ethanporcaro/eric-fulltext-meta huggingface dataset:
Mitigating First Year Burnout: How Reimagined Partnerships Could Support Urban Middle Level Teachers
Author: Cross, Stephanie Behm
Date: 2017-03-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Burnout,Beginning Teachers,Urban Schools,Beginning Teacher Induction,Team Teaching,Partnerships in Education,Teacher Persistence,Race,Cooperation,College School Cooperation,Teacher Qualifications,Teacher Collaboration,Institutional Cooperation

Given what we know about new teacher attrition--most teachers leave within their first five years in the field--specialized support during early years of teaching is critical. But should this support look different across different contexts and grade bands? What does supportive teacher education and induction look like for middle level educators preparing to teach in urban settings? This essay describes steps taken to design a cross-institutional, collaborative three-year residency program for K-8 educators, and speaks to the importance of reimagined co-teaching, critical, and cross-institutional partnerships in middle grades teacher education. The authors urge readers to consider how to implement similar modifications in their own spaces to create powerful, collaborative middle grades teacher education and induction.
The Effect of Varied Gender Groupings on Argumentation Skills among Middle School Students in Different Cultures
Author: Hsu, Pi-Sui
Date: 2017-08-00
Type: Journal Articles
Subjects: Middle School Students,Grouping (Instructional Purposes),Persuasive Discourse,Multivariate Analysis,Control Groups,Experimental Groups,Mixed Methods Research,Grade 6,Grade 7,Elementary School Students,Foreign Countries,Student Projects,Active Learning,Computer Assisted Instruction,Gender Differences

The purpose of this mixed-methods study was to explore the effect of varied gender groupings on argumentation skills among middle school students in Taiwan and the United States in a project-based learning environment that incorporated a graph-oriented computer-assisted application (GOCAA). A total of 43 students comprised the treatment condition and were engaged in the collaborative argumentation process in same-gender groupings. Of these 43 students, 20 were located in the US and 23 were located in Taiwan. A total of 40 students comprised the control condition and were engaged in the collaborative argumentation process in mixed-gender groupings. Of these 40 students, 19 were in the US and 21 were in Taiwan. In each country, verbal collaborative argumentation was recorded and the students' post essays were collected. Among females in Taiwan, one-way analysis of variance (ANOVA) indicated that statistically a significant gender-grouping effect was evident on the total argumentation skills outcome, while multivariate analysis of variance (MANOVA) indicated no significant gender-grouping effect on the combined set of skill outcomes. Among females in the US, MANOVA indicated statistically significant gender-grouping effect on the combined set of argumentation skills outcomes Specifically, U.S. female students in mixed-gender groupings (the control condition) significantly outperformed female students in single-gender groupings (the treatment condition) in the counterargument and rebuttal skills. No significant group differences were observed among males. A qualitative analysis was conducted to examine how the graph-oriented computer-assisted application supported students' development of argumentation skills in different gender groupings in both countries. In each country, all teams in both conditions demonstrated a similar pattern of collaborative argumentation with the exception of three female teams in the US. Female teams, male teams, (the treatment condition) and mixed-gender teams (the control condition) demonstrated metacognition regulation skills in different degrees and with different scaffolding.
Young Citizens of the World Unite! A Case for the Model United Nations in Middle School Classrooms
Author: Pettit, Stacie K.
Date: 2017-08-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Youth Programs,Inquiry,Social Studies,Academic Standards,Active Learning,Interaction,Citizenship Education,Middle School Teachers,Conferences (Gatherings),Secondary School Curriculum,Alignment (Education),Thinking Skills,Methods Courses,Teacher Education Programs,Literature Reviews

In this essay, the authors describe the benefits and theoretical connections of the Junior Model United Nations (JMUN) program in middle school classrooms. The lens used to view the JMUN program is informed by literature on the needs of young adolescents, inquiry learning, and global citizenship. Findings based on this literature illuminate nuances in the interaction between inquiry learning through the College, Career, and Civic Life (C3) Framework for Social Studies Standards and active learning participation. Implications for middle school students, in-service teachers, and teacher candidates are discussed.
Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice
Author: Turner, Steven L.
Date: 2017-08-00
Type: Journal Articles
Subjects: Middle School Teachers,Mentors,Preservice Teacher Education,Preservice Teachers,Teacher Surveys,Teacher Role,Teacher Attitudes,Partnerships in Education,Experiential Learning,Teaching Methods,Program Effectiveness,Teacher Collaboration

