ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of IEP Accommodations for Secondary Students with Emotional and Behavioral Problems
Author: Kern, Lee
Date: 2019-09-00
Type: Journal Articles
Subjects: Individualized Education Programs,Academic Accommodations (Disabilities),Emotional Disturbances,Behavior Disorders,High Stakes Tests,Students with Disabilities,High School Students,Child Behavior,Rating Scales,Achievement Tests,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Measures (Individuals)

Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a significant concern for secondary age students who spend the majority of their day in regular education settings and must participate in high-stakes testing. We examined types of accommodations provided to 222 secondary students with emotional and behavioral problems, their use (i.e., classroom or standardized assessments), and variables related to their selection. Analyses indicated (a) students received a wide array of accommodations with some differences depending on disability type, (b) more accommodations were provided in the classroom than on standardized testing, (c) few demographic variables were associated with type or number of accommodations, and (d) with a single exception, academic and behavioral functioning did not explain type of accommodation received. The findings suggest that accommodation selection is highly imprecise and point to the critical need for further research in this area.
Determining Science Teacher Candidates&apos; Comprehension Level of Equations
Author: Çalis, Sevgül
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Knowledge Level,Comprehension,Equations (Mathematics),Mathematics Skills

It is commonly known that mathematics is used in many subjects in physics and chemistry courses and the relations between mathematics and variables are more easily understood. These courses also comprise a number of equations that correspond to a mathematical correlation and are also called formulas. Therefore, the aim of the present study is to determine the level of science teachers to verbally express the meaning of the equations given and comprehension of the mathematical structure of equations. The data obtained with the help of open-ended questions were analyzed by the content analysis method, one of the qualitative research methods. According to the data obtained, code, category and themes were created. The study was carried out with science teacher candidates studying at the Faculty of Education of Bursa Uludag University in the 2017 and 2018 academic year. When the obtained data were evaluated, it was found that majority of the teacher candidates had difficulty in expressing fully the concept of equation, and in perceiving the mathematical structure of the equations and in drawing the graphs of the equations. [This study was presented as an oral presentation at the National Symposium on Science and Mathematics Education (13th, Denizli, Turkey, October 4-6, 2018).]
On the Digital Lane to Citizenship? Patterns of Internet Use and Civic Engagement amongst Flemish Adolescents and Young Adults
Author: Siongers, Jessy
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizen Participation,Internet,Behavior Patterns,Adolescents,Young Adults,Foreign Countries,Political Attitudes,Mass Media Use,Information Seeking,Self Efficacy,Age Differences,Educational Attainment,Parent Background,Preferences

Purpose: The rise of online communication possibilities has revived the debate surrounding the impact of media on political participation, especially with respect to young people who are considered prime users of online communication technologies. Against that background this paper examines the relationship between the use of new and old media and institutionalized and non-institutionalized forms of political participation. Design: We rely on data of a representative sample of Flemish young people aged 14-30 (N=2488). Ordinal logistic regression models are used to model (1) institutional political participation and (2) alternative forms of political participation. We not only focus on whether young people used the Internet but also assess differences according to the purpose of Internet use. Findings: Even after taken into account a significant number of background characteristics, different views on politics and other media use, Internet use remains positively related to both conventional and alternative forms of political participation. Internet use for pleasure appears quite strongly associated with alternative political participation, but is not related to conventional political participation. Internet use directed towards gaining information is strongly related to both conventional and alternative forms of political participation by strengthening young people's political efficacy, interest and political competences.
Teaching Financial Literacy: Competence, Context and Strategies among Swedish Teachers
Author: Björklund, Mattias
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Teaching Methods,Pedagogical Content Knowledge,Teacher Attitudes,Beginning Teachers,Experienced Teachers,Teaching Skills,Course Descriptions,Comparative Analysis,Inservice Teacher Education,Preservice Teacher Education,Foreign Countries,Teacher Competencies

