ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats
Author: Wieber, Adrianne Essex
Date: 2017-00-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Grade 3,Elementary School Students,Time,Learning Disabilities,Worksheets,Visual Stimuli,Pretesting,Measures (Individuals),Reliability,Student Interests,Skill Development,Psychological Patterns,Graphs,Effect Size,Program Effectiveness

We designed and implemented a modified eight-week Direct Instruction (DI) program intended to teach a third grade student with learning disabilities to tell time. The first objective was to determine whether or not the appearance (interesting or boring) of the worksheet affected performance. These data suggested the use of large-scale clocks and an emphasis on oral instruction resulted in better performance. Finally, the results from a pre-test indicated that many of the prerequisite skills needed for telling time were not firm with our participant. When a modified DI procedure was implemented, these skills were mastered quickly. The overall effect size for our use of DI for telling time indicated that the intervention was highly effective. It appears that the use of DI procedures was far more important than the interest of the materials.
Data Transformations for Inference with Linear Regression: Clarifications and Recommendations
Author: Pek, Jolynn
Date: 2017-10-00
Type: Journal Articles
Subjects: Data Analysis,Regression (Statistics),Statistical Inference,Data Interpretation,Effect Size,Statistical Distributions,Error of Measurement

Data transformations have been promoted as a popular and easy-to-implement remedy to address the assumption of normally distributed errors (in the population) in linear regression. However, the application of data transformations introduces non-ignorable complexities which should be fully appreciated before their implementation. This paper adds to existing &quot;Practical Research and Assessment Evaluation&quot; (&quot;PARE&quot;) publications on data transformations by providing a broad overview underlying the use of data transformations for the specific purpose of statistical inference and interpreting meaningful effect sizes. Data transformations not only potentially change the scale of the transformed variable; they also alter the fundamental relationships among variables while simultaneously changing the distribution of the errors. Given these repercussions, we clarify the nature of certain data transformations and strongly recommend the use of data transformations when they can enhance the interpretation of effect sizes.
Advocating the Broad Use of the Decision Tree Method in Education
Author: Gomes, Cristiano Mauro Assis
Date: 2017-11-00
Type: Journal Articles
Subjects: Predictive Measurement,Statistical Analysis,Decision Making,Foreign Countries,College Students,Data Analysis,Enrollment,Classification

Predictive studies have been widely undertaken in the field of education to provide strategic information about the extensive set of processes related to teaching and learning, as well as about what variables predict certain educational outcomes, such as academic achievement or dropout. As in any other area, there is a set of standard techniques that is usually used in predictive studies in the field education. Even though the Decision Tree Method is a well-known and standard approach in Data Mining and Machine Learning, and is broadly used in data science since the 1980's, this method is not part of the mainstream techniques used in predictive studies in the field of education. In this paper, we support a broad use of the Decision Tree Method in education. Instead of presenting formal algorithms or mathematical axioms to present the Decision Tree Method, we strictly present the method in practical terms, focusing on the rationale of the method, on how to interpret its results, and also, on the reasons why it should be broadly applied. We first show the modus operandi of the Decision Tree Method through a didactic example; afterwards, we apply the method in a classification task, in order to analyze specific educational data.
Quo Vadis, Informatics Education?--Towards a More Up-to-Date Informatics Education
Author: Zsakó, László
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Science,Information Technology,Computer Science,Foreign Countries,Higher Education,Achievement Tests,International Assessment,Secondary School Students,Core Curriculum,Computer Literacy

Informatics education has been in a cul-de-sac for several years (not only in Hungary), being less and less able to meet the needs of the industry and higher education. In addition, the latest PISA survey shows that--to put it a little strongly--the majority of the x-, y- and z generations are digital illiterates. The aim of this paper to examine what could be done in order to improve the situation.
Image Processing Algorithms in the Secondary School Programming Education
Author: Gerják, István
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming,Secondary School Students,Mathematics,Programming Languages,Coding,Photography,Computers,Foreign Countries

Learning computer programming for students of the age of 14-18 is difficult and requires endurance and engagement. Being familiar with the syntax of a computer language and writing programs in it are challenges for youngsters, not to mention that understanding algorithms is also a big challenge. To help students in the learning process, teachers need to increase their engagement and motivation by giving them interesting and entertaining tasks. Implementing different image processing algoritms can be very efficient for enhancing their programming skills, since by running their programs on real pictures taken by cameras, they can examine the effects of these programs. This article carefully selects and introduces image processing algorithms that are based on basic computer algorithms and are understandable for secondary school students. It also shows how to apply them in programming classes and how to provide the discovery learning for students.
What Informs and Inspires the Work of Equity Minded Teachers
Author: Tuters, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,Teacher Attitudes,Justice,Equal Education,Teacher Motivation,Teaching Experience,Teacher Background,Qualitative Research,Elementary School Teachers,Learning Experience,Attribution Theory,Educational Practices,Teacher Role,Teacher Participation

