ethanporcaro/eric-fulltext-meta huggingface dataset:
The Hungry Mind: From the Casa dei Bambini to Cosmic Education
Author: Grazzini, Baiba Krumins
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Early Childhood Education,Elementary Education,Teaching Methods,Child Development,Imagination,Infants,Young Children,Environmental Influences

Baiba Krumins Grazzini has generously transformed her lecture, delivered at the AMI-USA Refresher Course in 2014, into a legacy article. This article establishes the role of storytelling in Cosmic Education while capturing both the whole and the detailed parts of Montessori Cosmic Education. Working from the early childhood transition into the elementary years, she frames the second plane as more than a successive stage of development but, more importantly, as a continuation of growth through the work of imagination. She has given the presentation &quot;life, not theories&quot; by adding her authentic perspective to the dynamics of the crowning movement of stages that is the first to second plane. A bibliography is included.
Building Spoken Language in the First Plane
Author: Bettmann, Joen
Date: 2016-00-00
Type: Journal Articles
Subjects: Speech Communication,Montessori Method,Singing,Vocabulary Development,Naming,Lesson Plans,Teaching Methods,Games,Interpersonal Communication,Grammar,Language Enrichment,Learning Activities,Language Acquisition

Through a strong Montessori orientation to the parameters of spoken language, Joen Bettmann makes the case for &quot;materializing&quot; spoken knowledge using the stimulation of real objects and real situations that promote mature discussion around the sensorial aspect of the prepared environment. She lists specific materials in the classroom that can be used to raise vocabulary through eliciting interest in the naming of things and that can be integrated into the three-period lesson, classified cards, guessing games, songs, and social language.
Wondering Aloud
Author: Foster, Carla
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Story Telling,Teaching Methods,Imagination,Social Development,Skill Development,Public Speaking

Presenting the Montessori tools of the Great Lessons highlights the power of storytelling in teaching. Carla Foster suggests that children should be aware of how their learning increases as wonder points them to the mystery of the unknown. Engaging in the dialect of wonder during presentations can bring participants to attention by suggesting that &quot;all the world is a stage&quot; and they each have roles to play. She implores educators to go deeply with their children through sustained conversations of curiosity that will lead to gained social skills, equal participation, and building public speaking skills. A bibliography is included. [This article comes from the talk presented at the NAMTA conference titled &quot;Oral and Written Pathways to Self-Expression&quot; in Columbia, MD, October 8-11, 2015.]
19th International Montessori Training Course, London Lecture 29 17 November 1933
Author: Montessori, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Teaching Methods,Preadolescents,Early Adolescents,Poetry,Emotional Response,Literacy Education

Followers of Maria Montessori become accustomed to the oft-repeated stories that drive home a point, but here is a new treasure. This lecture tells of an experiment that Montessori began with 12- to 14-year-old children and then with 10-year-olds. When the poetry of Dante was introduced to these students, they became passionate and grew to love the &quot;Divine Comedy.&quot; Montessori showed the students that the verses were written in threes and that each line of poetry contained eleven syllables. This linguistic understanding led to analysis and exploration using dictation, circles to mark the syllables, and ultimately to the memorization of entire cantos and performances. In this lecture, Montessori inspires us to experiment, to reach for the best, and to challenge students. The Dante experiment embraced philosophy, history, theology, and poetry and deeply touched the emotions of the children. [This article originally appeared in &quot;Communications&quot; volume 1-2, pages 33- 38, 2012.]
Helping the Child in the Conquest of the Written Language
Author: Joosten, A. M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Written Language,Language Skills,Teaching Methods,Learning Activities,Alphabets,Emergent Literacy,Montessori Method,Young Children

A. M. Joosten writes from his deep and long classroom experience of the many activities to use with the movable alphabet for solidifying language skills. He is always sensitive to situations where a child may have come late to the House of Children and therefore might need incentives to engage with the materials. This valuable information is for the directress whose children need extra help in learning the sounds of the sandpaper letters. In the &quot;how-to&quot; details, Joosten is careful not to correct the child but to structure a lesson so that practice and repetition entice the child. Some suggested activities involve small group work and many involve movement. The children will not even realize how many different activities are directed to increasing their fluency with the sandpaper letters and the movable alphabet.
A Case Study on Pre-Service Secondary School Mathematics Teachers' Cognitive-Metacognitive Behaviours in Mathematical Modelling Process
Author: Sagirli, Meryem Özturan
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Secondary School Teachers,Metacognition,Cognitive Processes,Mathematics Teachers,Protocol Analysis,Foreign Countries,Mathematical Models,Qualitative Research,Teaching Methods

