ethanporcaro/eric-fulltext-meta huggingface dataset:
Measure Reasoning Skill of Mathematics Students
Author: Mumu, Jeinne
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Instruction,Foreign Countries,High School Students,College School Cooperation,College Students,College Mathematics,Secondary School Mathematics,Problem Solving,Measurement Techniques,Test Items

The purpose of this research was to measure the reasoning skills of mathematics students using a test instrument developed from mathematics routine and non-routine task. The study used research and development method. Development of the instrument and measurement of mathematical reasoning skills using procedure: items preparation (modification task), expert validation, field testing, and data analysis. The field testing involves students of senior high school (SMA Negeri 1) and students of University of Papua, Manokwari West Papua Indonesia. The data analyzed through studying the students' task solving, the transcripts of their work, interview after the test, identifying the specific task solving situations, and the arguments were supporting the strategy choice and strategy implementation. Result of research shows that student mathematical reasoning can be measured using the instrument test developed from the routine task and non-routine task. This research classifies the reasoning skills of mathematics students into two categories, imitative reasoning, and creative reasoning. Reasoning skills of mathematics students grouping results can be used by various interested institutions to evaluate the test using in mathematics instruction.
Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing
Author: Wagner, Kyle
Date: 2019-09-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Writing Evaluation,Comparative Analysis,Scoring,Task Analysis,Prediction,Scores,Accuracy,Decision Making,Teaching Methods,Writing Instruction,Pictorial Stimuli,Interrater Reliability,Elementary School Students,Achievement Tests,Writing Skills

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making.
Internal Structure and Item Characteristics of the Phonological Awareness Literacy Screening in Spanish for Preschool
Author: Meyer, J. Patrick
Date: 2019-09-00
Type: Journal Articles
Subjects: Phonological Awareness,Screening Tests,Spanish,Alphabets,Language Processing,Oral Language,Correlation,Preschool Children,Decoding (Reading),Item Response Theory,Item Analysis,Task Analysis,Emergent Literacy,English (Second Language),Second Language Learning,Factor Structure

We used multidimensional item response theory to test the internal structure of the Phonological Awareness Literacy Screening in Spanish for Preschool and test for item parameter drift. The measure is aligned with the simple view of reading, which defines reading as consisting of two equally important dimensions: decoding and language comprehension. It involves 134 items grouped into nine different tasks. We administered a pilot version of the measure to 677 students in 2014 and a final version to 968 students in 2015. We did not find evidence that code-related skills and oral language are distinct but correlated dimensions among preschoolers. Rather, a single general dimension of early literacy with task-related specific dimensions fit best. A benefit of our modeling approach is that we can examine the internal structure while also evaluating the difficulty and discrimination of individual items. Results suggest a stable ordering of items within tasks and that some Spanish letters are learned more easily than others.
Predictive Validity of Kindergarten Progress Monitoring Measures across the School Year: Application of Dominance Analysis
Author: Clemens, Nathan H.
Date: 2019-09-00
Type: Journal Articles
Subjects: Predictive Validity,Kindergarten,Progress Monitoring,Curriculum Based Assessment,Reading Skills,At Risk Students,Reading Difficulties,Computer Assisted Testing,Reading Tests,Reading Fluency,Alphabets,Phonological Awareness,Naming,Phonemes,Suprasegmentals,Emergent Literacy,Elementary School Students

Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who were considered to be at risk for reading difficulty at the start of kindergarten were monitored across the year with a set of paper-based progress monitoring measures and a computer-adaptive test. Dominance analyses were used to determine the extent to which each measure uniquely predicted year-end reading skills relative to other measures. Although the computer-adaptive test was the most dominant predictor at the start of the year over letter sound fluency, letter naming fluency, and phoneme segmentation fluency, letter sound fluency was most dominant by December. Measures of fluency reading real words administered across the second half of the year were dominant to all other assessments. The implications for measure selection are discussed.
Exploring EFL Teachers&apos; Perceptions of CLIL and Its Implementation in the Saudi EFL Context
Author: Hashmi, Uzma Manzur
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Language of Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Program Implementation,Teaching Skills,College Students,College Faculty,Sociocultural Patterns,Interdisciplinary Approach,Faculty Development

This study aims to explore the perceptions of English as Foreign Language (EFL) teachers about the notion of Content and Language Integrated Learning (CLIL) in the Saudi EFL contexts. The veteran EFL teachers share their views regarding the application and implementation of CLIL approach. This study has looked into this issue from an interpretivist lens employing qualitative data collection technique, i. e. semi-structured interviews. The data were collected from 10 EFL teachers. The qualitative data were thematically analyzed that led to four major themes. The key findings reveal that CLIL is not a frequently used concept in this part of the world; however, its usefulness and effectiveness are recognized by the participants who also express their views about the pros and cons and other practical constraints that might affect the implementation of CLIL programs in the Saudi EFL context. One of the major issues that teachers have highlighted is the training programs that should encompass the idea of CLIL and train EFL teachers on the latest teaching skills to upgrade their pedagogical repertoire. Based on the findings, the study has suggested directions for the future researchers to fill the gap in the existing literature and investigate the phenomenon of CLIL in more depth in order to acknowledge its significance in the light of the Vision 2030.
The Relationship between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction
Author: Aldosari, Dalal M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervisor Supervisee Relationship,Graduate Students,Supervisors,Masters Theses,Student Satisfaction,Gender Differences,Foreign Countries,Public Colleges,Doctoral Dissertations,Supervision,Interpersonal Communication,College Faculty