This article explores teachers' reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing professional development and training for practicing teachers hoping to or attempting to engage in equity work, and for encouraging and motivating other educators in beginning to engage in equity work. Data was gathered through interviews with 15 teachers from three large school boards in Southern Ontario. Findings illustrate that participants were motivated to engage in equity work because of personal experiences with inequity, witnessing other people experience inequities, and learning about inequities in school. Three key findings stand out with regards to their utility for professional development and training: all participants spoke of critical incidents which compelled them to do equity work; emotional struggles were associated with their work, yet they remained hopeful in the possibility of change regardless of what they had experienced; finally, the nature of the equity work that participants chose to undertake was directly related to the nature of their experience with in/equity
Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories
Author: Burm, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Ethnography,Teacher Educators,Teacher Educator Education,Teaching Experience,Inquiry,Discourse Communities,Discourse Analysis,Educational Practices,Personal Narratives,Foreign Countries

Identifying as non-Indigenous, we are often left considering our positionality and identity in Indigenous education, how we have come to be invested in this area of research, and what we see as our contribution. In conversation with one another, we realized we choose to share certain stories and not others about our experiences working in Indigenous education, but were less familiar with why, after working in the field for a sustainable period of time, we felt the need to censor our stories. What did we fear might happen if we divulged these &quot;untold&quot; stories? What follows is a duoethnographic inquiry that seeks to attend to this question. We have chosen to dialogically document, analyze, and probe our experiences as teacher-educators in Indigenous education to unpack why we refrain from sharing certain experiences we have encountered since becoming involved in teacher education. By responding to this question through duoethnographic writing we hope to broaden how we come to understand and extract meaning from our experiences working in the area of Indigenous education.
The Diagnosis Dilemma: Dyslexia and Visual-Spatial Ability
Author: Kotsopoulos, Donna
Date: 2017-00-00
Type: Journal Articles
Subjects: Dyslexia,Spatial Ability,Visual Perception,Educational Diagnosis,Disability Identification,Disabilities,Elementary School Students,Questionnaires,Parent Surveys,Educational Practices,Barriers,Accessibility (for Disabled),Mathematics Education

Visual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability. Despite our best efforts, and despite recruiting from a large potential sample population, we were unable to secure a sufficient amount of participants for statistical power. Thus, our findings consider the ethical dilemma of diagnosis; namely, (1) how do children come to be tested for disabilities? And, (2) what are the potential implications, mathematical or otherwise, for children who have disabilities but are not formally identified? This report has important implications for children with disabilities and for educators.
Exploring Native and Non-Native EFL Teachers&apos; Oral Corrective Feedback Practices: An Observational Study
Author: Demir, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Classroom Techniques,Classroom Communication,Oral Language,Native Speakers,Cultural Influences,Classroom Observation Techniques,Interviews,Preferences,Error Analysis (Language),Teaching Experience,Teacher Education,Habit Formation,Emotional Experience,Foreign Countries

Commonly defined as L2 teachers' responses to learners' erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. However, how OCF preferences of English teachers vary in terms of their native-nonnative speaker status remains as an uncharted territory of inquiry specifically in an expanding-circle context. This study aims to reveal the differences between in-class OCF practices of native and non-native English-speaking teachers (NESTs &amp; NNESTs) in Turkish EFL context and to explore the cross-cultural influences that might affect these practices. To these ends, structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs. The findings of the observations showed that the NESTs' and NNESTs' in-class OCF practices differed considerably in terms of their tolerance of errors, preferred OCF types, the amount of OCF and different types of OCF to different types of errors. Moreover, the follow-up interview findings demonstrated some similar and different dispositions between the teacher groups concerning several dimensions (whether, how, when, and which errors should be corrected, and by whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.
A Communities of Practice Approach to Field Experiences in Teacher Education
Author: Warner, Connor Kirwan
Date: 2017-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Practicums,Content Analysis,Interviews,Professional Identity,Professional Development,Student Teacher Attitudes,Phenomenology,Pedagogical Content Knowledge,Teaching Skills,Preservice Teachers,Preservice Teacher Education,Training Methods

This article argues that prospective teachers who have the most productive experiences within pre-student teaching field experiences are those whose field sites allow them to become members of communities of practice, the conditions of which, according to Wenger (1998) include joint enterprise, mutual engagement, and shared repertoire. Employing interviews and content analysis of documents, the researchers explored the experiences of a cohort of teacher candidates in a pre-student teaching practicum to better understand elements of field experience that might influence identity development. We highlight the cases of two prospective teachers as illustrative and contrasting experiences of the cohort as a whole. We conclude by offering recommendations for how teacher education programs might assist prospective teachers with negotiating for conditions within field sites that allow for productive participation and growth.
A Family Affair: Caring in Teaching and Implications for Teacher and Researcher Preparation
Author: Bernauer, James A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Caring,Teacher Student Relationship,Empathy,Early Experience,Elementary Secondary Education,Postsecondary Education,Achievement Need,Teacher Motivation,College Students,Student Experience,Teacher Researchers,Interviews

