ethanporcaro/eric-fulltext-meta huggingface dataset:
English Morphosyntactic Performance of a High-Functioning ASD Child: Implications on ELT
Author: Yusoff, Yuniza Mohd
Date: 2019-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Autism,Pervasive Developmental Disorders,Nouns,Phrase Structure,Inclusion,Teaching Methods,Indonesian Languages,Native Language,Females,Morphology (Languages),Syntax,Morphemes,Family Environment,Video Technology,Verbs,Form Classes (Languages),Foreign Countries,Linguistic Performance

Purpose: The inclusion of an increasing number of high-functioning ASD children in mainstream classrooms demands for adequate awareness of autism and effective teaching methods from teachers to ensure that learning takes places efficiently. Hence, this study investigated the atypical language performance of a high-functioning Malay girl with autism spectrum disorder (ASD), who chose to acquire English as her first language (L1) and eventually spoke the language fluently despite English not being the main language at home. Focus was given on the child's literate language use of morphology and syntax in present tense English. Methodology: Data was collected from spontaneous speech interactions with an 8-year-old high-functioning ASD child for a period of 12 months. The interactions were conducted at the child's home. Each session lasted approximately an hour and was video recorded. The data was analyzed using thematic analysis. In this study, focus was given on the morphology and syntax of the child's present tense structures in English. Findings: The findings revealed four main themes: 1) elaborated noun phrases, 2) adverbs, 3) conjunctions, plus 4) mental and linguistic verbs. The findings indicated the child's strength in her language performance that was consistent albeit with weak central coherence account and that she was not at the optional infinitive stage of grammatical development. Significance: These findings led to a further understanding of the language acquisition process in high-functioning children with ASD in Malaysia, and called for mainstream teachers to 1) upgrade their skills, enhance their knowledge and develop their awareness of the linguistic ability of high-functioning ASD children, and 2) implement effective teaching methods in managing them.
University Legal Learning Spaces Effectiveness in Developing Employability Skills of Future Law Graduates
Author: Turner, Jason James
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Law Students,Employment Potential,Job Skills,Legal Education (Professions),Career Readiness,Student Attitudes,Learning Experience,Experiential Learning,Cooperative Learning

Purpose: The objective of this study was to examine the role of legal learning space in a Malaysian university and how this space impacts on law students' preparation for the employment market. This study comes in response to the issue of inexperienced graduates, who lack appropriate employability skills for the world of work, commonly referred to as the 'graduate skills gap'. Methodology: This study used an online survey (accessed via a QR code) on 256 law students at a university in Malaysia. The sample size comprised 213 currently enrolled students and 43 alumni, with the former cohort representing 95% of the total law student population at the university and the latter representing 17% of the total alumni population. Findings: The study found that students, regardless of their year of study, did not consider that legal learning space at the university replicated real life legal practice but thought that the space prepared them for employment. The students felt that some legal learning space was better than others in developing their employability skills. Despite this they enjoyed interacting in the space collectively and felt that it helped them improve their teamwork, communication and soft skills. It also revealed that the perceptions of legal learning space could be improved with better management of staff and student expectations. Significance: This study was one of few studies, which investigated the role of learning space in developing law students' employability skills set. The findings helped to consolidate existing research in the area of graduate skills gap, the development of graduate employability skills, and in advancing research on identifying students' perception of learning space and the specific skills students felt they had developed while engaged in this space. This study will be of particular interest to both employers and universities as they seek to manage each other's expectations and pursue a more practice-based learning curriculum.
Civic Leadership Education at the University of Chicago: How an Urban Research University Invested in a Program for Civic Leaders That Resulted in a Positive Impact for Both the Civic Leaders and the Faculty, Staff and Students of the Institution Itself
Author: Friedman, Joanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Leadership Training,Citizen Participation,Fellowships,College Faculty,Teamwork,Nonprofit Organizations,Local Government,Employees,Institutional Mission,Corporations,Program Descriptions,Curriculum Development,Transformative Learning,Program Development,Communication Skills,Persuasive Discourse,Motivation Techniques,Philanthropic Foundations

