ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Readiness of First-Year University Students
Author: Atuahene, Francis
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,College Mathematics,Readiness,Multiple Regression Analysis,College Entrance Examinations,Mathematics Tests,Scores,Statistical Significance,Gender Differences,Racial Differences,White Students,Minority Group Students,Disproportionate Representation,Prior Learning,Predictor Variables,Mathematics Achievement,Student Placement,Grade Point Average,Regression (Statistics),Statistical Analysis

The majority of high school students, particularly underrepresented minorities (URMs) from low socioeconomic backgrounds are graduating from high school less prepared academically for advanced-level college mathematics. Using 2009 and 2010 course enrollment data, several statistical analyses (multiple linear regression, Cochran Mantel Haenszel [CMH] Chi-square test, and independent t-test) were conducted to examine students' readiness in select college mathematics courses in a four-year public university in the United States. A multiple regression analysis shows that SAT-Math scores marginally contribute to students' performance in college-level mathematics. The CMH?[superscript 2][subscript MH] test shows a statistically significant difference in the row means score between male and female students and regular and special admitted students. The results of the independent t-test shows significant difference between majority White and URMs' performance in select math courses.
Current Policy Issues in Early Foreign Language Learning
Author: Enever, Janet
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Educational Policy,Longitudinal Studies,Foreign Countries,Language Teachers,Teacher Qualifications,Policy Analysis,Elementary School Students,Early Childhood Education,Age,Language Proficiency,Policy Formation,Guidelines

The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe, identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular relevance to early language learning illustrates the scale of &quot;soft&quot; policy mechanisms now available as tools in an on-going process of shaping, adapting and refining policy in response to the continuously shifting language priorities that arise particularly during periods of economic instability. This paper draws on key themes from a transnational, longitudinal study of early language learning in Europe to discuss the extent to which implementation in schools has so far been moulded by a plethora of recommendations, reports and indicators formulated in response to the step change in policy development that has occurred since the publication of the Lisbon Strategy (2000).
Instructional Support Sessions in Chemistry: Alternative to Remediation
Author: Hesser, Tiffany L.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,College Readiness,College Science,Chemistry,Supplementary Education,Developmental Studies Programs,Quasiexperimental Design,Instructional Effectiveness,Mathematics Instruction,Algebra,Learning Strategies,Student Surveys,Scores,Multiple Choice Tests,Mathematics Tests,College Entrance Examinations,Outcomes of Education

A lack of college readiness can affect student success in the classroom and impact retention rates. It has been recommended that all students be placed in courses with college-level content but that added support be provided for students identified as underprepared. This study examines the impact of added instructional time and support embedded within a college-level chemistry course for students who tested below college level in math. The results indicate that weekly instructional sessions for students identified as academically underprepared can help them achieve course outcomes indistinguishable from those of their college-ready peers.
Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment
Author: Caverly, David C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Integrated Activities,Reading Instruction,Writing Instruction,Formative Evaluation,Summative Evaluation,Faculty Development,Partnerships in Education,Curriculum Development,Educational Research

The first &quot;Connecting Practice and Research&quot; column (Lampi, Dimino, &amp; Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn &amp; Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a sustainable, professional development model. A second column examined the refinement process these instructors experienced while designing and implementing the IRW course (Salsburg Taylor, Dimino, Lampi, &amp; Caverly, 2016). In this third column, we will review how this partnership became a rich source of data for researching and evaluating both IRW as well as the accompanying professional development via Torraco's (2014) call for research on practitioner-scholar collaborations: &quot;Practice is not only a setting for the application of knowledge, it is a source of knowledge generation&quot; (p. 1201). [For the first part of this series: &quot;Connecting Practice &amp; Research: A Shared Growth Professional Development Model,&quot; see EJ1106055. For the second part: &quot;Connecting Practice to Research: Making Informed Pedagogical Decisions,&quot; see EJ1117735.]
Researching Oral Production Skills of Young Learners
Author: Szpotowicz, Magdalena
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Communicative Competence (Languages),English (Second Language),Foreign Countries,Speech Communication,Speech Tests,Elementary School Students

