ethanporcaro/eric-fulltext-meta huggingface dataset:
Physical Activity Promotion for School-Age Children with Disabilities
Author: Yun, Joonkoo
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Students with Disabilities,Physical Education Teachers,Inclusion,Physical Education,Learning Activities,Athletics,Teaching Methods,Grouping (Instructional Purposes),Skill Development,Student Participation,Participative Decision Making,Goal Orientation,Self Evaluation (Individuals)

Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving students with disabilities to feel disconnected from the physical education class. Students with a disability subsequently are likely not to benefit from physical education in terms of PA participation. This paper aims to provide guidelines and strategies to promote PA in inclusive physical education settings. In this paper, we define PA and provide specific strategies grounded in self-determination theory and the socioecological model to promote PA during physical education class. Strategies proposed include (a) selection of disability sport and instructional models, (b) grouping practices to facilitate relatedness, skill development, and participation, (c) approaches to increase choice and encourage decision making, and (d) use of goal setting and self-evaluation.
The Effect of Online Homework (IXL) on Students&apos; Mathematics Achievement
Author: Liu, Kawai
Date: 2021-00-00
Type: Journal Articles
Subjects: Homework,Educational Technology,Technology Uses in Education,Middle School Students,Conventional Instruction,Program Effectiveness,Student Behavior,Grade 8,Algebra,Mathematics Instruction

We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.
A University Literacy Festival: The Impact of Connecting Children&apos;s Authors with Students, Teachers, and Librarians from Title I Schools
Author: Dawn Martelli, Cynthia
Date: 2022-02-00
Type: Journal Articles
Subjects: Childrens Literature,Authors,Literacy,School Libraries,Librarians,Disadvantaged Schools,Learner Engagement,Reading Attitudes,College School Cooperation,Preservice Teachers,Service Learning,Student Attitudes,Teacher Attitudes,Librarian Attitudes,Elementary School Students,Middle School Students

A literacy festival is one of the most effective ways to promote reading and fosters the idea that books make a difference, especially to under-supported students. This paper is based on a research study that focused on how a university literacy festival supported engagement and increased reading attitudes and habits for students of Title I schools. It also explores a longitudinal study that analyzed a university's literacy festival and its impact on students, librarians, teachers, children's authors, teacher candidates, and librarians from Title I schools in southwest Florida. The findings of this study suggest that a university literacy festival helps connect children with books, which can help promote a lifelong love of reading and writing. A university literacy festival featuring a variety of diverse authors presenting interactive workshops showcasing their literary craft enabled students from Title I schools to engage with the authors and to see themselves as writers and encouraged them to explore a university in their own backyard. This university literacy festival made a positive impact in the area of engagement in reading and found an increase in reading from students from Title I schools that attended the event. [Note: The page range (9-22) shown on the PDF is incorrect. The correct page range for this article is p9-21.]
Case Report: The Impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module
Author: Pinchbeck, Jessica
Date: 2022-02-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Asynchronous Communication,Discussion Groups,Communities of Practice,Student Participation,School Holding Power,Distance Education,Electronic Learning,Learning Modules,Undergraduate Students,Tutors,Correlation,COVID-19,Pandemics,Open Universities,Foreign Countries

The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p&lt;0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p&lt;0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p&lt;0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. [Note: The page range (103-118) shown on the PDF is incorrect. The correct page range for this article is p103-117.]
The Level of Passion for Knowledge among High School Students While Learning Social Studies in Saudi Arabia
Author: Najmuldeen, Hanan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,High School Students,Student Attitudes,Instructional Program Divisions,Knowledge Level,Emotional Response,Student Motivation,Teacher Influence,Teacher Characteristics,Females

