ethanporcaro/eric-fulltext-meta huggingface dataset:
Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts
Author: Tomljenovic, Zlata
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Teacher Competencies,Visual Arts,Art Teachers,Elementary School Teachers,Graduate Students,Student Teacher Attitudes,Teacher Attitudes,Teacher Education,Educational Policy,Value Judgment,Art Education,Self Evaluation (Individuals)

In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers' further professional training in the visual arts area.
Addressing Selective Mutism in the Classroom
Author: Welsh, Kristen
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Behavior,Psychosomatic Disorders,Communication Problems,Teacher Role,Disability Identification,Symptoms (Individual Disorders),Intervention,Therapy,Anxiety Disorders

Classroom teachers play a pivotal role in the early identification and treatment of students with selective mutism. In order to successfully identify students and to collaborate effectively with a professional team, classroom teachers must educate themselves on the intricacies of this anxiety-based disorder. Students with selective mutism remain unidentified when classroom teachers are unaware of the presenting symptoms, available treatments, and proactive classroom-based interventions. In fact, without an adequate understanding of selective mutism, teachers could unknowingly be supporting mutism behaviours in the classroom. Teachers can be the first to connect students and their families with necessary support; but only if they are aware of the complexities of selective mutism.
Autism and Social Skills Programs
Author: Caines, Nancy
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Development,Interpersonal Competence,Skill Development,Outcomes of Treatment,Anxiety Disorders,Stress Management,Children

Autism is a developmental disorder that impairs many individuals' social development and ability. Children and adults with autism show difficulty functioning in everyday behaviours due to the anxiety and social impairments they possess. Social skills programs are effective in helping individuals with autism to develop necessary skills to function more normally on a daily basis and to reduce their anxieties in social situations.
Co-Teaching: An Effective Professional Development Tool
Author: Koroluk, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Teaching,Faculty Development,Teacher Collaboration,Teacher Competencies

Effective models of co-teaching enhance the quality of instruction in dynamic classrooms, contribute to increases in student achievement, and assist teachers in building their capacity to meet the diverse needs of students in today's classrooms. Additionally, co-teaching provides teachers with regular opportunities for collaboration, expertise sharing and reflection. When executed as a mutually beneficial and valued partnership, co-teaching should be considered as an effective professional development model for teacher enhancement.
Cognitive Structure Determination of Prospective Science Teacher via Word Association Test
Author: Yilmaz, Ecir
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Preservice Teachers,Science Teachers,Associative Learning,Chemistry,Science Education,Foreign Countries,Student Attitudes

This present study aims to determine the prospective science teachers' cognitive structure about the domain of buffer solution with word-association test. The research was conducted in the spring semester of the academic year of 2018-2019 with a sample of 71 prospective science teachers in the department of science teaching program at a state university in central Anatolian region in Turkey. To be able map the structures, response frequencies were used. Nine of the 71 prospective science teachers are male and the rests are female. This is a qualitative descriptive study. The word-association test contains eight stimulus words to collect data about prospective science teachers' cognitive structure for the domain of buffer solution. The opinions of four instructors who has already taught chemistry III (analytical chemistry in content) course to the prospective science teachers were obtained for the appropriateness of the stimulus words used in the present study. The gained data was analyzed by using response frequency map method. The obtained findings have been discussed on the base of the related studies and some suggestions have been made.
Managing Multiple Relationships in Therapeutic Roles in Rural Communities
Author: Goodine, Patricia
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Counseling Effectiveness,Counselor Client Relationship,Counselors,Ethics,Interpersonal Relationship,Intimacy,Counselor Role,Decision Making,Empowerment,Counseling Techniques,Privacy,Confidentiality

This article explores information regarding the development of multiple relationships (where several roles exist between a therapist and a client, such as when the client is also a student, friend, family member, employee, or business associate of the therapist) in rural communities while engaging in therapeutic practices. It looks at the delicacies of such unavoidable relationships and offers guidelines to support therapists who will inevitably be required to push boundaries while balancing codes of ethics. Due to the vagueness of the information that exists and the lack of training that most counsellors have when practising in rural communities, it is imperative that professional judgement is used on an individual basis to assess the extent to which multiple relationships should exist while counselling in a rural community, for the protection of all involved.
High School Mathematics&apos; Teachers&apos; Knowledge, Opinions, and Preferences about Types of Problems (An Example from Turkey)
Author: Kilic, Seval Deniz
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Secondary School Mathematics,Mathematics Instruction,Foreign Countries,Teacher Characteristics,Teacher Attitudes,Opinions,Preferences,Mathematics Teachers,Problem Solving,High Schools,Case Studies