The purpose of this study was to explore how perceptions of remembered instances of teacher caring in K-College impacted the motivation of a college student. Implications for teacher preparation programs and educational research were then drawn from these perceptions. The first part of the title &quot;A Family Affair&quot; stems from the fact that the authors are members of the same family--Father, Mother, and Son. Both the father and mother had prior knowledge of some (not all) of the instances of caring and non-caring described by their son and thus shared a privileged insider position that offered unique insights while cooperative peer checking was used both during and after the interview to help promote the trustworthiness of findings. It was found that the degree of caring shown by teachers had a profound influence on the participant's willingness to put forth effort especially in those courses that were not his favorite subjects which suggests that a strong connection exists between caring and student motivation. An important implication of this study is that teachers and those responsible for teacher preparation programs would benefit by being aware of the impact of caring on students' engagement and attitude toward learning. If the ultimate purpose of educational research is to contribute to effective teaching, then the &quot;soft variable&quot; of caring should be considered an important component of researcher preparation. It is hoped that readers will find this study to be transferable to the degree that it resonates with their own experience as teachers, students, and parents, and which we refer to as &quot;experiential validity&quot;.
The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students
Author: Liggett, Robert Scott
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Mathematics,Manipulative Materials,Control Groups,Experimental Groups,Pretests Posttests,Hypothesis Testing,Intervention,Comparative Testing,Achievement Gains,Teaching Methods,Instructional Effectiveness,Mathematics Skills,Foreign Countries

Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n = 22) and the control group (n = 21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group.
Teacher Stress and Social Support Usage
Author: Ferguson, Kristen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Stress Variables,Social Support Groups,Use Studies,Teacher Characteristics,Demography,Job Satisfaction,Teacher Motivation,Teacher Persistence,Social Bias,Teacher Attitudes,Questionnaires,Teaching Load,Student Behavior,Interprofessional Relationship,Teaching Conditions,Gender Differences,Teacher Surveys,Factor Analysis,Regression (Statistics),Interpersonal Communication

In this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N = 264) from teachers in northern Ontario, we found that teachers seldom spoke to their health care providers about stress and instead utilized family, friends, fellow teachers, and sometimes their principals. The frequency of which teachers accessed different social support networks did vary depending on stressor (workload, student behaviour, professional relationships, societal attitudes, and employment conditions). Teachers who frequently talked to their friends about stress had a lower sense of career intent and career commitment. Males were less likely to talk to their various social supports about stress. This study adds to the literature by exploring the frequency of contact with and usage of social supports and their impact on teacher stress and perspectives on teaching.
Academic Advisors and Their Diverse Advisees: Towards More Ethical Global Universities
Author: Lee, Yuko Ikegami
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Advising,Ethics,Global Approach,Comparative Analysis,Content Analysis,Occupational Information,Job Analysis,Faculty Advisers,Student Personnel Services,Student Diversity,Salary Wage Differentials,Educational Attainment,Job Skills,Minimum Competencies,Recruitment,Staff Development,Foreign Countries,Foreign Students

In this comparative content analysis, job postings for academic advising personnel from U.S. and Canadian higher education institutions were examined to ascertain expectations for job candidates in terms of skills and duties, educational requirements, and compensation. Fifty-three job descriptions from 18 research-intensive, public universities were collected for this study. The findings show that institutions expect academic advisors to be multitalented and skilled professionals, but that calls for experience working with international students are limited, despite the rising importance of internationalization in higher education.
Problematic Areas of Host University Support Services for Short-Term Mobility Students
Author: Perez-Encinas, Adriana
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Mobility,Academic Support Services,Foreign Students,Electronic Learning,Study Abroad,Online Courses,Questionnaires,Student Attitudes,College Students,Admissions Counseling,Student Costs,Educational Technology,College Housing,Foreign Countries,Bayesian Statistics,Qualitative Research

The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe's most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA). The findings reveal that some international students' concerns are not fully addressed by higher education institutions. The main problem areas identified with respect to host support services were admission, living costs, including accommodation and money concerns, and IT and bank issues. It is strongly recommended that universities address the problematic areas through student support services by assessing international students' opinions and needs.
Strategies and Initiatives in Acculturation: Voices from Ghana
Author: Boafo-Arthur, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acculturation,Foreign Students,Transitional Programs,Study Abroad,Personal Narratives,Student Experience,Student Attitudes

Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided.
Peer Support for International Doctoral Students in Managing Supervision Relationships
Author: Lee, Sherrie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Programs,Supervisor Supervisee Relationship,Supervisory Methods,Advocacy,Peer Influence,Social Networks,Interpersonal Communication,Guidance Programs,Foreign Countries

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author's personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.