ethanporcaro/eric-fulltext-meta huggingface dataset:
University-School Mentoring to Support Transition into and out of Higher Education
Author: James, Alana I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Mentors,Higher Education,Undergraduate Students,Psychology,Foreign Countries,Teaching Methods,Student Adjustment

Mentoring between psychology undergraduate students and A-level psychology pupils, from widening participation (WP) backgrounds, was run as action research over four academic years. The key aims were to support potential new university students' transition into higher education (HE) and current students' transition out of HE into work or further study. Benefits included significant increases in mentors' employability skills and career-related goal achievement, reported gains for mentees in insight into going to university, knowledge of psychology, and academic skills, and links between the university and local schools. Challenges included difficulties in scheduling, the time demands involved, keeping the opportunity accessible, and working effectively with student mentors and RAs. University-school mentoring can effectively support undergraduates' employability whilst benefitting potential new students, but having more than one coordinator is recommended.
Impact of Flexible and Non-Flexible Classroom Environments on Learning of Undergraduate Students
Author: Demir-Yildiz, Canan
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Environment,Physical Environment,Student Motivation,Classroom Design,Environmental Influences,Learning,Classroom Techniques,Preservice Teachers,Social Sciences,Teacher Education,Foreign Countries,Academic Achievement

The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.
Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students
Author: Hurajova, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Bilingual Education,Second Language Instruction,Bilingualism,Communicative Competence (Languages),Secondary School Students,Vocational Schools,English (Second Language),Student Attitudes,Textbooks,Teacher Developed Materials,Teacher Attitudes,Knowledge Level,Language Attitudes,High Achievement,Teacher Student Relationship,Exchange Programs

In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used -- interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students' bilingual language competence with CLIL methodology playing an important but not a decisive role.
Extracurricular Environmental Activities in Moroccan Middle Schools: Opportunities and Challenges to Promoting Effective Environmental Education
Author: El-Batri, Bouchta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Environmental Education,Middle School Students,Program Effectiveness,Clubs,Barriers,Learning Activities,Program Implementation,Nonformal Education

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations detected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.
Assessment of the Practices for Early Mathematics Thinking in Preschools of Pasaje City, Ecuador
Author: Reyes-Cedeno, Clelia Consuelo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Children,Preschool Curriculum,Mathematics Curriculum,Mathematics Instruction,Mathematics Education,Numeracy,Spatial Ability,Mathematical Aptitude,Geometry,Educational Practices,Barriers,Family Environment,Socioeconomic Status,Family Literacy

Preschool education is fundamental to shape children's aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a result, the safeguarding of a good children's education appears to be lessened. This work aimed to evaluate the mathematics thinking practices in preschools of Pasaje city, Ecuador. The investigation employed a descriptive approach, hence data were collected from 65 teachers and 810 parents from public and private preschools by means of interviews and questionnaire in an attempt define some causes (teacher's education, children's socio-economical and family circumstances) that impair the initiation of the numerical, spatial and metric and geometric aptitudes in children. The results showed that not only preschool practices but also the home environment linked to socio-economic status appear to have positive or unfavorable influences on their children's education.
A Veteran Science Teacher&apos;s Transitions to NGSS
Author: Nagle, Corey Edward
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Experienced Teachers,Educational Change,Academic Standards,Grade 6,Science Instruction,Alignment (Education),Middle School Teachers,Pedagogical Content Knowledge,Faculty Development

Curricular reforms in science education represent an opportunity for changes in instructional approaches with the intent of making learning and teaching more meaningful and effective. While beginning teachers may receive instruction on pedagogy aligned with adopted reforms, veteran teachers need support and development to implement instruction aligned with reforms. This qualitative case study focused on the transitions of a veteran, Grade 6 science teacher to implement instruction consistent with three-dimensional instruction outlined in the Next Generation Science Standards (NGSS Lead States, 2013). Themes that emerged through analyses of data included the desire and methods for developing pedagogical knowledge, collaborative supports for changing pedagogy, and resulting changes in pedagogy. Suggestions for further study include exploration of types of professional development that support changing pedagogy and a long-term study of teacher efficacy in three-dimensional instructional approaches outlined in NGSS (NGSS Lead States, 2013).
The Profile of Structure Sense in Abstract Algebra Instruction in an Indonesian Mathematics Education
Author: Junarti
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Algebra,Assignments,Mathematical Concepts,Concept Formation,Validity,Mathematical Logic,Secondary School Mathematics,College Mathematics