The University of Chicago (UChicago), known for transformative education, created the Civic Leadership Academy (CLA) to address the need for leadership development in government and the non-profit sector. In 2014 the Office of Civic Engagement recognized that while there were a host of leadership development opportunities for individuals in the private sector, similar opportunities for nonprofit and local government employees were lacking. The program begins by investing in fellows' leadership capacity, so that in turn, their organizations are better able to carry out their missions. After three years of research and co-creation with foundations, corporations, individuals and groups, an original design, structure and curriculum emerged. The curriculum is rigorous and analytical, drawing upon the expertise of the faculty and the experiences of established civic leaders in Chicago. Action skills help individuals use their knowledge to achieve desired outcomes, and involve elements of communication, negotiation, persuasion, motivating others, and teamwork.
Achieving College Readiness through a Dual Enrollment Course: &quot;Strategies for Success&quot;
Author: Cram, Bridgette
Date: 2019-06-00
Type: Journal Articles
Subjects: College Readiness,Dual Enrollment,College Preparation,Academic Achievement,High School Students,College Bound Students,School Holding Power,Graduation Rate,Transitional Programs,Elementary Secondary Education,College School Cooperation

To increase equitable postsecondary access and success outcomes it is critical to address the college preparedness gap. While Florida International University (FIU) continues to improve retention and graduation gaps for currently enrolled students, it became evident that the university could play a larger role in preparing high school students for college and university. In 2017, FIU developed a dual enrollment version of a currently offered course, &quot;SLS1510: Strategies for Success&quot;, to address this gap. The purpose of this article is to describe the context in which this decision occurred, the philosophy used to drive development of the course, and the steps taken to pilot the course. This article highlights the successes of the course, including enrollment of over 2,000 students over 4 semesters, along with areas of improvement for future iterations. The findings of the pilot can help to inform colleges and universities who are interested in addressing college preparedness in the k-12 pipeline.
ESOL Teacher Preparation in China: Insights from a US Perspective
Author: Schulze, Joshua M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Introductory Courses,English (Second Language),Team Teaching,Teacher Educators,Universities,Foreign Workers,Partnerships in Education,International Cooperation,Dual Enrollment,Bilingual Education,Curriculum Development,Code Switching (Language),Mandarin Chinese,Language of Instruction,Cultural Differences,Early Childhood Teachers,Preservice Teachers

This article shares insights developed by two US-based professors as they co-taught an introductory ESOL education course within a teacher education program at a major Chinese university. Namely, the authors discuss how their perspectives on curriculum and instruction for Chinese pre-service teachers were enriched by their experience teaching in an early childhood education program in China. Employing qualitative data analysis methods to reflect on teaching and classroom interactions, the authors identify strengths and challenges of delivering an education course in China and share recommendations for improving teacher education courses for Chinese-speaking students, particularly those who intend to study abroad in US higher education contexts.
Activities and Strategies for Parents with Less Education to Promote the Oral Language Development of Their Children: A Review of Empirical Interventions
Author: van der Pluijim, Martine
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Intervention,Parent Child Relationship,Family Environment,Reading Aloud to Others,Play,Educational Background,Parent Background,Books,Parent Participation,Language Acquisition,Preschool Children,Young Children,Children,Databases,Language Skills,Child Development

For the present review, we analyzed 28 studies researching the effects of interventions for parents with less education on the oral language development of their young children (ages 3-8). Two groups of interventions were distinguished: shared reading and other home activities. Within each group, we distinguished three categories of strategies: (1) oral language, (2) responsive communication, and (3) print and code awareness. In addition, we analyzed which modes of delivery for these activities and strategies were effective. Talk and play activities that use oral language activities and responsive communication strategies seem to be the most effective for parents with less education, especially when they are adapted to activities that occur in the families' daily lives and do not require the use of print. Activities that include the use of books and emphasize print and code awareness strategies seem less effective for parents with less education. Training parents during activities that include child involvement appears to be an effective mode of delivery. Recommendations for future research are presented to increase our knowledge of effective interventions to support the engagement of parents with less education in their young children's language development.
Attaining New Knowledge on Inclusive Education: A Case Study of Students&apos; Voices
Author: Buli-Holmberg, Jorun
Date: 2017-11-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,Special Education,Inclusion,Masters Programs,Graduate Students,Outcomes of Education,Teaching Methods,Knowledge Base for Teaching,Attitude Change,Special Needs Students,Foreign Countries,Educational Policy,Individualized Instruction,Program Descriptions,Children,Childrens Rights,Treaties,International Law,Teacher Education Programs