The purpose of this explanatory mixed method study is to describe students' perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students' gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors' approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students.
The Usage Level of Time-Saving Measurement and Evaluation Techniques in Teacher Training Programs
Author: Kilinç, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Time Management,Preservice Teachers,Foreign Countries,Measurement,Preschool Education,Mathematics Education,Evaluation Methods,Student Attitudes,Classroom Techniques

The aim of this study is to explore the level of use of time saving measurement and evaluation techniques in pre-service teacher training. The research is designed and conducted as a descriptive survey. 200 teacher candidates studying in seven different teacher education programs conveniently sampled from the education faculty located in the Mediterranean region of Turkey. The data was collected through the inventory developed by the researcher. The data analyzed with pairwise and multiple comparison techniques. The study revealed that the instructors at the education faculty were using time-saving measurement and evaluation techniques in their courses at a moderate level. These techniques were mostly used the by pre-school education, and least used in the department of mathematics education. The most commonly used time-saving measurement and evaluation technique in all teacher training programs was the Advantage/Disadvantage Listing Technique. The least-used technique was One Minute Paper Test. The prospective teachers' opinions did not differ according to their gender. Findings have been discussed in terms of teacher qualifications on the relative to current literature.
Longitudinal Stability of Reading Profiles in Individuals with Higher Functioning Autism
Author: Solari, Emily J.
Date: 2019-11-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Reading Difficulties,Profiles,Reading Comprehension,Age Differences,Symptoms (Individual Disorders),Severity (of Disability),Predictor Variables,Reading Skills,Children,Adolescents,Diagnostic Tests,Observation,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Achievement Tests,Oral Reading,Secondary School Students

The reading difficulties of individuals with autism spectrum disorders have been established in the literature, with particular attention drawn toward reading comprehension difficulties. Recent papers have highlighted the heterogeneous nature of reading abilities in this population by utilizing statistical methods that allow for investigations of unique reading profiles. This article extends this literature by investigating reading profiles longitudinally, to investigate the stability of reader profiles across time. Latent profile and transition analyses were conducted to establish categorically distinct reading profiles at two time points, 30 months apart. This study also examined whether age and autism symptom severity were related to the profiles at each time point. Finally, transitions between profiles at each time point were identified. Age did not predict profile membership, but there were significant differences in symptom severity that were largely stable over time. Results indicate that heterogeneous reading profiles exist within the autism population, ranging from average reading ability to severe difficulties across different reading subskills. The data from this study demonstrate that reading profiles of children and adolescents with autism spectrum disorders shift when examined across time.
Impact of Cornell Notes vs. REAP on EFL Secondary School Students&apos; Critical Reading Skills
Author: Ahmad, Samah Zakareya
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Reading,Scores,Pretests Posttests,Comparative Analysis,Notetaking,Secondary School Students,Reading Tests,Teaching Methods,Instructional Effectiveness,Learning Strategies,Females,Foreign Countries,College Entrance Examinations

This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students' critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p&gt;0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p&lt;0.05). Moreover, three subsequent independent-samples t-tests comparing posttest scores indicated that students in each experimental group scored significantly higher than those in the control group (t=3.90, p&lt;0.05; t=5.03, p&lt;0.05, respectively) and that there is no statistically significant difference between means of scores of students in the two experimental groups (t=1.35, p&gt;0.05). Therefore, it was concluded that both Cornell Notes and REAP had a significant effect on EFL secondary school students' critical reading skills.
Indigenous Perspectives on Formal Schooling
Author: White, Alana
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Culturally Relevant Education,Residential Schools,Acculturation,Child Abuse,History,Foster Care,Racial Bias,Cultural Maintenance,Language Maintenance,Homeless People,Ethnicity,Poverty,Social Justice

The Indigenous people of Canada have endured great hardships and injustices in the past that have greatly affected them as a people and as individuals. For about a century, the young and innocent were taken from their homes and communities and placed in residential schools. The formal educational system of the past failed many students, harmed many others, and attempted to destroy families and Indigenous language and culture. Today, formal education can be the catalyst for healing, if changes are made to curricula to infuse and include Indigenous perspectives.
Implementation of Microteaching in Special Teaching Methods I and II Courses: An Action Research
Author: Özbal, Ayse Feray
Date: 2019-00-00
Type: Journal Articles
Subjects: Microteaching,Teaching Methods,Preservice Teachers,Lesson Plans,Instructional Improvement,Classroom Techniques,Physical Education,Foreign Countries,Teaching Experience,Skill Development