The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in Erzincan, Turkey. We collected data via think aloud protocols in which metacognitive supports are provided and not provided and with unstructured metacognitive protocols related to the process. The metacognitive support provided to the pre-service teachers and this case caused an increase in the numbers of cognitive-metacognitive behaviours in class level in general. Any pattern was not encountered for the sequences of cognitive-metacognitive behaviours in the process of mathematical modelling during the stages in which metacognitive support was given and was not given but some little patterns were detected. It was noticed that there was no relationship with respect to the metacognitive support and without metacognitive support between and frequencies of cognitive-metacognitive behaviour mathematical modelling progress. The 1st and 2nd grade-pre-service teachers claimed that the metacognitive support contributed to them such factors as understanding and detailing, the 3rd and 4th graders expressed that it enabled them to follow, reach alternative ways of solution. The participants, during the stage in which the metacognitive support was provided, demonstrated more success during the process of mathematical modelling compared with the first stage.
Problems Encountered by Religious Vocational Secondary School and Other Secondary School Students in Physical Education and Sports Activities
Author: Bar, Mustafa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Vocational Education,Religious Education,Physical Education,Athletics,Institutional Characteristics,Gender Differences,Questionnaires,Problems,Statistical Analysis,Student Experience

The study aimed to determine problems encountered by Religious Vocational Secondary School and other Secondary School students in physical education and sports activities and to compare these problems according to school type and gender. A questionnaire named &quot;Problems encountered in attending to physical education and sports activities&quot; developed by the researchers was applied. A Religious Vocational Secondary School selected with random method in Sakarya Province and a Secondary School selected from other Secondary Schools was determined for the research. Questionnaire form was applied to 400 volunteer students in total. Frequency analysis and Chi-square analysis were used. It was found out that male students encountered with more problems than female students regarding their school lives, organizations and institutions and families. Moreover, problems regarding school lives in Religious Vocational Secondary School and other Secondary School students had similarities; however, problems regarding organizations and institutions as well as families were experienced more frequently in other Secondary Students than Religious Vocational Secondary School students. In conclusion, male students and other Secondary School students experience problems in every field and they express these problems more frequently as they attend physical education and sports activities more than female students and Religious Vocational Secondary School students do.
Underachievement in Gifted Students: A Case Study of Three College Physics Students in Taiwan
Author: Tsai, Kuei-Fang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gifted,Underachievement,Physics,Case Studies,Questionnaires,Interviews,Study Habits,Self Concept,Student Motivation,Self Actualization,Memorization,Mastery Learning,Learning Strategies,Student Interests,Learner Engagement,Professional Development,Prior Learning,Problem Solving,Occupational Aspiration,Career Planning,Statistical Analysis

This case study provides an explanatory account on the underachievement of three gifted students studying physics in a Taiwanese university. The students' physics underachievement was diagnosed by Sato's student-problem analysis chart. These students were invited to complete a questionnaire and a follow-up interview in order to (1) understand the association between their academic performance, self-concepts, and support systems, and (2) elicit the pattern of their learning behaviors. Students reported that their self-worthiness was not undermined by their underachievement and they still believed in their own potentials. The study indicated that these students started to encounter academic problems during their senior high school years. The following learning habits resulted in their underachievement: (1) a lack of motivation and not applying self-actualization on subject matters, (2) focusing on memorizing and mastering skills and exercising counterproductive learning strategies, (3) a lack of genuine interest in the subject. This study also found that although these students had clear career goals and generally positive conceptualization of self, their professional development suffered from a lack of execution.
Effects of Leadership on Student Success through the Balanced Leadership Framework
Author: Cetin, Munevver
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership,Leadership Effectiveness,Academic Achievement,Models,Behavior Patterns,Meta Analysis,Leaders,Leadership Responsibility,Research Design,Questionnaires,Questioning Techniques,Test Items,Content Analysis,Educational Improvement,Qualitative Research