The present research paper aims to measure the level of passion for knowledge while learning social studies among high school students in Saudi Arabia. It adopts a descriptive approach. To achieve its objectives, the researcher created a scale of passion for knowledge that consists of 25 sentences. The study population covered all high school students in Jeddah, but the scale was applied to a stratified sample of 1142 students only who were selected randomly from all the public high schools in Jeddah, Saudi Arabia. The results show that the level of passion for knowledge is high as it reached 3.77. Compared with the other grades, the highest level of passion for knowledge was found for the first-grade high school students because they studied the new curricula in all stages, while those in the second and third grades studied the curriculum that was implemented before curricula were developed according to Saudi Vision 2030.
Potential Vocabulary Growth in EMI Programs: The Cases of Accounting and Civil Engineering in Taiwanese EFL Context
Author: Hsu, Wenhua
Date: 2021-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,Foreign Countries,Higher Education,Word Frequency,Incidental Learning,Accounting,Engineering Education,Textbooks,Computational Linguistics,Civil Engineering,Benchmarking,Majors (Students),Undergraduate Students

English-medium instruction (EMI) has become a nationwide trend in Taiwan's higher education institutions. Behind this rapid growth is the widespread belief that EMI provides English immersion, which facilitates incidental learning of the target language. However, not all EMI programs in EFL contexts provide the same immersion as those in the Anglosphere. English-medium university textbooks were therefore targeted as a research focus in that they offer non-English subject majors a sustainable channel for exposure to English in the EFL context. The researcher compiled two 4- million-token accounting and civil engineering textbook corpora and measured the vocabulary levels and amounts along the BNC/COCA word-frequency scale. Results show that accounting textbooks reached the 5th 1000-word-family level at 98% text coverage while civil engineering textbooks stretched to the 9th-10th 1000 level. Twelve repetitions were used as a benchmark for incidental learning. Only 1,479 word families beyond the first 3000 occurred 12+ times in the accounting corpus versus 3,397 word families in the civil engineering corpus. For EMI practitioners who are concerned with their students' vocabulary development, the results may serve as a reference for future investigations into other disciplines.
Lens of Language and Literature Programs in the New Norm Educational Setting amidst Pandemic
Author: Abarquez, Adrian
Date: 2021-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Literature Appreciation,COVID-19,Pandemics,Public Schools,Private Schools,Foreign Countries,Computer Software,Social Media,Teacher Attitudes,Literary Criticism,Student Motivation,Language Teachers,Teaching Methods,Educational Change,Distance Education,Computer Mediated Communication,Multiple Literacies,Kindergarten,Elementary Secondary Education

The current COVID-19 epidemic, which began in China and has nearly infected every nation globally, is one of the most recent public health catastrophes of worldwide significance. The language and literature programs in public and private schools have become more flexible due to the new standard structure that the Philippines adopted due to the COVID-19 epidemic. This study utilized a basic qualitative design under a qualitative research approach. There were six (6) English teachers as participants. The participants answered open-ended questions about language and literature programs in one's school in the new normal of education through social media platforms, Facebook messenger. The data has yielded three (3) themes: learning competencies and guides of language and literature programs, approaches and programs to language acquisition and literature appreciation, and new learning methods towards language and literature programs. Hence, the language programs sharpen students' macro abilities, which they will use in real-life situations. Literature programs also seek to help students understand and appreciate literary appreciation and analysis. The utilization of diverse techniques, programs, and competencies will allow for more practical learning. It is essential to the teacher's job that we motivate students to master these abilities. We scaffold them to help them comprehend our goal, which is to prioritize education for students to see what is unseen in the actual world.
Students&apos; Perception in Learning English Vocabulary through Quizlet
Author: Aprilani, Dea Nur
Date: 2021-10-00
Type: Journal Articles
Subjects: Language Tests,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Teaching Methods,High School Students,Computer Software,Computer Assisted Instruction,Handheld Devices,Telecommunications,Grade 10,Foreign Countries

