Learning Disabilities,Mathematics Skills,Reading Difficulties,Comparative Analysis,Preadolescents,Visual Perception,Spatial Ability,Verbal Communication,Recall (Psychology),Listening Skills,Auditory Stimuli,Visual Stimuli,Statistical Analysis,Regression (Statistics),Effect Size,Control Groups

Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they have a deficiency related to simultaneously storage and processing of verbal and/or visuospatial information. In addition, children with MD+RD suffered from problems with quantity naming speed compared to children without MD. Our data revealed the importance to manage working memory loads and give more time to complete homework, exercises, and examinations.
Number Line Estimation in Children with Developmental Dyscalculia
Author: Sella, Francesco
Date: 2013-09-00
Type: Journal Articles
Subjects: Mathematics,Learning Disabilities,Foreign Countries,Accuracy,Children,Task Analysis,Number Concepts,Concept Mapping,Regression (Statistics),Identification,Classification

In the number to position task, several studies have shown that typically developing children shift from a biased (logarithmic) to an accurate (linear) mapping of symbolic digits onto a spatial position on a line. The initial pattern of overestimation of small numbers and the underestimation of larger numbers is compensated by means of age and education. Children with mathematical disability seem to show less accuracy in placing numbers on the line and their mapping tends to be more biased than linear. Here we evaluate to what extent this hypothesis holds for a sample of Italian children who have received a formal diagnosis of developmental dyscalculia (DD). Ten children with DD (M age-months = 123, SD = 25) and ten typically developing (TD) children (M age-months = 121, SD = 23), matched for age and gender, completed two number to position tasks (intervals: 0-100, 0-1000). For the interval 0-100, children with DD obtained a mapping in an intermediate stage between logarithmic and linear whereas the TD group reached a linear mapping. For the interval 0-1000, children with DD exhibited a logarithmic mapping whereas TD children had a linear mapping. These results highlight the presence of basic numerical deficit in children with DD.
Does Automated Feedback Improve Writing Quality?
Author: Wilson, Joshua
Date: 2014-03-00
Type: Journal Articles
Subjects: Writing Skills,Writing Ability,Feedback (Response),Computer Mediated Communication,Benchmarking,Writing Evaluation,Essays,Educational Quality,Computer Assisted Testing,Revision (Written Composition),Hierarchical Linear Modeling,Writing Achievement,Prior Learning,Gender Differences,Lunch Programs,Socioeconomic Status,Achievement Gains,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Writing Improvement,Program Effectiveness,Teaching Methods,Educational Strategies

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects to improved first-draft performance or accelerated growth when composing and revising a follow-up prompt. Three-level hierarchical linear modeling revealed that writing quality improved across revisions, though growth decelerated over time. Females and students with higher prior writing achievement scored higher for first-draft performance, but students receiving free and reduced lunch grew at a slower rate than their peers. No significant transfer effects were observed, but the effect of socioeconomic status on growth in writing quality was no longer significant in models describing performance on a follow-up prompt.
Why Is Writing so Difficult for Students with Learning Disabilities? A Narrative Review to Inform the Design of Effective Instruction
Author: Santangelo, Tanya
Date: 2014-03-00
Type: Journal Articles
Subjects: Learning Disabilities,Writing Difficulties,Writing Instruction,Writing (Composition),Writing Skills,Writing Processes,Revision (Written Composition),Student Motivation,Writing Research

This article features a discussion of what contemporary research tells us are the most significant factors that individually and collectively serve to thwart the writing development and performance of students with LD. Support is drawn from recent research syntheses, as well as individual studies. I begin with an overview of skillful writing and the process of developing writing competence. Next, I provide an overview of students' difficulties with respect to planning, text production, and revising. Finally, a discussion of motivation in writing is offered. Together, this information provides a framework to better understand why students experience difficulty with writing. Thus, the likelihood that targeted and effective instructional opportunities will be designed and assessed is increased.
Examining Collaborative Writing through the Lens of a Pentad
Author: Ballard, Glenda
Date: 2013-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Writing Strategies,Writing Processes,Writing for Publication,Educational Practices,Faculty Publishing