Problem solving is the building block of mathematics. Different approaches have been exhibited throughout the history to solve the problems that are as old as the history of humanity. As a result of developments in mathematics education, the problems are divided into different types according to the solution methods. Determining the types of these problems and their solution methods is a very important gain for students studying mathematics education. Thus, the approaches of teachers to this subject, as a guide, will lead the way for their students. The purpose of this study is to determine mathematics teachers' knowledge, opinions, and preferences about the types of problems. The participants of the study were chosen among the mathematics teachers working in high schools located in a city in Turkey. The data sources of the study which adopted qualitative research methods are the interviews with the teachers, written exam questions, and lesson observations. For the data analysis, thematic content analysis and frequency and percentages were used. Considering the results obtained, the teachers do not recognize the non-routine problems and they do not use them in their exams and lessons. However, they find such problems meaningful and they want to use them in their courses if the necessary conditions are provided.
Learning Method and Teaching Material of plus Curriculum in the Madrasah Aliyah Darul Ulum, Banda Aceh: An Ethnographic Study
Author: Syarfuni
Date: 2019-06-00
Type: Journal Articles
Subjects: Ethnography,Teaching Methods,Instructional Materials,Religious Education,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Translation,Communicative Competence (Languages),Simulation,Direct Instruction,Outcomes of Education,Multimedia Materials,Role Playing,National Curriculum,Lecture Method,Educational Change,Curriculum Development,Boarding Schools,Islam

This study is to understand the teaching materials, approaches and methods used in the plus curriculum in the teaching English as compulsory subject in the Madrasah Aliyah Darul Ulum Banda Aceh. An ethnography method was purposefully used where four participants were involved for an in-depth interview and classroom observation. The result revealed that the approaches were used namely scientific and communicative approach. The method becomes priority were lecture method, demonstration, discussion, simulation, grammar translation method, direct method, debate, and role play. Whereas the teaching material were sourced from the technical school guiding book, relevant technical books, magazines, visual-based teaching, audio-visual based and multimedia-based learning sources. Therefore, this is one of evidences that the using of teaching material, approaches and method under the plus curriculum can mediate the Madrasah Aliyah students' English learning outcomes. This may put into account due to the specific educational and cultural issue and practices in those private Madrasah Aliyah. Moreover, it can be recommended to other schools in Banda Aceh to apply such an innovative and combination curriculum contents; local school and national curriculum instruction. A further ethnographic research is needed to investigate how teachers and principals prepare or determine teaching materials and learning model prior to the learning process conducted.
Proposal for Change: Student Engagement in Turtle Mountain School Division
Author: Wiesner, Grant
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Participation,Learner Engagement,Educational Policy,Teaching Methods,Teacher Attitudes,Classroom Techniques,Interpersonal Relationship,Classroom Environment,Participative Decision Making,Individualized Instruction,Teacher Expectations of Students,Foreign Countries

School leadership teams are struggling with student disengagement and how to support educators in their efforts to increase student engagement. As the Assistant Superintendent of Turtle Mountain School Division (TMSD), I want educators to self-evaluate their educational practice and make changes to ensure that their teaching is supported by current research. A group of ten teachers who have engaging classroom practices completed a questionnaire about their thoughts on student engagement: what it is, what they do to engage students, how they know that students are engaged, and what they describe as the key ingredients for encouraging student engagement. The teachers created a definition of student engagement, and five themes of how to nurture student engagement emerged: building relationships, creating a safe classroom culture, providing opportunity for student choice, differentiating instruction, and having high expectations of their students. The findings of the questionnaire will be used as a part of a divisional mentorship program for new teachers.
Digitalisation in Education, Allusions and References
Author: Vivitsou, Marianna
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Economic Factors,Educational Finance,Teacher Education Programs,Higher Education,Educational Policy,Technology Integration,Teaching Methods,Blended Learning,Artificial Intelligence,Elementary Secondary Education

