ethanporcaro/eric-fulltext-meta huggingface dataset:
Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives
Author: Cummins, Phyllis A.
Date: 2022-11-00
Type: Journal Articles
Subjects: Adult Learning,Lifelong Learning,Educational Finance,Financial Support,Educational Vouchers,Models,Foreign Countries,Adults,Adult Education,Adult Literacy

Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts, (2) individual savings accounts, and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks--France, Canada, the United Kingdom, and the United States. In addition, to understand the importance of providing funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all countries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g., websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality. [For the corresponding grantee submission, see ED618107.]
Buddhist Way School with Performance as a Model: A Grounded Theory Study
Author: Pantanapratez, Pachara
Date: 2022-00-00
Type: Journal Articles
Subjects: Buddhism,Foreign Countries,Religious Education,Grounded Theory,Educational Strategies,Outcomes of Education,Educational Objectives,Teacher Role,Staff Role,Educational Quality

This was a qualitative research study, which utilized systematic Grounded Theory methodologies and was conducted at the Dhammavithi School (alias), which has been recognized as an exemplary Buddhist Way School from the perspective of those, who had witnessed the phenomenon. The results of the research presented a procedural theory that illustrated the following two important operational characteristics of this school: (1) it was operated by utilizing the principle of &quot;Dtrai Sìk-Kaa,&quot; and (2) it was managed by utilizing the twenty-nine ways of Buddhist identity. There were three important reasons for the implementation of such methods: (1) the problems, (2) inspiration &amp; expectations, and (3) cooperation from communities, schools, and temples. Therefore, this led to the following two key strategies: (1) determining the school's aspirations, visions, and identities to work together; and (2) determining the roles of the personnel that could emphasize the adoption of the Buddhist ways of life under the contextual conditions, in which students were at risk and the intervening conditions had created an integrated student care system. Many positive results led the Dhammavithi School (alias) to be recognized as an exemplary Buddhist Way School.
Character Education Design in Practicum Class of Students of Fine-Art Education
Author: Hendri, Zulfi
Date: 2022-00-00
Type: Journal Articles
Subjects: Fine Arts,Art Education,Values Education,Practicums,Curriculum Design,Instructional Design,Foreign Countries,Undergraduate Students,Ethics

Students of fine-art education may have developed in creative circumstances however, it is important to grow character enculturation. The study is aimed at designing character education for students of the fine-art education department. The study uses the descriptive research approach. Research data are obtained from interviews with lecturers and students of the practicum classes to get information on character education models. To identify the character types that are needed, questionnaires are dispersed to students. Data collection is also conducted by observation to find the design of character education for students during the practicum learning process. The objects of the study are character values for practicum learning for students of the fine-art department. Research findings show nine-character values that can be identified; namely honesty, discipline, hard work, creativity, independence, competitiveness, communicativeness, environmental concern, and responsibility. The character education process includes all activities in the practicum class from preparation (for practicum devices), making the art work, art work appreciation, wearing practicum attires, communication ethics, and use of learning facilities by lecturers and students.
Negotiating Meaning Relationships in the Rhetorical Structure of EFL Argumentative Writing through Text Cohesion
Author: Ahmad, Zulfiqar
Date: 2022-00-00
Type: Journal Articles
Subjects: Semantics,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Comparative Analysis,Connected Discourse,Persuasive Discourse,Correlation,Writing (Composition),Writing Instruction,Essays,Discourse Analysis,Language Usage,Grammar,Writing Evaluation,Writing Tests,Language Tests,College Students,Foreign Countries,Computational Linguistics

Being a configuration of logically interconnected statements realized in moves and stages, an argumentative essay is built around the notion of textual unity achieved through lexico-grammar and semantic associations. The study attempted to analyze the role of cohesion in the rhetorical structure of undergraduate EFL students. Hence, the 13 moves in the three-stage argument structure were analyzed on a preset framework of cohesion analysis. Discourse analysis as a research method was used to ascertain how cohesion functioned in the rhetorical structure of these argumentative essays. The results revealed the presence of cohesive associations between the different moves of the rhetorical structure which corresponded with the move length. Referential and Lexical cohesion had a more frequent and dense presence than the co-referential element in the sample texts; however, the relatively low incidence of conjunctives pointed towards the relative scarcity of rhetorical functions in students' writing. The study proposes a research initiative that could use frameworks other than the present study or compare two or more sub-genres for the use of cohesion in the rhetorical structure.
Special Needs Elementary Schools&apos; Clinical Supervision in Indonesia
Author: Sihombing, Wingston L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Schools,Elementary Schools,Clinical Experience,Clinical Supervision (of Teachers),Foreign Countries,Faculty Development,Educational Improvement