Attempts have been made to identify behavior patterns peculiar to leadership by many institutions and organizations; also numerous studies have been conducted in this area. Of all these organizations, The Interstate School Leaders Licensure Consortium (ISLLC) identifies the definitive standards of school leadership. Examining these standards in detail, Mid-continent Research for Education and Learning (McREL) has developed new behavior patterns and focuses on student success related to school leadership; accordingly, in 1998 the Balanced Leadership Framework was suggested as a new leadership approach. In accordance with this framework, to know what to do is not generally considered sufficient to transform classes and schools. It is also significantly important for leaders to know why some actions are necessary, when they need to be applied, and how to apply them in classes and schools skillfully. Hence, the Balanced Leadership Framework has been developed to specify school leaders' own leadership behaviors and to benefit from the research aiming to establish effective school leaders. Thereby, McREL, after the meta-analysis, identifies 21 leadership responsibilities. In this study, after reviewing the literature, a qualitative analysis related to the 8 leadership responsibilities (Culture, Ideals and Beliefs, Communication, Visibility, Input, Relationships, Situational Awareness, Affirmation) that are necessary to form the Purposeful Community has been made. 15 teachers have been asked how leadership responsibilities affect student success and the results are discussed in this study. As a result, the effects of these 8 leadership responsibilities on student success have been clarified explicitly.
Leaving a Mark, Making a Difference
Author: Shai, Tamar Ascher
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education,Action Research,Teaching Methods,Beliefs,Doctoral Programs,Research,Teaching Experience,Teacher Education Programs,Educational Practices,Structured Interviews

Thirteen years after the completion of my doctoral research I located ten of the students of early childhood education who had participated in the study, in order to discern what had had a great enough impact on them as teachers-to-be, that it would find its expression even thirteen years later. The intervention doctoral program is briefly summarized, as well as the references made to this program by the participants. This paper does not present an in-depth longitudinal study, but rather a form of update on a study that, at its conclusion, suggested that the true effects of the program would probably only become apparent to the students themselves many years later. The results and conclusions of this follow-up are surprising and challenging to teacher trainers and educators alike.
Turkish Prospective English Teachers' Reflections on Teaching Practice
Author: Yildiz, Mine
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Reflection,Preservice Teachers,Teaching Experience,Teacher Attitudes,Mixed Methods Research,Practicums,Questionnaires,Likert Scales,Test Items,Questioning Techniques,Teacher Education,Teacher Education Programs,English (Second Language),Second Language Learning,College Students,Higher Education,Teaching (Occupation),Teacher Competencies,Self Esteem

This study is an attempt to present the reflections of prospective English teachers in Turkey on teaching practice over their experiences and perceptions. A mixed-method research design was conducted through the use of a questionnaire involving a 5-Likert scale and one open-ended question. The participants were 120 senior students at ELT department of Atatürk University. According to the findings, prospective teachers are of the opinion that teaching practice greatly contributed to the development of self-confidence and competency in teaching and coping up with the challenges of the profession, and that they began to regard themselves like a teacher.
Development of a Scale for Measuring Parental Satisfaction with Services Available for Disabled Children in Jordan
Author: Hyassat, Mizyed A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Related Services (Special Education),Parent Surveys,Semi Structured Interviews,Literature Reviews,Test Reliability,Test Validity,Attitude Measures,Parent Attitudes,Replication (Evaluation),Medical Services,Parent Participation,Special Education,Accessibility (for Disabled),Correlation,Mixed Methods Research

Undoubtedly, parents of children with disabilities are better knowing than anyone else about their children's development and progress. Therefore, considering their perspectives on the services may lead to enhancing service delivery to their disabled children. In this paper, we described the procedure of developing an instrument for measuring parental satisfaction with the services that disabled children and their parents received. The scale developed in the current study consists of five dimensions: Medical care services, accessing to services, special education institutions, parental involvement, and available support. The scale items construct was based on three resources: Reviewing literature, semi-structured interviews, and asking professionals. The results show that the validity and reliability of the scale are satisfactory.
Technologies That Facilitate the Study of Advanced Mathematics by Students Who Are Blind: Teachers' Perspectives
Author: DePountis, Vicki M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Blindness,Online Surveys,Teacher Attitudes,Teaching Experience,Advanced Courses,Mathematics Instruction,Visual Impairments,Assistive Technology,Braille,Instructional Effectiveness,Mathematics Teachers,Feedback (Response),Teacher Education,Statistical Analysis,Teaching Methods