The structure sense is a part that must be learned in order to help understand and construct connection in abstract algebra. This study aimed at building the pattern of a structure sense as a profile of the structure sense in group property. Using a qualitative study, the structure sense of group property was explored through lecturing activity of abstract algebra course from two individual assignments given to the students. The students who could provide the best answers from the first and second individual assignments were chosen to be the respondents. The data from the second assignment, then, was analyzed through presentation, interpretation, coding, making a pattern, leveling and continued with clarification through an interview. The results of the study show that there were six patterns of structure sense answers and five levels of structure senses made by the students as the profile of structure sense. The conclusion is the inability to recognize the structure of the set elements, operation notations, and binary operation properties is one of the causes of the constraints in structuring the proof construction of the group. Thus, a thinking of mathematics connection is needed in structure understanding as a connection between symbol in learning and the symbol of abstract.
The Stress Problems and the Needs for Stress Counseling of High School Students in Vietnam
Author: Van, Son Huynh
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,School Counseling,High School Students,Student Needs,Foreign Countries,Mental Health,Student Welfare,Student Attitudes,Instructional Program Divisions,Family Environment,Adolescents,One Parent Family

The correlation between the stress problems and the needs for high school students' stress counseling in Vietnam is an unspecified issue that deserves attention. This study was conducted to test the hypothesis that there was no correlation between the stress problems and the needs for counseling of high school students in Vietnam. Survey of 1,200 high school students in Vietnam from grades 6 to 12 with questionnaires, the results show that the mean score of stress problems in high school students is 2.67 - corresponding to moderate level. Different levels of learning and living conditions are encountered in different student's stress problems. The mean score for high school students' stress needs of counseling is 3.18 - corresponding to the optional level. Different levels of education have different needs for stress counseling. There is a strong correlation between high school students' problems and needs for stress counseling. The more problematic high school students experience in stress, the more they need to be counseled on this issue.
Data-Based Individualization in Reading: Tips for Successful Implementation
Author: Lindström, Esther R.
Date: 2019-11-00
Type: Journal Articles
Subjects: Students with Disabilities,Behavior Problems,Evidence Based Practice,Student Evaluation,Student Development,Individualized Instruction,Intervention,Reading Instruction,Data Collection,Teamwork,Grade 1,Elementary School Students,Student Needs,Content Area Reading,Response to Intervention,Learning Disabilities

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students' needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.
Supporting the Writing Process with Technology for Students with Disabilities
Author: Evmenova, Anya S.
Date: 2019-11-00
Type: Journal Articles
Subjects: Writing Processes,Writing Instruction,Students with Disabilities,Writing Improvement,Emotional Disturbances,Behavior Disorders,Prewriting,Revision (Written Composition),Proofreading,Access to Education,Instructional Materials,Educational Technology,Metacognition,Learning Strategies,Teaching Methods,Audio Equipment,Word Processing,Multimedia Materials,Story Telling,Computer Software,Elementary Secondary Education

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.
From National Cultural Paradigms to European/Global Cultural Paradigms: A Copernican Revolution
Author: Morelli, Umberto
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Citizenship Education,Democratic Values,Social Change,Social Problems,Government Role,Nationalism

Purpose: To stress the existential crisis of European integration and the need to shape the European citizen, who forms the foundations of unification, which can no longer be based only on economic conditions. Methods: Analyse the contradictions in the integration method adopted so far by member states and the fallacious solutions proposed by national-populist movements. Findings: An education system is needed that is aimed at shaping, alongside the citizens of its own nation-state, the cosmopolitan citizens of a united Europe, who are convinced that to preserve peace, democracy and well-being the continent must be unified.
Inequality and the American Classroom: Experiential Strategies for Teaching Social Justice
Author: Johnson, Kristin
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Descriptions,Experiential Learning,Student Attitudes,Honors Curriculum,Presidents,Elections,Social Differences,Pretests Posttests,Consciousness Raising,Equal Opportunities (Jobs),Teaching Methods,Social Justice,Social Status,Interdisciplinary Approach,Psychological Patterns,Research Universities,Undergraduate Students,Active Learning

Purpose: The purpose of this study is to examine the impact of a mixed format, experiential course on changes in Honors students' attitudes about various issues of inequality. Methodology: Students enrolled in the course (N = 75), taught during the 2016 Presidential election, were asked about their opinions on a variety of inequality topics using a pre- and post-test survey, with the post-test survey including questions on how perceptions of inequality had changed over the course of the semester. Findings and implications: Results indicate that some students became more self-aware of their position in society and were less sure that people in general, and they themselves in particular, would be responsible for their own success. Importantly, students were less likely to believe that people faced fair and equal opportunities in the labor market and their overall level of support for unions increased during the semester. Most students agreed that the outside speakers, a key component of the course, provided new information on various aspects of inequality and impacted their overall perceptions of inequality. However, students were much less agreed on how they felt both about the future of the country and the future of inequality.
Students&apos; Understanding of Causation in Pricing: A Phenomenographic Analysis
Author: Jägerskog, Ann-Sofie
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Knowledge Level,Etiology,Costs,Economics Education,Decision Making,Supply and Demand,Comprehension