The relevance and challenges of clinical supervision for effective teaching and learning in Elementary schools with special needs exploring through descriptive survey research. We collected data using twenty questionnaire items from 429 respondents consisting of principals and teachers and analyzed them using t-test statistics. The research findings reveal several relevancies of clinical supervision in teaching and learning: improving teacher classroom behavior and supporting students' clinical learning. Clinical management has challenges, including disagreements on collaboration between teachers and principals, lack of trained supervisors, inadequate supervisors in various areas of specialization, and time constraints. Based on these findings, this study recommends that the Management Board of elementary schools with special needs requires clinical supervision at least once a month.
Analysis of Turkish Middle School Mathematics Textbooks in Terms of Opportunities to Learn &quot;Area Measurement&quot;
Author: Ayyildiz, Hayrunnisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Mathematics,Textbooks,Geometric Concepts,Measurement

This study aims to examine the 5th- and 6th-grade mathematics textbooks approved by the Turkish Ministry of National Education for the 2021-2022 academic year in terms of the opportunities to learn provided in the sublearning domain of &quot;Area Measurement.&quot; A document analysis was performed as a part of this study. Consistent with the aim of the study, educational content (instructions, worked examples, exercises, activities, and unit evaluation) related to the area measurement sub-learning domain in five different 5th- and 6th-grade mathematics textbooks were examined in terms of the learning opportunities they offered. Dedoose, a web-based program, was used in the data collection phase of the study. The data analysis revealed that in the examined textbooks, the tasks on the topic of area measurement have an emphasis on procedural knowledge. It was determined that the activities and worked examples in the examined textbooks on the said topic had only one outcome and one solution method. In terms of contextual features, textbook tasks on the topic of area measurement were found to be mostly intra-mathematical. In light of the findings, certain recommendations were made. [Paper presented at the International Symposium on Turkish Computer and Mathematics Education (5th).]
Supporting Reading Comprehension for English Learners At-Risk of Reading Difficulties in the Postsecondary Classroom
Author: Cook, Michelle J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Scaffolding (Teaching Technique),Reading Comprehension,English Language Learners,At Risk Students,Reading Difficulties,Postsecondary Education,Individualized Instruction,Reading Skills,Decoding (Reading),Phonological Awareness,Morphology (Languages)

For many English Learners (ELs), access to post-secondary education has been limited. Of particular concern to post-secondary educators is that lack of access has been attributed in part to deficits in reading proficiency. Many postsecondary education programs do not adequately differentiate and scaffold instruction, suggesting that these are areas where postsecondary professionals can target change. In response to this need to differentiate instruction (DI) and scaffold supports in the postsecondary classroom, first the authors share definitions of the two terms. The reading intervention described herein not only allows for DI, but it also includes scaffolds to support students' reading comprehension to ensure that they can access the same critical readings as their classmates. This reading intervention is designed to move students towards greater independence in terms of their reading skills based on the targeted nature of the components of the intervention.
Using Tableau Theater in the Integrated Reading and Writing Classroom
Author: Shetron, Tamara Harper
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Writing Instruction,Teaching Methods,Drama,Simulation,Learner Engagement,Human Body,Developmental Studies Programs,College Students

Tableau Theatre is an instructional method that fulfills two of the most timely needs in developmental education today: enhancing student motivation and providing engaging learning activities. As a form of highly contextualized learning, the use of total body engagement stimulates brain activity, a prerequisite for learning and allows space for a uniquely student-constructed response to the text as opposed to a traditional lecture-style class. In this tableau study, students' written responses to the activity revealed that their physical involvement with the texts greatly impacted their intellectual and personal engagement evidenced by written responses.
CIPP Evaluation Model for Vocational Education: A Critical Review
Author: Ratnay, Gede
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Models,Program Evaluation,Educational Assessment,Evaluation Methods,Program Implementation,Program Effectiveness,Foreign Countries