This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of teachers with experience teaching or supporting students who are braille readers in advanced mathematics classes. Questions were designed to gain information regarding which of 35 tools presented in the instrument were used to aid students, how were they used and perceived effectiveness. Open-ended response areas provided space for addition of tools not already listed, as well as other feedback. A total of 82 surveys were analyzed. Results indicated that 20 of the 35 devices were used; of these, 13 were used regardless of specific subject, while different sets were used for different subjects and tasks. Participants recommended another seven high-tech devices in the open response question. Limitations of the study were the small sample size and possible survey fatigue. Implications for practitioners: This research provides a foundation for additional work on how to best equip teachers of students with visual impairments so they can support their students.
The Educational, Social and Emotional Experiences of Students with Dyslexia: The Perspective of Postsecondary Education Students
Author: Doikou-Avlidou, Maro
Date: 2015-00-00
Type: Journal Articles
Subjects: Dyslexia,Student Experience,Emotional Experience,Social Experience,Educational Experience,College Students,Semi Structured Interviews,Content Analysis,Qualitative Research,Coping,Teacher Attitudes,Teacher Behavior,Anxiety,Self Concept,Peer Relationship,Clinical Diagnosis,Foreign Countries

The present study aimed at exploring the educational, social and emotional experiences of individuals with dyslexia both during school and tertiary education. For this purpose, semi-structured interviews were conducted with ten Greek students with dyslexia who were enrolled in higher education institutions. The data analysis was carried out with the use of qualitative content analysis. The findings reveal that the students had developed positive as well as negative coping strategies to deal with their learning disabilities. The teachers' attitudes and behaviour were mostly perceived as negative. These attitudes coupled with the lack of explanations about dyslexia following diagnosis and teasing on the part of the peers caused feelings of inferiority and anxiety to the interviewees. However, dyslexia contributed to the enhancement of the participants' self-understanding and the development of their strengths. Implications with respect to the provision of emotional and social support and implementation of appropriate interventions are discussed.
Cultural and Linguistic Diversity and Special Education: A Case Study of One Mother's Experiences
Author: Steeley, Sherry L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Mothers,Special Education,Experience,Early Intervention,School Districts,Parent School Relationship,Minority Groups,Barriers,Semi Structured Interviews,Parent Attitudes

Special education services have seen great improvement since the passage of the Individuals with Disabilities in Education Act (IDEA) in 1975, but culturally and linguistically diverse (CLD) families still face exceptional challenges when advocating for special education services for their children (Artiles &amp; Harry, 2006; Palawat &amp; May, 2011). Beyond language barriers, school culture and the special education system are often challenging to navigate, and cultural misunderstandings may lead to over-representation or the provision of services that fail to meet children's needs (Artiles &amp; Harry, 2006; Palawat &amp; May, 2011). This study investigates the case of one such family across several school districts and early intervention settings to identify areas of success and shortfalls, in order to contribute to research on critical needs for further improvements in special education relationships and services for CLD families.
Examining Collaboration and Constrains on Collaboration between Special and General Education Teachers in Mainstream Schools in Jordan
Author: Al-Natour, Mayada
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Collaboration,Regular and Special Education Relationship,Special Education Teachers,Teacher Attitudes,Mixed Methods Research,Barriers,Teacher Surveys,Semi Structured Interviews,Inclusion,Teacher Characteristics,Teacher Administrator Relationship,Family School Relationship,Class Size,Teaching Load,Likert Scales

This paper examines collaboration between general and special education teachers in mainstream schools in Jordan from their own points of view. It explores the extent to which teachers work collaboratively throughout the different stages of the special educational programs of students with special needs (i.e. referral, assessment, planning, and implementing the educational program stages). It also looks at constrains that may hinder this collaboration. The study adopts a mixed method design, where teachers' views on collaboration and constrains on collaboration were first surveyed and then further examined through a series of semi-structured interviews. Both survey and interview results showed that teachers collaborate at a low level throughout the different stages of the student's special educational program. Results also showed that collaboration is constrained by different factors including: teachers' large workload; high numbers of students in the classroom; lack of awareness of the importance of collaboration; lack of pre- and in-service training in the area of inclusive education; general education teachers' negative attitudes toward working with students with special needs; and lack of support from schools administration and students' families. The results are discussed in relation to the study context: inclusive education was only recently introduced to the education system in Jordan and has therefore not yet been fully adopted or understood by the different educational parties. Also, general and special teachers education programs at both pre-service and in-service level have not updated their programs so to prepare teachers to work in inclusive educational settings and be able to collaborate with each other.