On two separate occasions, once in 2009 and again in 2010, Tom Buttery authored articles that appeared in the &quot;SRATE Journal&quot; which focused on the importance of writing for professional publication. In the first, &quot;Organizational Paradigm,&quot; Buttery focused on the motivation for writing, organizing a manuscript, and conducting the literature review. In the second, he emphasized the writing process and focused on the importance of organization and editing for publication. In keeping with Buttery&apos;s tradition of writing as a systematic process, the purpose of this article is to build upon his foundation of good writing strategies and examine one approach to mastering the task of article submission--collaboration in the writing process. [See Buttery, Thomas J., articles in ERIC at EJ948681 and EJ948692.]
Co-Teaching: A New Partnership during Student Teaching
Author: Hartnett, Joanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Team Teaching,Student Teaching,Student Teachers,Teaching Methods,Teaching Models,Instructional Innovation,Performance Factors,Program Implementation,Educational Practices,Educational Strategies,Educational Change,Change Strategies,Partnerships in Education,Program Descriptions,Preservice Teacher Education

After more than 100 years of successfully practicing a traditional model of student teaching, a midwestern university recently transitioned to a new co-teaching model of student teaching. What factors contributed to the decision to implement a co-teaching model? What process was used to guide, facilitate, and implement this major change in the way things had always been done at this university? What partnerships were formed during the implementation process? The authors share the steps taken to implement this shift in paradigm and how the co-teaching model continues to evolve.
Ready2Teach: Shifts in Teacher Preparation through Residency and Situated Learning
Author: Nivens, Ryan Andrew
Date: 2013-00-00
Type: Journal Articles
Subjects: Career Readiness,Teaching (Occupation),Teacher Education Programs,Educational Change,Preservice Teachers,Student Teaching,Residential Programs,Models,Program Descriptions,Program Implementation,Curriculum Development,Scheduling,Performance Factors,Elementary School Curriculum

Residency models for education in the medical profession have existed for many years. Nationwide, policies are being implemented to bring this model to the field of teacher preparation. How this plays out within education programs is less researched, and there is a need to document the transition from traditional teacher education, that is, education that is based heavily in the college classroom, to a residency model, where preservice teachers spend a significant amount of time in an elementary school classroom. This paper describes how a year-long residency model is implemented and presents the changes in curriculum, scheduling and challenges encountered.
Helping Teachers Connect Writing to Doing Mathematics
Author: O'Kelley, Sharon K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Content Area Writing,Mathematical Concepts,Concept Teaching,Electronic Publishing,Inservice Teacher Education,Graduate Students,Writing Instruction,Writing Exercises,Teaching Methods,Secondary School Teachers,Secondary School Mathematics,Classroom Observation Techniques,Questionnaires,Interviews,Transcripts (Written Records),Student Experience,Transformative Learning,Qualitative Research

Over the years, educators have noted how writing can support mathematical learning; however, little research has been done examining how mathematics teachers respond to writing. In this study, I followed the experiences of six teachers as they took a graduate class which required that they explore mathematical concepts with technology and post their written findings on the Internet. I found that the two participants who seemed to most favor the writing tended to engage in self-questioning. Based on this finding, I recommend mathematics teacher educators use explicit instruction that promotes self-questioning to guide mathematics teachers in their writing experiences.
Teacher-Friendly Technology Applications for the Twenty-First Century Learner
Author: Coyne, Jaime
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Environment,Technology Uses in Education,Technology Integration,Computer Software Reviews,Courseware,Instructional Materials,Educational Practices,Educational Strategies,Educational Change,Guidelines,Teaching Methods,Technological Literacy

The purpose of this article is to present recent technology applications for teachers as well as share important techniques in setting up a classroom environment that will prepare their students as twenty-first century learners.
Embodying Art and Art History: An Experiment with a Class Video Happening for the Series &quot;Access Denied&quot;
Author: Cempellin, Leda
Date: 2013-06-20
Type: Journal Articles
Subjects: Art History,Art Education,Video Technology,Creativity,Art Expression,Photography,Art Products,Art Activities,Seminars,Experiments,Postmodernism