The CIPP model has been widely used in the evaluation of vocational education. However, there has been no research that examines the suitability of CIPP in evaluating vocational education. Therefore, this study examined the suitability of CIPP in evaluating vocational education through a literature review. This research was a literature review using the narrative review method. Based on the results and discussion, it was concluded that the CIPP model could provide a real picture of the conditions that occur in programs implemented in vocational education and could be the basis for providing recommendations for solutions given to the constraints found in the four dimensions contained in the models. However, weaknesses were found in the evaluators who had not been able to provide in-depth analysis of the problems that needed to be improved and given solutions so that the evaluation stage was still on the surface of the program being implemented. As a recommendation, it was suggested that the implementation of evaluation activities could not only be emphasized on the model used but also on who was doing the evaluation (evaluator) and the accuracy of the program with the subject that was used as a source of information in determining the success of a program.
Implementing a Specialized Student Success Course for Veterans and Military-Connected Students
Author: Reyes, Catharina
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Implementation,Student Personnel Services,Veterans,College Students

Researchers point to several obstacles in higher education that can impact student veterans. For some, learning to seek help when needed is often a challenge. Student veterans may feel they must live up to a false expectation and not burden others with their problems, and have indicated challenges with interactions with faculty and difficulty with disability accommodations. Other researchers suggest that student veterans struggle with being more mature, being impatient with their traditional-age civilian student peers, and having a student life that is less structured than military life. Texas State University has had success with creating and implementing a learning frameworks course for student veterans and military-connected students. Course evaluations and feedback have been extremely positive as student veterans have indicated they have become more self-directed learners with the tools to persist in college, doing so in a way that is focused on their needs inside and outside the classroom, and both on and off-campus.
Implementing Contextualization into the Integrated Reading and Writing (IRW) Classroom: Making IRW &quot;Worth It&quot;
Author: Slentz Reynolds, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Activities,Reading Instruction,Writing Instruction,Postsecondary Education,Instructional Improvement,Teaching Methods,Acceleration (Education),Reading Skills,Mathematics Skills,Writing Skills,Job Skills,Faculty Development

The importance of contextualization within postsecondary contexts has been embraced by the state of Texas, as shown by the Texas Higher Education Coordinating Board's (THECB) Accelerate Texas Initiative (THECB, n.d.). Contextualization, in short, is the teaching and development of basic skills and knowledge within a specific disciplinary topic (Perin, 2011). Perin (2011) claims that transfer of learning theories and learner motivation theories suggest that contextualization is one means of improving instructional methods within the postsecondary context. According to the THECB (2016), Accelerate Texas programs are designed to integrate or contextualize basic reading, math, and writing skills with workforce training, providing students with opportunities for college transition and entry into high demand occupations. The Education Institute (TEI), a grant-funded center within the College of Education at Texas State University, has provided educators with contextualized professional development modules that can be utilized in a variety of postsecondary courses.
Common and Productive Morphemes in Language Acquisition: A Corpus-Based Study on Children&apos;s Books
Author: Sütçü, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Literature,Morphemes,Turkish,Computational Linguistics,Comparative Analysis,Language Acquisition,Morphology (Languages),Vocabulary Development

This study is a corpus study on morphological features of children's books in Turkish. The purpose of the study is to determine derivational and inflectional suffixes in Turkish children books and to identify the common and productive morphemes used in child literature in the light of the information obtained; hence, reach clues about determining the priorities in the process of vocabulary acquisition in children. To achieve this, different literature examples written for children were examined, a corpus was formed by analyzing the derivational and inflectional suffixes, the frequency of use of categories and sub-categories was determined and a comparison between categories was made. The results yielded that inflectional suffixes were used more frequently than derivational suffixes, which could be due to less frequent use of derivational suffixes than inflectional suffixes. Also, derivational suffixes could be less productive in language acquisition process and therefore acquired late.
Action Research in a Professional Development School: A Pre-Service Teacher&apos;s Path to Understanding
Author: Salbx, Carole Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Action Research,Preservice Teachers,Preservice Teacher Education,Reflective Teaching,Instructional Improvement,Student Teacher Attitudes,Planning,Outcomes of Education