Middle school mentor teachers who participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers' development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.
The Effectiveness of the Game-Based Learning System for the Improvement of American Sign Language Using Kinect
Author: Kamnardsiri, Teerawat
Date: 2017-00-00
Type: Journal Articles
Subjects: American Sign Language,Second Language Learning,Experimental Groups,Control Groups,Comparative Analysis,Conventional Instruction,Educational Games,Educational Technology,Technology Uses in Education,Foreign Countries,Program Effectiveness,Deafness,College Students,Vocabulary,Statistical Analysis

This paper investigated students' achievement for learning American Sign Language (ASL), using two different methods. There were two groups of samples. The first experimental group (Group A) was the game-based learning for ASL, using Kinect. The second control learning group (Group B) was the traditional face-to-face learning method, generally used in sign language skill training for students with hearing impairments. This study was separated into two phases. In Phase I: 3D trajectory matching measurement algorithm, the Euclidean distance algorithm was employed to present the similarity between teacher and student datasets. Then, Phase II: Effectiveness of the Game-Based Learning system, showed the proposed framework of the game-based learning for sign language. Moreover, knowledge of sign language together with the corresponding actions were captured from three sign language experts using the knowledge engineering method. Then, the proposed game-based system would be analysed to provide students immediate feedbacks and suggestions based on the knowledge transfer from ASL experts. In the experiment, the students (N = 31) were divided into two groups. The first group, Group A (N = 17), learnt with the game-based learning while the second group, Group B (N = 14), learnt with the traditional face to face learning method. The study result showed a significant difference (p&lt;0.05) on the mean score of the post-tests for both Group A and Group B. It also presented that the game-based learning approach provided a better performance of ASL vocabularies than the traditional face-to-face learning approach. Finally, in the section of Discussion and Conclusion, the effectiveness and the future work opportunity of the proposed game-based learning system were discussed for the improvement of sign language actions.
Development of Information Competency in Students during Training in Al-Farabi&apos;s Geometric Heritage within the Framework of Supplementary School Education
Author: Bidaybekov, Yesen
Date: 2017-00-00
Type: Journal Articles
Subjects: Guidelines,Supplementary Education,Mathematics Instruction,Geometry,Scientists,Information Literacy,Information Technology,Teaching Methods,Information Science,Science Activities,Information Science Education,Extracurricular Activities,Computer Software

Information competency is one of the essential qualities of a person living in the information age. It includes skills in information handling in both educational domains and the outside world, as well as readiness and capability to use modern information and communication technologies when involved in various types of information activities. Building and developing information competency in students during teaching and upbringing is one of the primary goals of education. This article describes possible ways of developing it in students within the framework of supplementary education when studying the mathematical heritage of Al-Farabi, one of the greatest scientists of the early Middle Ages, whose fundamental studies made a significant contribution to development of world science. It has been proven that integrated extracurricular classes in geometry and information science are one of the most useful patterns of teaching the scientist's heritage within the framework of supplementary school education. The article highlights the main components of information competency for the most effective organisation of its development process, provides geometric construction problems from the scientist's mathematical heritage, tasks related to his biography and scientific activities, as well as up-to-date educational and information and communication technologies to facilitate the most effective development of information competency in students.
Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of &quot;No Child Left Behind&quot;
Author: Repko-Erwin, Melia E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Kindergarten,Public Schools,Literature Reviews,Academic Standards,Accountability,Play,Developmentally Appropriate Practices,Academic Education,Literacy Education,Educational Legislation,Federal Legislation,School Readiness,Educational History,Educational Change,Reading Skills

Since the passage of &quot;No Child Left Behind&quot; (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students' academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize instruction, raise achievement levels, and hold schools accountable for improved student outcomes. The kindergarten classroom has not been immune to these efforts. This critical review of literature published within the years 2001-2016 synthesizes empirical and theoretical research centered on US kindergarten post-NCLB. Connecting NCLB's increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice.
Global Education Reform Movement: Challenge to Nordic Childhood
Author: Ringsmose, Charlotte
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Education,Educational Change,Early Childhood Education,Foreign Countries,Child Care,Accountability,Academic Achievement,Competition,Play,Teaching Methods,Child Development,Social Development,Educational Philosophy,Developmentally Appropriate Practices,Interpersonal Relationship,Laws,Welfare Services,Social Systems,Preschool Curriculum