Purpose: The aim of this article is to compare if and how experienced and novice teachers differ from each other regarding teaching and expressed aims regarding their financial literacy education. Method: Thematic analysis together with the PCK framework were used to analyse 21 teacher interviews. Findings: Both aims and teaching differ between experienced and novice teachers even though none of the interviewed teachers has any formal content knowledge regarding financial literacy. This seems related to experienced teachers using their everyday financial knowledge when teaching where novice teachers use their pedagogical skills and refer to syllabus. Practical implications: Both pre-service and in-service teachers should receive a financial literacy education. Teachers' experience from financial literacy instruction should be considered when designing teacher training in financial literacy.
&quot;I Mean, Everybody Is Kinda Racist.&quot; PowerPoint Presentations in Social-Studies Classrooms in Germany
Author: Torrau, Sören
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teaching Methods,Computer Software,Racial Bias,Social Change,Case Studies,Audio Equipment,Racial Differences,Constructivism (Learning),African Americans,Police,Death,Group Discussion,Grade 10,High School Students

Purpose: PowerPoint presentations have changed representations of knowledge. They represent a social transformation process of communication which is also reflected in social-studies classrooms. Thus, it is important to examine not only how students hold presentations but also to explore the construction of knowledge through presentations: What are the &quot;didactic&quot; functions? Methodology: The article focuses on a case study that was part of a doctoral dissertation that uses audio recordings, interviews and classroom observations in order to explore presentations in social-studies classrooms. Findings: A presentation -- the shooting of Michael Brown -- by 10th-grade student Laura shows: &quot;Students select and transform knowledge in a socio-constructivist and didactic way.&quot; Presentations are the starting point of a process of negotiation of knowledge, which is triggered by the presenting students. Laura asks within the lesson: What is racism and what can we learn about racial structures? By reading the article teachers can learn about teaching students about race and racism through presentations.
Teaching Technology and Tolerance in Tandem: Culturally Responsive Classroom Guidance Interventions
Author: Purgason, Lucy L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Culturally Relevant Education,Technology Integration,Cultural Awareness,Guidance,Immigrants,Refugees,Lesson Plans,Elementary School Students,Middle School Students,High School Students,Teaching Methods,Prosocial Behavior,School Counseling,Information Technology,Computer Simulation,Intercultural Communication,Computer Mediated Communication,School Counselors,English Language Learners

Twenty-first century schools are characterized by increasing diversity and use of technology. An opportunity exists for school counselors to utilize technology to create novel and innovative classroom guidance lessons designed to facilitate cultural exploration and promote cultural understanding. This article provides a rationale for how the integration of technology in classroom guidance can be particularly beneficial to immigrant and refugee students. The purpose is to feature three technology tools for use at the elementary, middle, and high school levels. Lesson plans are provided.
Mapping the Field of Development Education in Portugal: Narratives and Challenges in a De/Post/Colonial Context
Author: Coelho, Dalila P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postcolonialism,Citizenship Education,Global Education,Development,Educational History,Educational Trends,Futures (of Society),Higher Education,Educational Practices,Educational Theories

Purpose: To map and discuss core narratives and challenges crossing the field of DE in Portugal, from a postcolonial stance. Design/methodology/approach: The analysis is based on a qualitative approach, comprising two studies: interviews with experts and online analysis of development NGOs active in the field of DE. Findings: DE is discussed as a set of theories and practices under reconfiguration in terms of scope, aims, actors and educational approaches. There is the need for reconnecting with and addressing the legacies of DE, particularly, given its formal and informal emergence; this is an inevitably conflictual process involving a balance between tradition and change. Higher education is considered a relevant actor in strengthening the field. Research implications: A postcolonial stance is suggested as valuable orientation for actors, organizations and research in the field of DE, considering its transitional status and an inherently conflictive nature.
Diversity and Credibility in Young People&apos;s News Feeds: A Foundation for Teaching and Learning Citizenship in a Digital Era
Author: Nygren, Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Credibility,Citizenship Education,Social Media,Sharing Behavior,News Media,Adolescents,Secondary School Students,Foreign Countries,Gender Differences,Political Attitudes,Bias,Democracy,Information Dissemination,Adolescent Attitudes,Access to Information,Mass Media Use,Information Sources,Economics,Social Problems,Media Literacy,Web Sites