A book written in a foreign language and migrated to the US along with its author, an art historian, finds a new communicative dimension by becoming a ready-made for art making purposes. Starting with an introduction explaining the genesis of the collaborative project &quot;Access Denied,&quot; this article focuses on one of the series&apos; artworks, namely a video-happening, by exploring its genesis, development, and outcomes. Staged during the day of finals in an advanced art history seminar, the experiment provided an embodied artistic experience and some reflections on art history course content in the debate that followed. The video happening became a basis for further reflection in this essay on the role of performance in stimulating arts-based research at the interstices between biography and scholarly inquiry, between art and art history, between modernism and postmodernism, between object and action, and between creation and destruction as the two opposite poles in modern creativity.
A Discussion of the Principle of Cultural Responsiveness: From Research to Practice and from History to Today
Author: Stead, Robyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Principles,Culturally Relevant Education,Pacific Islanders,Behavior Problems,Learning Problems,Educational History,Best Practices,Teaching Methods,Models,Case Studies,Intervention,Reflection,Accessibility (for Disabled),Elementary Education,Middle Schools,Resource Teachers,Foreign Countries

The &quot;Special Education 2000&quot; initiative (Ministry of Education, 1998) led to the creation of the role of Resource Teachers: Learning and Behaviour (RTLB). The role was designed to support inclusion, provide consistent service, and bring about improved outcomes for students with learning and behaviour difficulties and their teachers in Years 0-10. Guiding the management and practice of RTLB is the RTLB Toolkit (Ministry of Education, 2011a). Within the Toolkit, seven principles designed to guide RTLB practice are specified. These are: inclusive teaching, culturally-responsive, ecological approach, collaborative and seamless model of practice, strengths-based, reflective, and evidence-based practice. This article focuses specifically on the principle of culturally-responsive practice. It considers current literature and key documents from the Ministry of Education and discusses a case study that draws on a kaupapa Maori framework in order to achieve better outcomes when working with Maori whanau.
Collaborative-Consultation: A Pathway for Transition
Author: Dobson, Emma
Date: 2014-00-00
Type: Journal Articles
Subjects: Consultation Programs,Learning Problems,Student Behavior,Behavior Problems,Educational Principles,Educational Practices,Mainstreaming,Cooperative Planning,Evidence,Educational Theories,Special Programs,Transitional Programs,Partnerships in Education,Program Descriptions,Program Implementation,Accessibility (for Disabled),Foreign Countries,Inclusion,Definitions,Performance Factors

Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work in regular schools to help facilitate the presence, participation and learning of students who experience difficulties with learning and behaviour. In focusing upon the RTLB principle of a &quot;collaborative and seamless model of service&quot; (Ministry of Education, 2012a), this article examines the theory and evidence that underpins this principle, drawing upon research from overseas and New Zealand. In order to critique the RTLB principle of collaborative consultation in practice, a project undertaken by the authors involving the transition of students from two special classes to a mainstream context is discussed. This discussion reflects on the importance of RTLB working in a collaborative consultation model with school management and staff, the students, parents/whanau and the Ministry of Education, Special Education (MOE:SE) in order to enable positive outcomes for all those involved.
Reciprocal Teaching: Critical Reflection on Practice
Author: McAllum, Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Reflection,Educational Practices,Reading Comprehension,Metacognition,Inclusion,Instructional Innovation,Evidence,Constructivism (Learning),Culturally Relevant Education,Cooperative Learning,Cognitive Psychology,Group Dynamics,Teaching Skills,Performance Factors,Teaching Methods,Foreign Countries

This paper highlights reciprocal teaching as an inclusive instructional strategy that has been shown to improve reading comprehension and metacognitive skills. It provides a conceptual background to reciprocal teaching and examines its purpose, strengths and weaknesses. The notion of reciprocal teaching as an evidence-based practice is also examined with recommendations for practice.
Incredible Years Parent and Teacher Programmes: Emerging Themes and Issues
Author: Wetherall, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Educational Policy,Cost Effectiveness,Definitions,Program Implementation,Fidelity,Parent Teacher Conferences,Student Behavior,Behavior Problems,Cognitive Restructuring,Parent Education,Faculty Development,Capacity Building,Intervention,Program Effectiveness,Performance Factors,Accessibility (for Disabled),Foreign Countries

This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making which includes policy directives, the costs and benefits, and policy borrowing from other contexts and economic settings. The second category focuses on working definitions of the term Conduct Disorder (CD). The third category relates to implementation, and illuminates the concerns about staff training and supervision including the impact of this on implementation fidelity. Finally, the gaps and implications for further research are explored.
Elements of Inclusion: Findings from the Field
Author: McMaster, Christopher
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Accessibility (for Disabled),Best Practices,Research Projects,Doctoral Programs,School Culture,Advocacy,Relationship,Student Experience,Identification (Psychology),Accountability,Elementary Secondary Education,Foreign Countries