Vocabulary learning in second and/or foreign languages is needed to make effective communication and it is impossible to use a language effectively without an adequate vocabulary and to master other skills in English. However, many senior high school students have poor knowledge of vocabulary mastery because the process of remembering vocabulary is considered bored and stressful. This study is focused to investigate the student perceptions of the use of Quizlet in learning English vocabulary. The total participation is five students from senior high school. The interview was used to obtain information and explanations related to the student perceptions of learning English vocabulary. The data was analyzed through thematic analysis for classification and summary purposes. The results showed that Quizlet is effective to learn vocabulary interestingly and it makes the students felt more enthusiastic in learning English vocabulary. Accordingly, this research recommends English teachers use Quizlet in teaching English vocabulary to students in the classroom.
Organizational Change: Where Have All the Leaders Gone When Creating Anti-Harassment Cultures
Author: Brue, Krystal
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Change,Organizational Culture,Sexual Harassment,Behavior Modification,Modeling (Psychology),Organizational Learning,Corporations

Media coverage of recent high-profile sexual harassment scandals and subsequent #MeToo publicity confirms that sexual harassment continues to plague corporate cultures. Organizations have previously relied on professional training and policy creations to address workplace misconduct. These initiatives are primarily predicated on legal and compliance efforts to reduce misconduct and maintain more harassment free environments. Even with calls from regulatory agencies and media coverage, corporate cultures do not appear to have changed. This exploratory investigation suggests that organizations continue to rely on established methods of addressing sexual harassment and should utilize behavioral modeling to improve corporate cultures. Ideas forwarded within this paper will begin discussions regarding the use of behavioral modeling by leaders to solidify improved anti-harassment cultures.
The Impact of Virtual Employment Interviews on the Teacher Hiring Process
Author: Kimbrel, Laurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Selection,Employment Interviews,School Closing,COVID-19,Pandemics,Best Practices,Educational Change,Administrator Attitudes,Educational Benefits,Teaching Skills,Teacher Evaluation,Portfolio Assessment,Teacher Effectiveness

The purpose of this qualitative study was to understand the perceptions of school administrators regarding the benefits of the virtual teacher hiring processes adopted when in-person interviews were impossible due to COVID-19. Specifically, this research investigated the ways that teacher hiring changed during school closures and the extent to which those changes reflected best practice, whether school leaders felt that their virtual interviews were effective, and how leaders believe the experience of hiring using virtual interviews would change future teacher selection processes. Semi-structured interviews served as the data collection tool and a sequential process of first and second cycle coding were used to analyze interview transcripts. Results indicated when school leaders used virtual interviews, they were forced to adopt more reliable teacher selection practices, including careful screening of resumes, interview questions designed to uncover values and effective teaching behaviors, authentic assessment of skills, and attention to teaching artifacts in digital portfolios. School leaders did not intentionally align their new selection processes with research-based best practices, but they were aware of the practical value of the changes made to their hiring processes and indicated that they intended to maintain at least some of the practices in the future.
The Role of Motivation in Online Professional Learning Strategies
Author: Kim, Minseong
Date: 2021-00-00
Type: Journal Articles
Subjects: Business Administration Education,Graduate Students,Student Satisfaction,Student Motivation,Personal Autonomy,Goal Orientation,Value Judgment,Achievement Need,Reinforcement,Competition,Correlation,Electronic Learning,Masters Programs

The importance of online learning has been highlighted by higher education, and online program administrators have looked for management strategies to establish competitive advantages through student satisfaction and loyalty. This research investigated the roles of various learning motivations (i.e., autonomous motivation, external motivation, need achievement, goal setting, social comparison, and reinforcement), perceived value, and satisfaction to predict students' loyalty toward an online program in the MBA context. Data were collected from online panel members of Qualtrics who were currently enrolled in online MBA programs in the United States. The empirical findings identify that perceived value was significantly influenced by external motivation, need achievement, goal setting, and reinforcement. MBA program satisfaction was positively affected by need achievement and reinforcement, and loyalty toward an MBA program was significantly influenced by perceived value and MBA program satisfaction. Overall, these results indicate the relative importance of each learning motivation for predicting online students' loyalty.
Rethinking How to Promote Reading Comprehension
Author: Catts, Hugh W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Models,Knowledge Level,Reading Instruction,Reading Skills,Reading Tests

Reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that readers engage in on a regular basis, and the ability to comprehend is dependent upon a wide range of knowledge and skills. Despite a common view about comprehension, several lines of enquiry have recognized the true complexity of reading comprehension for some time. One individual may have multiple levels of comprehension ability depending upon what they are reading and why they are reading it. Chief among the factors influencing reading comprehension is background knowledge. Why is knowledge so critical for comprehension? To begin with, it provides a framework for organizing incoming information and guides the reader as a text is read through. Not only does knowledge improve comprehension, but comprehension allows the reader to build new knowledge. This article discusses comprehension as skill myth, shares a more accurate and complex model of comprehension, highlights the role of knowledge and what it does for comprehension, and provides implications for instruction and assessment.
Understanding Transformational Leadership during a Time of Uncertainty
Author: Sparks, Jana'
Date: 2021-09-00
Type: Journal Articles
Subjects: Transformational Leadership,COVID-19,Pandemics,Distance Education,Instructional Leadership,Emergency Programs

In the past year, the coronavirus has been one of the most unpredictable global health crises that has impacted the United States. The decision to move in person learning to remote learning caused uncertainty and unpredictable challenges for the entire education system. This article will highlight transformational leadership best practices for navigating through uncertainty. Transformational leadership has been one of the most influential leadership models applied to educational leadership over the past several decades (Berkovich, 2016). Hooper and Bernhard (2016) characterized transformational leadership as a model for the school stakeholders to work together for the same common goal.
To Examine Teachers&apos; Perception of Co-Teaching and Student Achievement
Author: Maye, Tramene
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Special Education Teachers,Regular and Special Education Relationship,Team Teaching,Instructional Effectiveness,Students with Disabilities,Academic Achievement,Achievement Gap,Rural Schools,Inclusion,State Legislation,Educational Legislation,Federal Legislation,Equal Education

Rural school leaders are faced with challenges to close the achievement gap between subgroups, mainly general and special education. Schools and school systems face several barriers to move forward with positive trends in the data provided by the Alabama State Department of Education. The purpose of this study was to examine teachers' perceptions of co-teaching and the impact it had on student achievement between general and special education subgroups. The study employed a sequential mixed method design. The questionnaire's qualitative data showed the following themes about teachers' perception of co-teaching and student achievement: collaboration, engagement, professional development and planning, and achievement. The quantitative archived data for third, fourth, and fifth graders data showed that there's no significant difference between groups in co-taught and non-co-taught classrooms based on the One-way ANOVA Post Hoc statistical test. The study's findings may assist rural area leaders with research-based strategies that will help teaching and learning to potentially close the achievement gap between subgroups.
Implications for School Administrators of the Perceptions of School Culture and Climate in Selected Public Secondary Schools in Alabama&apos;s River Region
Author: Harrison, Aurelio
Date: 2021-09-00
Type: Journal Articles
Subjects: Middle Schools,High Schools,Geographic Regions,Secondary School Teachers,Principals,School Culture,Educational Environment,Organizational Climate,Leadership Styles,Teacher Attitudes,Administrator Attitudes,Collegiality,Professional Development

In this study, the researchers examined the culture and climate of selected middle and high schools in Alabama's River Region. Teachers and administrators from nine middle and eleven high schools completed two electronic surveys: (a) the School Culture Survey (SCS) and (b) the Organizational Climate Description Questionnaires (OCDQ-RM/OCDQ-RS). The results were analyzed using SPSS and based on responses to the SCS from 100 middle school stakeholders and 95 responses to the OCDQ-RM. The researchers discovered no statistically significant difference in the perception of school climate and culture between middle and high school stakeholders. The researchers chose this demographic region because currently, there is no known research on culture and climate specific to the counties in this region of the state. Additionally, multiple schools in various districts are listed on the state's Under-Performing Schools List. The researchers found that the climate in participating middle schools is more collaborative. Therefore, the researchers determined that middle schools in this region have more open climates than high schools. After compiling the analytics, the researchers reported the findings and recommended that school leaders employ strategies to increase the trust levels between teachers and administration.