Purpose: The credibility of digital news is presently a topic of debate, and curricula underline the importance of media literacy. However, the content and credibility of young people's news feeds have not been investigated in detail in any large-scale studies. Here we explore the nature of news featured in Swedish upper secondary school students' news feeds, how news is shared, and how credible the news is according to the students. Approach: Using citizen science and a mixed methods approach we review 2617 news from authentic news feeds. Findings: The students' news feeds primarily contain hard news from established news media. News is predominately found on news domains, not through social media. Soft news is less common and is perceived as less credible. Boys find more sports while girls identify more entertainment and lifestyle news. The news feeds also contain some highly biased political information. Research limitations: The study was carried out in Sweden, and further international research on authentic news feeds is needed to view results in relation to society and educational practices. Research and practical implications: In education, students' news feeds can be used to scrutinize credibility and help students navigate towards credible news domains to support democratic engagement.
The Effects of Pilates, Step and Zumba Exercises on Self-Esteem, Happiness and Communication Skill Levels
Author: Özdenk, Serhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Esteem,Psychological Patterns,Communication Skills,Females,Exercise,Program Effectiveness,Foreign Countries,Adults

The aim of this study is to examine the self-esteem, happiness and communication skills of women who participated in pilates, step and zumba exercise programs. A total of 54 women participated in the study. Pilates, step and zumba exercise program was applied three days a week for a total of 12 weeks. As a data collection tool in research; personal information form, Rosenberg self-esteem scale consisting of 10 items, which was adapted to Turkish by Cuhadaroglu (1986) the scale of communication skills created by Korkut-Owen and Bugay (2014) consisting of 25 items, and the scale of happiness created by Demirci (2017) composed of 6 items. When the self-esteem, happiness level and communication skills scale scores of the participants in the pilates exercise program are examined, there is a statistically significant difference between the pre-posttest values (p&lt;0.05). When the self-esteem scale scores of the participants in step and zumba exercise program were examined, there was no statistically significant difference between the pre-posttest values (p&gt;0.05). When the happiness level and communication skills scale scores of the participants in step and zumba exercise program were examined, statistically significant difference was observed between the pre-posttest (p&lt;0.05). Pilates exercise program positively affects self-esteem, happiness and communication skills. Step and zumba exercise programs have no effect on self-esteem. Step and zumba exercise program positively affect the level of happiness and communication skills. It is recommended that women participate in exercise programs such as pilates, step and zumba.
Ideology, Education, and Financial Literacy Uncovering Neoliberal Ideology in Assessment Studies of Economics Education -- The Case of Austria
Author: Stieger, Sandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,Neoliberalism,Ideology,Educational Research,Multiple Literacies,Money Management,Secondary Education,Secondary School Students

Purpose: This contribution contextualizes the current debate on financial literacy within the discourses on ideology in curriculum design. The critical review questions the concept of financial literacy as used in assessment studies in Austria, revealing the studies' ideological assumptions and their embeddedness within neoliberal ideology. Methodology: A critical conception of ideology and of curriculum developed by Thompson (1990) and Apple (2004) serves as the basis for analysis. Categories of analysis are derived from neoclassical economics and neoliberal thought. The research is based on a qualitative content analysis of nine recent studies that all argue for enhanced economics education. Findings: The authors of the studies analysed write in support of an individualistic, naturalized and &quot;apolitical&quot; understanding of economic and financial literacy. This means that they conceive the economy as a closed system, separate from society and politics. The suggested education programs, consequently, are linked mainly to the neoliberal political project, with a lack of emancipatory or transformative ideas.
Growing Research Funding in Emerging and Developed Programs at Research Universities
Author: Hutton, Katherine G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Universities,Financial Support,Research,Research Administration,Institutional Mission,Federal Aid,Philanthropic Foundations,Private Financial Support,Departments