The aim of this study is to implement micro teaching method in Special Teaching Methods I and II courses in order to teach preservice teachers how to make lesson plans and help them gain experiences in classroom management issues; i.e. to improve their teaching skills. The study was designed according to the principles of action research. Pre-service teachers carried out micro teaching sessions during the fall and the spring term as a requirement of Special Teaching Methods I and II courses. The research process started at the beginning of each term. In the first 7 weeks, the instructor provided preservice teachers with theoretical knowledge about special teaching methods. The practice phase started after the mid-term exams, in which the participants were divided into groups and taught lessons on predetermined topics by using micro teaching methods. The teaching practices were video recorded. The data of the study were obtained from video recordings of the micro teaching sessions, the semi-structured interviews conducted with the participants and the learner diaries. A total of 40 preservice teachers participated in the study; however, the data from 10 participants were used in the analysis. The results revealed that preservice teachers gained experience in teaching and improved their teaching, classroom management, and lesson plan preparation skills thanks to this implementation.
Classroom-Based and Peer-Facilitated Social Skills Intervention
Author: Bonar, Carla
Date: 2015-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Intervention,Skill Development,Peer Teaching,Feedback (Response),Peer Influence

The school context provides the ideal setting and partners for facilitating social skills development in students with social skills challenges related to neurological and emotional delays. Most often, social skills delays remain unrecognized in early school years, although these skills provide a foundation for language development and academic success. In fact, curricular outcomes assume that students possess basic neurological and emotional readiness for group learning, but many students do not, and the number of students entering school with neurological and emotional diagnoses with concurrent social skills delays is on the rise. Although clinical treatments that provide pull out small-group instruction have shown success for improving social skills, the generalization of learned skills to the classroom remains a challenge. Yet, the classroom offers a constant, natural context to promote social skills development, when communicative partners -- peers -- receive appropriate training to provide supportive feedback.
Literature Review: Promoting Successful School Programming for Students Living in Poverty
Author: Olson, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Low Income Students,Poverty,Program Effectiveness,Student Needs,Self Management,Short Term Memory,Social Development,Emotional Development,Brain,Foreign Countries,Stress Variables,Parent School Relationship,Teacher Student Relationship,At Risk Students,Children

The purpose of this paper is to highlight the need for effective educational programming for students living in poverty. The reviewed literature outlines research that stresses the importance of self-regulation and working memory in learning, particularly for students living in poverty. As well, the paper provides a review of the research regarding the value of building relationships within classrooms, schools, and communities in order to encourage academic and social-emotional growth for students. Within the paper, the promotion of academic programming that integrates kinesthetic activities and social-emotional learning is also examined. Finally, the discussion section provides a focus and direction for the author's current and future practice as she aspires to be a change agent within her school for students who are experiencing poverty
Meeting the Challenges of an Inclusive Classroom
Author: Collins, Andrew J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Inclusion,Individualized Instruction,Student Needs,Classroom Environment,Emotional Response,Teacher Competencies,Faculty Development,Response to Intervention

The population of Manitoba classrooms has expanded to include a wide range of diverse learners. While this diversity brings with it opportunities for educators, it can also pose significant challenges. Several key components of professional practice enable teachers to promote and implement a fully inclusive classroom environment. An educator's capacities to use differentiated instruction, support emotional needs, and provide professional supports within a larger framework, are necessary for inclusion. The underlying structure in which these components exist may differ, whether labelled under Response to Intervention or Universal Design for Learning, but their commonalities define best practice.
How Trauma Affects Student Learning and Behaviour
Author: Frieze, Stephanie
Date: 2015-00-00
Type: Journal Articles
Subjects: Trauma,Learning Processes,Violence,Death,Mental Disorders,Attendance,Mental Health,Correlation,At Risk Students,Student Behavior,Academic Achievement,Intelligence,Intervention,Group Therapy,Therapy,Program Descriptions,Cognitive Restructuring,Educational Environment,Elementary Secondary Education,Teacher Student Relationship,Coping

Each year, more and more students are entering the school system having experienced different forms of trauma, such as violence, death, abuse, and illness. Children who are exposed to trauma run the risk of facing negative long-term effects that include mental illness, depression, and anxiety. This literature review provides an overview of how exposure to trauma affects children's mental health, as well as student learning and behaviour. Academic performance, school attendance, and overall intelligence are affected by exposure to trauma. Suggestions for supporting students with trauma exposure range from everyday interactions to intensive intervention programs, which include traditional and non-traditional practices as well as group and individual programs.
Supporting Students with Social and Emotional Issues
Author: Roy, Melinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Needs,Emotional Problems,Nontraditional Education,Social Problems,At Risk Students,Mental Disorders,Depression (Psychology),Sleep,Sexual Orientation,Psychological Needs,Coping,LGBTQ People,Intervention,Mental Health,School Role

This paper reviews literature relating to social and emotional (SE) issues that affect students within the school context. The three themes that emerged from the reviews include the particular SE issues affecting school performance, interventions and strategies assisting students who experience SE issues, and supportive people and environments. The purpose of this paper is to synthesize previous research conducted with the intention of enhancing my knowledge in relation to my current professional position, which involves working with students who experience SE issues in an alternative educational setting. The results of this synthesis are discussed in the context of the emergent themes. Discussion is centred not only on how these research findings relate to my professional position, but also on how implementation will be incorporated into school programming as a result of research discoveries.