This article describes the process of action research and what pre-service teachers learned by utilizing this practice in a pre-K classroom under the supervision of university faculty and practicing teachers. By learning about action research within the professional development school setting, the pre-service teachers were able to utilize this theoretical model to reflect on their behaviors and experiences in the classroom, intentionally make instructional decisions, and improve their practice.
Learners in K-12 the Future Is Now: Meeting the Needs of English Schools
Author: Smith, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Methods Courses,Reading Achievement,English Language Learners,Access to Education,Music Education,Curriculum Development,Culturally Relevant Education,Developmentally Appropriate Practices,Small Group Instruction,Mental Health,Nutrition,Safety

Loachapoka Elementary and High School and Auburn University are involved in an emerging professional development school partnership (PDSP), a relationship that began summer of 2018. Reading, English for Speakers of Other Languages (ESOL), secondary English education and music education professors hold methods classes on the campus during the academic school year, as well as collaborate to provide summer programming. The effort is driven on the needs of the school as determined by administrators and parents. Needs include reading achievement; supporting English learners (ELs); access to music classes; and innovating curriculum to be culturally relevant, developmentally appropriate, and age appropriate through small group differentiation. Parents and administrators also highlight mental health, nutrition, safety, and the summer slide during summer months. The authors describe a new, dynamic aspect of the partnership that they hope continues to grow in the coming years.
Teacher Candidates in the Instructional Coaching Cycle: Exploration of an Innovative Professional Development School Model (iPDS)
Author: Morgan, Abby
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Student Teachers,Student Teaching,Coaching (Performance),Instructional Innovation,Models,Mentors,Partnerships in Education,College School Cooperation,Educational Benefits

Teacher coaching has emerged as an effective alternative to traditional forms of professional development. Researchers have studied instructional coaching models and found a positive influence on teacher efficacy and student outcomes. Yet there is little mention in any of the literature of including teacher candidates in the coaching process. Using the example of a Professional Development School (PDS) partnership between Kansas State University College of Education (KSUCOE) and the Shawnee Mission School District (SMSD), this article highlights the potential of utilizing instructional coaches in mentoring student teachers by describing an innovative Professional Development School (iPDS) model that has been mutually beneficial for both partners and how this important educator development tool aligns with Standard 4 of the National Professional Development School Model: &quot;A shared commitment to innovative and reflective practice by all participants.&quot;
The Importance of Research Practice Partnerships for Professional Development
Author: Pietros, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Theory Practice Relationship,Educational Research,Inquiry,Research Projects,Reflective Teaching,Computation,Thinking Skills,Elementary Schools,College School Cooperation,Teacher Researchers

Research practice partnerships (RPP) intend to blur the lines of traditional teacher and researcher roles. Teachers who participate in RPPs gain experiences in research activities such as identifying problems of practice, designing research methods and data collection tools, collecting and analyzing data. They learn to be critical consumers of research and gain new perspectives for interpreting research into practice. Being part of an RPP can also inspire teachers toward more inquiry into their own practices and can support them to be leaders in their local community. An RPP is devoted to the ongoing advancement and improvement of teaching and learning which is an essential goal shared by Professional Development Schools (PDS). This paper shares one teacher's journey through the first year as part of an RPP team that was engaging in design-based implementation research (DBIR). Her intellectual growth and motivation for engaging in the inquiry has been inspired by the opportunities that a research project has provided. In return the teacher has provided valuable insight to engaging in research and developing and disseminating knowledge.
When Teachers Take Charge
Author: Poulos, Carrie
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Performance Based Assessment,Student Teachers,Student Teacher Evaluation,Educational Change,Schools of Education,Capacity Building

What happens when a group of veteran Professional Development School (PDS) teachers decide to challenge a school of education's edTPA policy and take the learning outcomes for their student teachers into their own hands? This article describes the authors' journey to transform student teaching practices at their PDS. As co-authors of this article, they wanted to share their experiences with other PDS colleagues with the hope of inspiring teachers to take the lead for making impactful changes at their own sites. After several years of following the school of education's edTPA mandate, a group of teachers became frustrated with the ways in which their student teachers were being prepared for the real world of teaching. The authors wanted to provide them with additional experiences to support their growth.