The purpose of this research was to gather the voices of students undertaking a Master's programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students' perceptions and reflections on their learning outcomes related to how they understand inclusive education, with specific focus on the students' awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master's programme took part in the study. Data were collected with an open-ended questionnaire tool that students completed half way in their studies. Students' qualitative statements were analysed through an inductive approach and three main themes emerged: &quot;understanding of inclusive education&quot; &quot;awareness of change&quot;, and &quot;success criteria for practicing inclusive education&quot;. Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.
Teaching College Probability for Higher Achievement
Author: Papaieronymou, Irini
Date: 2017-07-00
Type: Journal Articles
Subjects: Teaching Methods,College Students,Academic Achievement,Probability,Pretests Posttests,Introductory Courses,Statistics,Mathematics Instruction,Scores,Prior Learning,Multiple Choice Tests,Test Items,Small Group Instruction,Cooperative Learning,Foreign Countries,Greek,Native Language,English (Second Language),Second Language Learning,Language Proficiency,Student Placement

This paper presents the results of a study which examined the role of particular tasks implemented through two instructional methods on college students' achievement in probability. A mixed methods design that utilized a pre-test (with multiple-choice items) and post-test (with multiple-choice and open-ended items) in treatment and control groups in an introductory statistics course was used. An analysis of pre-test scores indicated that students in the control and treatment groups had comparable initial probability knowledge. The results of the Wilcoxon Signed-Ranks test indicated that the multiple-choice scores of students in the control group were significantly lower on the post-test compared to the pre-test. In the case of the treatment group, student scores on the multiple-choice items did not increase significantly from the pretest to the post-test. In addition, the results of the Mann-Whitney test showed that the normalized gain scores of the treatment group were significantly different from those of the control group. Relative to the open-ended post-test items, the Mann-Whitney test indicated that the scores of the treatment group on these items were significantly higher than the scores of the control group. Overall, the total post-test achievement of students in the treatment group was significantly higher than that of students in the control group.
Closing the Skills Gap through Technical Excellence
Author: Hodes, Carol L.
Date: 2017-07-00
Type: Journal Articles
Subjects: Technical Assistance,Academic Achievement,Achievement Gap,Standard Setting,Difficulty Level,High School Students,Career Education,Technical Education,Evaluation Criteria,Achievement Tests,Excellence in Education,Validity,Awards,Skilled Workers,Student Organizations,Job Skills,Labor Force Development

To address the skills gap and reward achievement, technical assessment publisher, NOCTI, began an initiative to define technical excellence in career technical education (CTE) programs and to recognize the nation's top CTE students through a digital Technical Badge of Excellence (TBOE). Analysis of standard setting methods and NOCTI student test data from U.S. high schools determined the excellence criteria. NOCTI has assessments in over 100 different technical areas and, because difficulty varies, normative standard-setting methods were most appropriate, as they account for test difficulty and locate students at a high position relative to the tested group. Additional criteria were implemented to assure the validity of the selection and subsequent awarding of the digital badge. Thus, top CTE students nationally can be located using normative standard setting methods, which will provide a source of skilled workers for global employers and help to close the skills gap.
Psychomotor Assessment in Teaching and Educational Research
Author: Viscione, Ilaria
Date: 2017-05-00
Type: Journal Articles
Subjects: Psychomotor Skills,Teaching Methods,Identification,Individualized Education Programs,Interdisciplinary Approach,Check Lists,Measurement Techniques,Foreign Countries,Preschool Children,Correlation,Human Body,Motor Development,Difficulty Level,Class Activities