The research funding patterns at ten doctorate-granting universities across the country were investigated. These universities were classified by the Carnegie Commission on Higher Education as R2: Higher Research Activity institutions. Findings pointed to patterns in funding and research growth and the relationship between research administrators and funded projects. In this mixed-methods study, quantitative and qualitative data were used to examine each of these universities' total award dollars received in FY2017, compare the top three departments funded, and look at how funding may relate to the research administration missions of each research office. Further, the source of research dollars was analyzed, including federal and other external sponsors, and the percentage of proposals submitted versus those awarded. Overall, this paper conceptualizes the complicated, competitive grant process at the university level: in order for administrators to increase access to research dollars, they should understand the funding climate, stay connected to their institutions' community of scholars, and encourage scholars to conduct scholarship that drives opportunity, innovation, and change.
An Empirical Study on Postgraduate Education of Business English in China
Author: Xuemi, Lu
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),Business English,Second Language Learning,Second Language Instruction,Foreign Countries,Program Development,Student Attitudes,Curriculum Development,English for Special Purposes,College Faculty,Language Teachers,Teacher Student Relationship,Mentors,Academic Language,Program Evaluation,College Second Language Programs

The development of business English (BE) program cannot separate from that of its closely-related discipline. However, little is known about business English disciplinary development from the angle of postgraduate education in China. Through questionnaires and interviews on 64 postgraduate students of Guangdong University of Foreign Studies (hereinafter referred to as GDUFS), this paper conducts empirical research on and analysis of its postgraduate education from the perspectives of curriculum setting, teacher construction, and tutorial system. The results show that most respondents are content with these dimensions of the postgraduate education of business English, which demonstrates the current postgraduate education in GDUFS is highly recognized and satisfied. It aims to have some implications for the reform and practice of postgraduate education and disciplinary construction in terms of business English in China. This research also discovers some noteworthy problems and put forward some suggestions.
Students&apos; Views on the Use of Critical Thinking-Based Pedagogical Approach for Vocabulary Instruction
Author: Elyas, Tariq
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Critical Thinking,Student Motivation,Vocabulary Development,Foreign Countries,Retention (Psychology),Reflection,Problem Solving,English (Second Language),Second Language Learning,Likert Scales,Females,College Students,Student Empowerment,Drills (Practice),Student Centered Learning,Teaching Methods,Second Language Instruction

This research aimed to explore students' views towards the use of a critical thinking pedagogical model for vocabulary instruction. From this end, a questionnaire was utilized to collect both quantitative and qualitative data to investigate the students' opinions about such an educational experience. Data analysis revealed that the meaningful and purposeful critical thinking vocabulary tasks triggered learners' motivation while engaging their higher cognitive abilities in solving the tasks and enabling them to reflect on their topics based on their personal and life experiences. This challenging process led learners to have more opportunities for practicing &quot;elaborative rehearsal,&quot; and as a result, to process the targeted vocabulary deeper. This created a stronger association with the taught vocabulary, which ultimately enabled them to be encoded in the learners' long-term memory. Based on these findings, the authors recommend that teachers, teacher educators, and curriculum designers should draw upon the findings of these studies and consider the advisability of embedding critical thinking-based teaching methods across all strata of the EFL teaching system: policy documents, curricula, teacher training courses and the language classrooms.
Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing among Young Learners
Author: Yeung, Marine
Date: 2019-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Writing Processes,Writing Instruction,Personal Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Student Journals,Foreign Countries,Independent Study,Writing Skills,Secondary School Students,Self Evaluation (Individuals),Student Attitudes,Metacognition,Teaching Methods,Instructional Effectiveness,Educational Objectives

Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students' emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners' journals and case studies suggest that the process approach can reduce students' reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.