Purpose: The aim of this study is to extend previous research on conceptions of price by highlighting variation in students' understanding of causality. It also aims to offer a new way of using 'dimensions of variation' in phenomenographic research to analyse the structure of conceptions of complex phenomena. Method: The study uses data from 94 upper secondary students who were asked to provide written answers to two problems before and after a short programme of teaching. This yielded a total of 328 open responses which were analysed phenomenographically. Findings: The study revealed four qualitatively distinct ways of understanding causation in pricing. It also revealed new insights in how different dimensions of variation in conceptions of pricing are related to each other. The study suggests that the form of a problem posed to students will affect the dimensions of variation in conceptions that are exposed. Implications: Conclusions drawn are relevant for research and teaching.
Civic Education for Democratic Citizens: To What Extent Do Civic Education Curricula and Textbooks Establish Foundations for Developing Active Citizens in the Republic of Macedonia?
Author: Mickovska-Raleva, Ana
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizenship Education,Civics,Citizen Participation,Foreign Countries,Curriculum Development,Student Attitudes,Textbook Content,Competency Based Education,Educational Objectives,National Curriculum,Democratic Values,Elementary Secondary Education,Critical Thinking,Cultural Awareness

Purpose: The paper presents a review of the process of inclusion of 'civic education' as part of the formal education system in the Republic of Macedonia, from its beginnings as project activity in the late 1990's to its current implementation as a mandatory subject in the primary grades. Comparison is made between what was initially planned and what has been achieved in the area of civic education during this 20-year period, with a critical review on the potential of the subject for developing civic competencies. Methodology: The findings are based on content-analysis of curriculum goals and textbook tasks, through their classification in an indicators' matrix of 'Civic Key Competencies' (as defined by the EC's key competence framework for lifelong learning). Findings: The analysis provides insight into the frequency of curriculum goals and textbook tasks which relate to manifesting 'civic competencies, from 'knowledge', 'skills', 'attitudes' and 'values', to the 'behavior' indicators, which should ideally be the goal of civic education. Research limitations/implications: The research was based on the method of textual analysis, which is inherently open to individual interpretations by the researcher. However, in order to limit arbitrary interpretations and classification of textual information, variables were operationalized on the basis of the indicators of Civic Key Competences (Appendix 1) Practical implications: Bearing in mind that the country is in the process of revising the civic education curriculum for primary and secondary school, the research has the potential to inform the policy process through providing viable recommendations on the most effective models for developing active citizens.
From Connectedness and Learning to European and National Identity: Results from Fourteen European Countries
Author: Ziemes, Johanna F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Nationalism,Self Concept,Psychology,Civics,Citizenship Education,Correlation,Student Attitudes,Educational Opportunities,Foreign Countries,Interdisciplinary Approach,Teacher Student Relationship,Course Content,Teaching Methods,International Cooperation,Interpersonal Relationship,Citizenship,Secondary School Students,Political Attitudes,Scores,Measures (Individuals),Cross Cultural Studies

Purpose: The aim of this article is to analyse the concepts of national and European identities through a multidisciplinary lens and to examine empirically how schools develop those identities in adolescents. Method: The study employs data from the &quot;International Civic and Citizenship Education Study 2016.&quot; Correlation and regression analyses are conducted with data from over 45,000 students from fourteen different European educational systems. Country-specific weighted statistical analyses are conducted. Findings: A combination of perspectives from the fields of psychology, political culture, and civic and citizenship education is useful to reflect upon the dimensions and desirability of overarching identities. Formal learning opportunities are shown to be particularly relevant for fostering a European identity. Positive relationships between students and teachers and between students statistically predict stronger identities. Practical implications: Good social relationships at school help to develop national and European identities. Moreover, the development of a European identity especially depends upon its explicit inclusion in the curriculum. Teachers should guide students to reflect on the meaning and content of tolerant and complex national and European identities.
Supporting Student Knowledge Using Formative Assessment and Universal Design for Learning Expression
Author: Finnegan, Lisa A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Formative Evaluation,Access to Education,Educational Principles,Teaching Methods,Educational Technology,Learning Activities,Knowledge Level,Standards,Course Content,Students with Disabilities,Disabilities,Educational Legislation,Equal Education,Federal Legislation,School Readiness,Student Evaluation,Learner Engagement,Science Instruction,Inclusion,Elementary Secondary Education

This article demonstrates an approach for teachers to use outcomes from activities using the universal design for learning expression principle to evaluate student knowledge in content areas. Based on the student's level of explanation using a variety of expression methods, teachers can determine whether students need additional support for re-teaching a concept or whether students are ready for additional practice or challenge. Various levels of technology can be used for formatively assessing student understanding, from no technology (e.g., paper and pencil) to mid- or high-technology tools found in most classrooms, including computers and tablets.