The Ministry of Education has set the target of 100% of New Zealand schools to be &quot;mostly&quot; inclusive by 2014. But what are the essential elements of inclusion? This paper explores essential core elements that allow inclusion to flourish. Based on an extensive time in the field as part of a year-long doctoral research project, these elements are: relationships; shared experiences; advocacy, and a sense of identity. Strengthened and welded together through transparency, inclusive cultures and more inclusive practices have been seen to develop and grow.
Barriers and Enablers to Evidence-Based Practices
Author: Foster, Robyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Barriers,Evidence,Performance Factors,Best Practices,Educational Practices,Program Implementation,Classroom Techniques,Access to Information,Leadership Styles,Needs Assessment,Professional Development,Cost Effectiveness,Teaching Methods,Traditionalism,Research Utilization,Institutional Characteristics,Beliefs,Teacher Attitudes,Elementary Education,Foreign Countries

The importance of educational practices based on evidence is well-supported in the literature, however barriers to their implementation in classrooms still exist. This paper examines the phenomenon of evidence-based practice in education highlighting enablers and barriers to their implementation with particular reference to RTLB practice.
A Pilot Investigation Comparing Instructional Packages for MTS Training: &quot;Manual Alone&quot; vs. &quot;Manual-Plus-Computer-Aided Personalized System of Instruction&quot;
Author: Oliveira, Marileide
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Comparative Analysis,Pilot Projects,Computer Assisted Instruction,Accuracy,Pretests Posttests,Reading Instruction,Instructional Effectiveness

Matching-to-sample (MTS) training consists of presenting a stimulus as a sample followed by stimuli called comparisons from which a subject makes a choice. This study presents results of a pilot investigation comparing two packages for teaching university students to conduct MTS training. Two groups--control and experimental--with 2 participants in each group were used. Accuracy in conducting MTS training was assessed during baseline and post-training. During training the control group received a manual, and the experimental group received both the manual and computer-aided personalized system of instruction or CAPSI. Baseline and post-training combined scores for control and experimental groups were 72.5% and 100%, and 72.7% and 95%, respectively. Results showed that the manual and the manual-plus-CAPSI packages produced similar effects in delivering knowledge in MTS training. We suggest that future studies using a larger sample size are necessary. In addition, we suggest that it is necessary to test new versions of the manual and the interaction of CAPSI with other components, such as demonstration videos.
The Relation between GPA and Exam Performance during Interteaching and Lecture
Author: Saville, Bryan K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade Point Average,Teaching Methods,Lecture Method,Scores,Grades (Scholastic),Tests,Correlation,College Students,Educational Technology,Guides,Cooperative Learning,Instructional Effectiveness,Psychology,Discussion (Teaching Technique)

A growing number of studies have shown that interteaching produces better student-learning outcomes than more traditional teaching methods such as lecture. But to date, no studies have directly examined whether interteaching is differentially effective for students who typically earn either good or bad grades in their courses. In this study, we alternated between interteaching and lecture several times during the semester and measured the exam performance of students with low, moderate, and high grade point averages. We found that interteaching improved the exam scores for students in each of these groups but that the improvement was most noticeable for students with low and moderate GPAs. Thus, interteaching may be especially useful for students who typically earn lower grades in their courses.
Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review
Author: Glaser, Rainer E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Content Area Writing,Writing Instruction,Best Practices,Undergraduate Study,Undergraduate Students,Chemistry,Seminars,Curriculum Design,Writing Assignments,Peer Evaluation,Scoring Rubrics,Science Process Skills,Grading,Writing Exercises,Writing Evaluation

A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is &quot;Scientific Writing in Chemistry&quot; and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science communication and to educate students about the scientific publication process and peer review. To effectively teach students how to understand science, both the content and the process must be included. Peer review is an integral and essential part of the process of science and the peer review tasks in the course described in this paper evolve from rubric-based peer assessments to free-format peer review. The curriculum was developed for a semester-long, three-hour seminar with limited enrolment. The curriculum was taught in the Spring semesters of 2010 - 2014 and enrolment data and results of evaluations collected over four years are presented to demonstrate the success of the implementations.