The metaphor of digitalisation in education emerged during a period when phenomena such as budget cuts and privatisation, layoffs and outsourcing of labour marked the ethos of the twenty-first century. During this time, digitalisation was constructed as an ultimate purpose and an all-encompassing matter in education. As a result, these narratives add new configurations to the metaphor of digitalisation on an ongoing basis. Such configurations attribute a mythical fullness to the concept, in the sense that digitalisation goes beyond the limits of a property that needs be developed so that society can successfully deal with contemporary challenges and advancements. In this way, digitalisation emerges as a new hegemony in education, with narratives that are more and less directly referential. Less direct references add the element of allusion to the metaphor of digitalisation, in the sense that references can be more implicit/ covert or even concealed/hidden. Moreover, as they combine with abstract terms and concepts, they make the boundaries of the technological and educational domains blurry and render education discourse vague. In order to examine the narratives of digitalisation and how they influence education discourse, this study aims to discuss and analyse relevant policy documents in relation to research and studies on the integration of digital technologies in classroom settings and the hybrid (or blended) learning environments that open up. For this purpose, the study uses thematic analysis and discourse analysis in order to trace allusions and references and discuss how emergent meanings relate to current and future needs in education generated by digitalisation itself.
The Relationship between Motivation and Flow States in Sports Faculty Students
Author: Akyol, Pelin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Physical Education,Athletics,Foreign Countries,College Students,Student Athletes,Sport Psychology,Performance Factors,Gender Differences,Positive Attitudes

The aim of this study was to investigate the relationship between motivation and flow states in sports faculty students. A total of 289 athletes who were studying at Ondokuz Mayis University YaGar Dogu Faculty of Sports Sciences participated in the study. Sport Motivation Scale and The Flow State Scale--2 and Dispositional Flow Scale--2 were used. T-test was used for comparisons. While there was no significant difference between the subscale scores of motivational orientation by gender (p&gt; 0.05), a significant difference was found between the amotivation subscale (p &lt;0.05). There was no significant difference in motivational orientation subscales between athletes doing team sports and athletes doing individual sports (p&gt; 0.05). No significant difference was found between intrinsic and extrinsic motivation states of student athletes according to gender differences (p&gt; 0.05). No significant difference was found between all sub-dimensions of flow state according to gender, team and individual sports (p&gt; 0.05). T Conclusion: It can be said that motivation levels of sports educated students have an effect on flow states or flow states have an influence on motivation states. The studies that increase the flow states of the sports educated students can increase the motivation levels of the students, as well as studies that increase the motivation levels of the students can increase the flow states. Studies should be conducted in different age groups and different groups to find out in which sub-dimensions flow states and motivation states differ or are similar.
The Role of Teachers in Motivating Students to Learn
Author: Johnson, Davion
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Learning Motivation,Teacher Role,Teacher Student Relationship,Learning Processes,Personal Autonomy,Teaching Methods,Instructional Materials,Self Efficacy,Student Interests

Many factors motivate students' to learn. These factors may be intrinsic or extrinsic. This article discusses the role of the teacher in students' motivation to learn. The literature on learning and motivation reveals the ways that teachers can increase students' motivation to learn. While students may have an innate desire to learn, the external support provided by the teacher has a significant impact on students' learning. The teacher's role in motivation includes, but is not limited to, creating an environment conducive to learning. The teacher's role in encouraging support of students' autonomy, relevance, and relatedness of the material increases motivation to learn. Additionally, the teacher's ability to develop students' competence, interest in subject taught, and perception of self-efficacy are all important factors that influence students' motivation to learn. This article, however, does not attempt to answer the extent to which these factors increase students' motivation to learn.
Early Years Literacy Instruction
Author: McKinnon, Debra
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Primary Education,Student Diversity,Vocabulary Development,Best Practices,Phonics,Course Content,Academic Achievement,Alphabets,Phonological Awareness,Foreign Countries,Academic Language,Literacy,Learning Strategies