The international comparison and competitive focus on (academic) performance, together with the growing awareness that early years impact children's learning and development in education as well as over a lifetime, has resulted in heightened political interest in the learning of the youngest children. Politicians take action to achieve what they assume to be most effective approach, resulting in more centralized control, and more structured learning approaches introduced to children at still younger ages (Brogaard-Clausen, 2015: Brehony, 2000: Moss, 2013). In the Nordic countries there is a general concern for early years and the challenges facing early childhood education and care in an era of increasing globalization, with focus on accountability and academic competition (Ringsmose, Kragh-Müller, 2017). In Denmark, the social pedagogical tradition has been part of the culture of early childhood education for decades. In the social pedagogical tradition, relationships, play, and children's influence are considered of key importance, and as the child's natural way to learn about, and make sense of the world. It is considered that children learn and explore through play and participation embedded in the culture. Recently, the ministry of education has discussed more focused learning plans, and has tried out a program with more structured learning approaches. The gradual changes, together with the possible political action, are changes seriously threatening the social pedagogical tradition with more school-like, and more structured ways for children to interact. The purpose of this article is to present the Danish example as an alternative to the &quot;schoolification&quot; of early years that we see in many countries.
Incredible Parenting with &quot;Incredible Years&quot;?: A Foucauldian Analysis of New Zealand Government Perspectives on Parenting and Their Implications for Parents and Educators in Early Childhood Education
Author: Bae, Shil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Parenting Styles,Discourse Analysis,Parent Child Relationship,Neoliberalism,Power Structure,Teaching Methods,Educational Policy,Preschool Teachers,Program Descriptions,Parent Education,Human Capital,Knowledge Economy

This paper takes a post-structural approach, examining what and how issues are framed in the parenting policy, &quot;Incredible Years,&quot; through Foucault's (1977, 1980, 1991, 2003, 2004) notion of &quot;governmentality and discursive normalisation.&quot; By unpacking discourses of parenting produced by Incredible Years as an accepted parenting programme, it aims to reveal the &quot;norm&quot; of parenting that is promoted by the current system, and explores how this concept of &quot;truth&quot; in parenting influences the everyday life of families. The critical analysis of &quot;Incredible Years&quot; shows that the programme (re)produces the economic/neoliberal discourses as the normal/desirable norm of parenting, thus maintaining/reinforcing the existing power relations in society. The author argues that this notion of a curriculum for parents provides only a limited understanding of the issue, and intensifies inequality and injustice in the milieu. This paper aims to provide the insights for reconceptualising our understanding of &quot;parenting&quot; for future policy decisions and effective pedagogy.
The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong
Author: Faas, Stefan
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Play,Child Development,Early Childhood Education,Educational Change,Global Education,Cross Cultural Studies,Foreign Countries,Qualitative Research,Teaching Methods,Educational Practices,Cultural Differences,Child Care,Parent Attitudes,Preschool Teachers,Teacher Attitudes,Educational Philosophy,Semi Structured Interviews

In order to reflect international reform movements in a system- and culture-comparative perspective, the following article investigates the early childhood education systems in Germany and in Hong Kong, with reference to the respective social and educational roots, pedagogical development lines, and basic educational approaches. In addition, current developments, policies, and practices are described. The basic structural requirements of the respective systems will be presented, and the different reviews and implementation of international developments in Germany and Hong Kong will be explained. Special emphasis is placed on the importance of play in early childhood education. In this context, a current qualitative study of the authors is presented, which examines different perspectives on learning at play. The results of this exploratory study show that the interpretations and discussions of international reform approaches in different cultural settings are sometimes very different. The statements of the German and Chinese participants indicate that international developments are assessed primarily in the context of national educational traditions and structures. Against this backdrop, it is assumed that international reform movements--despite some assimilations--will have different effects in national education systems.
When the GERM Hosts the Antidote: The Surprising New Birth of Israel&apos;s Anti-GERM Pre-K Policy
Author: Bialik, Gadi
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Preschool Education,Foreign Countries,Educational Change,Neoliberalism,Global Education,Guidelines,Qualitative Research,Educational History,Case Studies,Policy Formation,Activism,Advisory Committees,Social Systems,Administrative Organization,Trust (Psychology),Entrepreneurship,Competition,Content Analysis