The early identification of motor difficulties through psychomotor assessment is fundamental for the planning of individualized and differentiated educational programs. In the field of motor activity, observation plays a crucial role. This is characterized by the knowledge of the level of psychomotor and auxiological development, the definition of aims and methodology, and the allocation of timing required for observation. Therefore, psychomotor assessment not only measures performance, but it also analyzes an array of aspects linked to it in a multidisciplinary view. In this study, a qualitative assessment of the motor performance of 379 preschool children residing in the province of Salerno was carried out using the Movement ABC checklist. In particular, the data obtained from observations on the motor behavior of the child was analyzed, in reference to the relationship between the body and the environment for the first four sections. The results showed a discontinuity in relation to the linear progression in terms of difficulty of motor tasks, as presented in the checklist. This highlighted features of everyday life and classroom activity that could help in guiding teaching for the recovery, development and enhancement of psychomotor skills.
Development of a Questionnaire to Measure Risk-Taking in Decision-Making by School Principals
Author: Trimmer, Karen
Date: 2017-07-00
Type: Journal Articles
Subjects: Questionnaires,Risk,Principals,Administrator Attitudes,Decision Making,Public Schools,Foreign Countries,Factor Analysis,Measurement Techniques,Models,Governance,High Schools,Elementary Schools,Secondary Schools,Rural Schools,School Location,Institutional Characteristics

A difficult nexus can arise in positivist research when developing a model or theoretical framework that is then used to underpin the construction of measuring instruments that are subsequently used to test the assumptions underlying the model. This paper explores this nexus through consideration of a study of risk-taking in decision-making for public school principals in Western Australia (WA). A theoretical model of factors impacting on reasoned risk-taking in decision-making was developed and a questionnaire developed to measure the constructs included in the research model as there were no pre-established measurement instruments. The design of the questionnaire and development of items utilised findings from research in measurement theory to structure the items and the response scales to measure constructs in the model. Data was provided from a stratified random sample of principals in 253 schools. Rasch modeling and factor analysis were used to analyse the resultant measurement scale.
On the Educational Task of Mediating Basic Values in an Individualist Society
Author: Samuelsson, Lars
Date: 2017-05-00
Type: Journal Articles
Subjects: Teaching Methods,Individualism,Social Systems,Profiles,Cross Cultural Studies,Value Judgment,Student Teacher Attitudes,Ethics,Social Values,Teacher Education,Foreign Countries

Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring &quot;World Values Survey&quot; (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.
An Insight into a Whole School Experience: The Implementation of Teaching Teams to Support Learning and Teaching
Author: Ferrante, Charmaine Agius
Date: 2017-11-00
Type: Journal Articles
Subjects: Inclusion,Holistic Approach,Teamwork,Regular and Special Education Relationship,Paraprofessional School Personnel,Students with Disabilities,Barriers,Mainstreaming,Student Rights,Equal Education,Foreign Countries,Team Teaching,Elementary Schools

This paper presents some of the emerging outcomes from the experiences of a Maltese school that decided to embrace the philosophy of inclusion using a whole school approach based on the social model of disability. This was a qualitative study based on focus groups. A thematic analysis was used within an interpretative approach of hermeneutic phenomenology. Most schools in Malta now include 'inclusive' settings. This entails the use of a class Learning Support Assistant who is assigned to one or more classes where there are one or more children statemented as having learning difficulties. It is the usual practice for most Learning Support Assistants (LSAs) to follow the same child/children exclusively. All too frequently, teachers work separately. The outcome of the teachers' work has little or no effect on and is not affected by the actions of other educators. Teachers do their own work with their class and LSAs do their own work with the disabled student/s in class. The aim of the research was to generally explore the whole experience of one school in including disabled learners. The specific research questions for this part of the study were the following: (1) How can teaching teams reduce the barriers to education for all learners?; and (2) What practices within this model support or hinder the inclusion and education of disabled learners in a mainstream environment? Finally, there will be an attempt to expose the idealised notions of the fundamental principle of &quot;schools for all&quot;. Social justice, disability, equality and human rights issues that underpin the social model of disability are being responded to within the &quot;Special&quot; Education discourse, creating exclusionary practice and inequalities within education.