Literacy skills are the cornerstones of student learning and achievement. Now more than ever, educators are expected to produce quantitative data that demonstrates a high level of literacy success. Simultaneously, teachers are encountering a diverse student population that requires greater differentiation in instructional strategies. This research review identifies fundamental topics in early years literacy instruction, kindergarten to grade 3. Skills such as printing and phonics have been curricular constants for generations. Other key facets of literacy development, including text structure awareness, vocabulary instruction, and content-area knowledge, continue to require attention. These best practices are all integral to long-term educational success.
Formal and Informal Evaluation Systems: Two Approaches to Teacher Supervision
Author: Koroluk, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Evaluation Methods,Teacher Evaluation,Teacher Competencies,Reflection,Self Evaluation (Individuals),Goal Orientation,Feedback (Response),Cooperation,Teacher Improvement

Formal and informal systems of evaluation are commonly used by school divisions and districts to monitor teaching staff, measure teacher quality, inform staffing decisions, and plan professional development opportunities. Criticism from educators and supervisors of traditional and nontraditional evaluation systems has raised questions regarding the effectiveness of teacher evaluation in aiding teachers to improve their practices and achieve higher levels of professional growth. When implemented effectively, both formal and informal systems of evaluation have the capacity to support significant improvements in the quality of teaching and learning, and greater success is possible when the core components and guiding principles that form the foundation of the system are fully understood.
Social Skills Training: An Intervention for Adults with High-Functioning Autism
Author: Richards, Kathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Self Esteem,Interpersonal Competence,Intervention,Student Behavior,Social Development,Interpersonal Relationship,Employment Potential,Clinical Diagnosis,Adults,Well Being,Mental Health,Postsecondary Education,Skill Development,Teaching Methods,Psychological Patterns,Safety,Educational Experience

Social skills training programs are often used as a behavioural intervention with elementary school-aged children; however, many students with high-functioning autism do not receive diagnoses until they reach adulthood. There is therefore a strong need for social skills training programs that can be provided as part of students' accommodations in post-secondary schools. These programs will not only help students with their personal relationships with others, but may also have a strong effect on their students' self-confidence and success in future employment.
Removing Barriers to Learning for Children with Autism Spectrum Disorder
Author: Pawlett, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Children,Autism,Pervasive Developmental Disorders,Students with Disabilities,Visual Aids,Behavior Problems,Intervention,Augmentative and Alternative Communication,Vocabulary Development,Positive Behavior Supports,Classroom Techniques,Teacher Role

There is a significant increase of children diagnosed with autism spectrum disorder (ASD); therefore, parents, educators, and specially trained instructional resource teachers need to come together to provide effective programming for these children. This paper provides a number of strategies and educational methods to assist educators in providing effective educational programs for students with ASD. This paper focuses on visual aids, multimodal interventions, and strategies for challenging behaviour so students receive the education that is most suited for them.
Learning Styles in Education: A Critique
Author: Gudnason, Jackie
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Methods,Evidence Based Practice,Misconceptions,Instructional Effectiveness,Multiple Intelligences,Learning Theories,Student Diversity,Learning Motivation,Theory Practice Relationship

Learning styles-based instruction is popular in mainstream society and education, yet lacks empirical data to support its use. Misconceptions surrounding the effectiveness of learning-styles based instruction are a disservice to students and educators, with the limited resources and funding available in education. Limitations in learning-styles based instruction are considered and recent research in effective teaching practices is shared in this paper to provide evidence-based alternatives to learning-styles based instruction.
Seeking Solutions with a New Lens Focused on First Nations Children in Canada
Author: Morrissette, Delonna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Residential Schools,Culturally Relevant Education,Resilience (Psychology)

There will be many celebrations with the 150-year birthday that Canada will be celebrating this year. For First Nations Peoples, the celebration continues with the ability to take control of their own education. The Residential School legacy has left generational effects. Leaders across Canada are working together to infuse Aboriginal perspectives into curriculum and to maintain an inviting inclusive school atmosphere. Programs have been implemented for years to help preschool children and their parents benefit from culturally sensitive programming. The Truth and Reconciliation Commission's (2015b) Call to Action is a national wake up call to help Canadians become aware of history with the First Peoples of Canada.