Since the 1970s, Israel's educational policy has been undergoing a change generated by the neo-liberal agenda. In this light, it is not surprising that since the 1990s, Israel's education system has adopted the main characteristics of the Global Education Reform Movement (GERM). In light of this, the current research will focus on a newly born pre-K policy formation process that set out as GERM-like in nature, but nevertheless ended up with anti-GERM characteristics. Using historical-narrative qualitative tools, this paper will portray and analyze the main factors that generated the new anti-GERMian reform. We will outline conclusions from the Israeli case study to create a potential conceptual framework that highlights a more complex, hybrid, or dual outlook at the GERM containing its antidote within itself.
Investigating the Use of a Smartphone Social Networking Application on Language Learning
Author: Sung, Ko-Yin
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Social Networks,Intercultural Communication,Computer Software,Mandarin Chinese,English (Second Language),Foreign Students,College Students,Student Surveys,Student Attitudes,Program Descriptions,Language Usage,Discourse Analysis,Error Correction,Intonation,Educational Benefits

This study explored college students' use of a popular smartphone social networking application, WeChat, in a tandem language learning project. The research questions included (1) How do Chinese-English dyads utilize the WeChat app for weekly language learning?, and (2) What are the perceptions of the Chinese-English dyads on the use of the WeChat app for language learning? In this exploratory study, the participants' conversations were recorded and excerpts were used to illustrate how the dyads utilized WeChat. In addition, an online survey was distributed to participants after the tandem language learning program ended, which asked questions about how the dyads used WeChat for language learning. The survey results suggested that the participants' experiences with WeChat were mostly positive with only a few drawbacks. Suggestions for improvements in future WeChat tandem language learning and for future smartphone studies were discussed.
Automated Writing Evaluation in an EFL Setting: Lessons from China
Author: Tang, Jinlan
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Revision (Written Composition),Writing Evaluation,Writing Tests,Scores,College Students,Foreign Countries,Quasiexperimental Design,High School Students,Questionnaires,Interviews,Journal Writing,Teacher Attitudes,Student Attitudes,Mixed Methods Research,Educational Technology,Computer Software,Pretests Posttests

This paper reports a series of research studies on the use of automated writing evaluation (awe) in secondary and university settings in China. The secondary school study featured the use of awe in six intact classes of 268 senior high school students for one academic year. The university study group comprised 460 students from five universities across the country. The teaching experiment included the introduction of an awe tool, Writing Roadmap, to the English as a Foreign Language classroom and offering support to the teachers. A mixed-methods approach in the form of quasiexperimental research design, questionnaires, interviews and journals were undertaken to evaluate the efficacy of the teaching experiment. In this paper, we summarize the results of these studies in relationship to implementation, teacher and student attitudes, effects on writing and revision processes, and impact on writing test score outcomes. We also discuss the key factors affecting the successful integration of this technology in the classroom.
Digital Literacy of Language Learners in Two Different Contexts
Author: Son, Jeong-Bae
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Cross Cultural Studies,Cultural Differences,English (Second Language),Second Language Learning,Questionnaires,English for Academic Purposes,Expectation,Student Needs,Ownership,Technology Uses in Education,Educational Technology,College Students

This article discusses the concept of digital literacy and presents a digital literacy questionnaire containing questions related to the use of digital technologies and the level of digital literacy skills. It also reports the results of two studies that used the digital literacy questionnaire to investigate the digital literacy level of 100 English for academic purposes (EAP) students at a university in Australia and 70 English as a foreign language (EFL) students at a university in Japan and examine factors affecting their use of digital technologies for learning English. The findings of the studies provide some insights into the students' awareness and use of digital technologies and their views of the use of digital tools and resources for language learning. Each group showed a different level of expectations and needs in their digital literacy skills with a different background and experience. It is suggested that the expectations and needs of respondents to the digital literacy questionnaire should be taken into account when the results of the digital literacy questionnaire are presented and interpreted in different contexts.