This chapter focuses on the development of young learners' ability to communicate in a foreign language. An empirical study was carried out to determine whether, after four years of learning English as a compulsory school subject, children are ready to engage in oral interaction in a semi-controlled task and produce answers and questions in English. A convenience sample of ten-year-old children was selected from 180 participants in ELLiE in Poland. Six learners from one class of each of seven schools were selected on the basis of teachers' reports to ensure equal proportions of learners with low, medium and high ability. Schools were chosen to represent different socio-economic milieux. The results of the Year Four oral test (an interactive task) showed that almost all the participating children could respond to questions but only half were able to ask questions. Considering generally positive attitudes to speaking activities, the results suggest that ten-year-old children are already developing their interactive skills and could benefit from more interaction-focused classroom activities. Further experimental classroom-based studies are necessary to gain better insight into potential oral achievements in this age group. The results are discussed in the context of national curriculum requirements, drawing on the Common European Framework of Reference level descriptors.
Best Practices and Challenges in Integrated Reading and Writing: A Survey of Field Professionals, Part 2. NADE Members Respond
Author: Saxon, D. Patrick
Date: 2016-00-00
Type: Journal Articles
Subjects: Best Practices,Integrated Activities,Reading Instruction,Writing Instruction,Program Implementation,Developmental Studies Programs,Faculty Development,Acceleration (Education),Models,Cooperative Learning,Group Activities,Reading Writing Relationship,Educational Strategies,Technology Uses in Education,Classroom Communication,Discussion (Teaching Technique),Essays

This is the second of a two-part column that reports the results of a qualitative study of instructors and their implementation of Integrated Reading and Writing (IRW) courses. The study participants include members of the National Association for Developmental Education (NADE) and had attended an IRW professional development event at the NADE 2015 annual conference. The methods of the study and a listing and discussion of the most frequently cited challenges to teaching IRW courses have been offered in part one (Saxon, Martirosyan, &amp; Vick, 2016). A listing and discussion of the most popular strategies applied in teaching IRW courses are described here along with some general discussion and conclusions. [For the first part of this series: &quot;Best Practices and Challenges in Integrated Reading and Writing, Part 1. NADE Members Respond,&quot; see EJ1117753.]
Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level
Author: Brumen, Mihaela
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Second Language Learning,Second Language Instruction,Language Teachers,Inservice Teacher Education,Elementary School Students,Foreign Countries,Educational Quality,Teacher Qualifications,Guidelines,Higher Education,Preservice Teacher Education

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners.
Character Strengths and Life Satisfaction of Slovenian In-Service and Pre-Service Teachers
Author: Gradišek, Polona
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Life Satisfaction,Personality,Correlation,Creativity,Humor,Learning

Character strengths and life satisfaction of Slovenian in-service and preservice teachers were researched. The VIA-IS self-assessment questionnaire has been translated into the Slovenian language and has been used for the first time in Slovenia. A total of 173 primary school teachers and 77 student teachers from the Faculty of Education, University of Ljubljana, completed the VIA-IS and the Satisfaction with Life Scale questionnaires. The highest reported strengths in both groups studied were fairness, kindness, integrity and love. Unexpectedly, both in-service and pre-service teachers reported low endorsements of creativity; inservice teachers also showed low endorsement of humour. Surprisingly, the lowest endorsed strength of pre-service teachers was love of learning. Correlations between strengths and life satisfaction were consistent with related research findings. Low endorsement of creativity, teachers' humour and students' love of learning are discussed. From the research findings, it can be concluded that professional environment should stimulate, as well as provide support and opportunities for teachers to build not only upon the strengths of humanity and justice, but also on those of wisdom and knowledge. There is a need in the undergraduate level of teacher education for systematic interventions regarding students' intellectual strengths with a special focus on cultivating their creativity.
Constructing Meaning in Interaction through Picture Books
Author: Lugossy, Réka
Date: 2012-00-00
Type: Journal Articles
Subjects: Picture Books,English (Second Language),Second Language Learning,Interaction,Qualitative Research,Teacher Response,Classroom Communication,Children,Motivation,Comprehension,Humor,Native Language,Foreign Countries,Semi Structured Interviews

This qualitative study describes and analyses young language learners' spontaneous comments while sharing picture books during EFL sessions. It also explores teachers' responses to learners' comments, and considers reasons teachers may choose to ignore children's talk in their first language (L1). Data were collected from young Hungarian learners (ages 5-12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy.
Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students
Author: Erbeli, Florina
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Ability,Reading Fluency,Reading Skills,Orthographic Symbols,Second Language Learning,English (Second Language),Middle School Students,Grade 7,Foreign Countries,Comparative Analysis,Statistical Significance,Correlation,Reading Tests,Scores,Slavic Languages,Native Language,Language of Instruction,Outcomes of Education,Reading Instruction

This study examined the difference between less-skilled and skilled L1 Slovene English as foreign language (EFL) students in foreign language (L2) fluency and L2 orthographic skills; 93 less-skilled Grade 7 L1 Slovene students and 102 skilled Grade 7 L1 Slovene students participated in the study. The results showed that skilled readers performed better in all fluency and orthographic skills tasks, as the differences between groups were statistically significant. The correlations among all variables showed that L2 fluency and L2 orthographic skills are positively interrelated among both groups, suggesting that higher L2 fluency scores are associated with higher L2 orthography scores. This outcome implies that less-skilled readers need to be greatly exposed to L2 language and be ensured necessary opportunities in- or outside the classroom in L2 learning.
Abuse and Young Children with Disabilities: A Review of the Literature
Author: Corr, Catherine
Date: 2017-03-00
Type: Journal Articles
Subjects: Child Abuse,Young Children,Disabilities,Literature Reviews,Federal Legislation,Educational Legislation,Equal Education,Ecological Factors,Early Intervention,Resource Allocation,Family Environment,Incidence,Child Welfare,Social Services,Identification,Referral,Enrollment,Caseworkers,Professional Development,Parent Child Relationship,Family Violence,Marital Instability,Risk,Parenting Skills

Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young children with disabilities who have experienced abuse. Gaps in the literature are identified and future directions are discussed.
The Nature of Practitioner Research: Critical Distance, Power and Ethics
Author: Appleby, Michelle M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Qualitative Research,Ethics,Researchers,Research,Doctoral Programs,Research Projects

Researching within one's place of practice allows the researcher to have the unique position of knowing the participants and the research context. The relationship the participants have with the researcher will impact upon the disclosure of information differently than research conducted by someone outside the area of practice. This can be a benefit and a drawback for the participants, the area of practice and the researcher. However, as is demonstrated within this paper, the role the researcher adopts throughout the process of gathering information is not always clear. As a student on the Doctorate of Education programme myself, the nature of practitioner research and the complexities of this type of research is of great interest to me. Beginning to develop my own research project through this taught programme has allowed an opportunity to think through these challenges and wrestle with the complexity and contradiction, dilemma and incongruity which emerges from being a researching practitioner. Within this piece it is suggested that these quandaries can be considered from the perspective of critical distance, relationships and power and ethical considerations. The idea of considering these conflicts reflexively will be explored here. Although this discussion was not based on empirical research findings as such, it is anticipated that this piece will further the understanding of practitioner research in higher education from the position of being a student and through scholastic analysis of the Ed D programme providing a particular perspective on the nature of research.
Patterns in Japanese Comparative Education Practices: A Contrast with North America and Greater China
Author: Yamada, Shoko
Date: 2016-03-00
Type: Journal Articles
Subjects: Comparative Education,Educational Practices,Foreign Countries,Teaching Methods,Trend Analysis,Educational Research,Educational Policy,Gender Differences,Researchers,Interdisciplinary Approach,Cooperation,Educational History,Epistemology,Research Reports,Periodicals,Faculty Publishing,Journal Articles,Statistical Analysis

This paper explores the convergence and divergence in the discourses and practices of comparative education in Japan, North America, and Greater China. Research demands, institutional settings, and social and historical background determine the nature of the research discussed and practiced in each place. Some particular patterns were identified in Japanese traditional comparative education such as thick description, limited reference to theories, and a focus on systems and the structural level rather than on classroom practices and pedagogy. Further, an orientation to borrowing foreign policy ideas and to learning about the educational system in neighboring Asian countries has made some themes and geographic research sites popular. Examination of research trends reveals that similar demands to identify policy options also exist in Mainland China and Taiwan. Together with the research on policies and practices in other countries, in Japanese comparative education there is a strong tradition of area studies based on deep linguistic and cultural understanding of the research sites. Such a research approach is often found among members who conduct investigations in East Asia and Southeast Asia. In addition, there is another group of scholars who show strong interest in international agendas such as development or gender and who conduct research contributing to these fields. This type of scholar has increased since the 1990s and tends to focus on regions such as Africa and South Asia. This has brought Japanese research trends closer to that of North America where a large number of publications were on Africa, Latin America, and Asia throughout the post-World War II period. Because of the multi-disciplinary nature of this academic field and its openness to quality research from diverse academic traditions, I argue that comparative education can serve as a platform for academic collaboration for advancing the horizon of research.
Writing for the U.K. Professional Standards in Higher Education: An Autobiographical Narrative
Author: Prince, Heather
Date: 2013-10-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Autobiographies,Personal Narratives,Reflection,Evidence,Evidence Based Practice,Portfolios (Background Materials)

The process of writing and submitting a portfolio for the U.K. Professional Standards Framework is described as a reflective, evidence-based approach to teaching and the support of learning in Higher Education. Through an autobiographical and personal narrative approach, the journey through the submission of a portfolio at Descriptor 3 level (Senior Fellow of the Higher Education Academy) is described with an analysis of the pervading motivational factors. A range of pedagogies are classified as &quot;traditional&quot; well-known approaches with interpretative differences, new and innovative approaches which have been uncovered by this exploratory research for evidence and &quot;adventurous and exploratory&quot; pedagogies which appear to have no referential touchstone. Personal reflection considers the incentive dimension of the submission together with the excitement and reward of the enhancement of professional practice and the encouragement for others to follow this pathway.
Support for PhD Students: The Impact of Institutional Dynamics on the Pedagogy of Learning Development
Author: Peelo, Moira
Date: 2013-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Teaching Methods,College Administration,Governance,Curriculum Design,Politics of Education,Educational Practices,Supervision,Tutorial Programs,Institutional Characteristics,Administrative Principles,Teacher Role,Teacher Responsibility,Graduate Students,Foreign Countries

This paper explores one practitioner's learning development work with PhD students in a changing university context in which managerialism and financial stringency have combined. It questions how learning development practitioners can maintain their professional goals while negotiating issues arising from managerialism, financial stringency, task-oriented budgeting and inter-professional co-operation. While learning development workers have traditionally espoused a broad, colleagual view of student learning and practice which looks beyond remediation, a cash-starved sector may look for simpler, task-oriented definitions in which work is discretely allocated to different professional groups rather than dealing with dynamic, complex and overlapping processes. Hence, two teaching strategies are explored: the use of pre-course learning development tutorials as a means to tackle timeliness and efficacy of courses, and learning development contributions to supervision development courses.
How Students Make Sense of Criticality Skills in Higher Education
Author: Brown, Alison
Date: 2015-05-00
Type: Journal Articles
Subjects: Higher Education,Critical Thinking,Thinking Skills,Semi Structured Interviews,Qualitative Research,College Students

Critical thinking skills in students, employees and citizens are endorsed for a wide range of positive reasons. What seems less well-known and the aim of this research was to investigate how students make sense of these skills. A semi-structured interview was loosely designed, using questions to ascertain criticality skills before, during and at the present time with 7 students in their final year of a BSc Complementary Therapy degree. All participants thought the word &quot;criticality&quot; was misleading to students unfamiliar with the term. All students used analogies and metaphors when providing their own definitions of what criticality skills are, often using linguistic binary opposed terms to define what criticality is as opposed to what it is not. Using the linguistic binary opposed terms, the author created a pedagogical tool &quot;The Criticality Wheel&quot; that could be used by lecturers as stimulus for their students to make sense of criticality.