ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention
Author: Wills, Howard P.
Date: 2019-10-00
Type: Journal Articles
Subjects: Student Behavior,Middle School Students,Classroom Techniques,Intervention,Behavior Problems,Grade 7,Grade 8,Middle Schools,Fidelity,Positive Behavior Supports,At Risk Students,Middle School Teachers,Teacher Student Relationship

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed. [For the corresponding grantee submission, see ED616822.]
Saving Christmas: Use of Analogy to Teach the Compensatory Mechanisms of the Heart in Heart Failure
Author: Rompolski, Krista L.
Date: 2018-08-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Heart Disorders,Anatomy,Physiology,Figurative Language,Diseases

Students of physiology are taught that the body's homeostatic mechanisms are in place to maintain the body's internal environment. This is most often associated with maintaining health. Congestive Heart Failure represents a disease in which the body's homeostatic mechanisms worsen the progression of the disease. Using the analogy of Santa Claus delivering presents around the world in a single evening, students can gain a better understanding of how the body's attempt to respond to a deviation from homeostasis, the decrease in cardiac output, may drive the progression of the disease.
Teaching Acid-Base Homeostasis Using Collaborative, Problem-Based Learning and Human Patient Simulators in a Physiology Laboratory
Author: Vagula, Mary
Date: 2018-08-00
Type: Journal Articles
Subjects: Physiology,Science Instruction,Anatomy,Heart Disorders,Biochemistry,Laboratory Experiments,Simulation,Teaching Methods,Student Attitudes,Instructional Effectiveness,Cooperative Learning,Active Learning,Lecture Method,College Students

Students find it hard to understand acid-base homeostasis and the mechanisms involved in compensating for acid-base imbalances, including the role of the lungs and kidneys in this process. We have developed a laboratory activity based on collaborative problem-based learning and human patient simulators (HPSs) to teach this topic. Students (n=50) were divided into small groups and presented with five cases of acid-base imbalances simulated in HPSs. After recording various parameters including arterial blood gases, they collaborated in identifying the specific acid-base imbalance. An anonymous survey following the laboratory activity revealed that this laboratory improved their understanding of acid-base regulation (92%), improved quantitative understanding of acid-base physiology (90%), and improved understanding of acid-base imbalances (94%).
Cooperative Game-Playing in the EFL Classroom
Author: Quy, Pham Huynh Phu
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Games,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Student Role,Learning Activities

The author presents strategies for successful team-bonding games along with descriptions of games and suggestions for building a collaborative atmosphere before, during, and after the games.
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
Author: Blanton, Maria
Date: 2019-10-00
Type: Journal Articles
Subjects: Algebra,Grade 3,Grade 4,Grade 5,Intervention,Elementary School Students,Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,Elementary School Mathematics,Problem Solving,At Risk Students

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students' responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention.
Voluntary Web-Based Self-Assessment Quiz Use Is Associated with Improved Exam Performance, Especially for Learners with Low Prior Knowledge
Author: Utz, Jenifer C.
Date: 2018-08-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Computer Assisted Testing,Anatomy,Physiology,Prior Learning,Knowledge Level,Science Achievement,College Science,Science Tests,Undergraduate Students

This study examined students' voluntary use of digital self-assessment quizzes as a resource for learning in a large anatomy and physiology lecture course. Students (n = 238) could use 16 chapter quizzes and four analogous unit quizzes to rehearse and self-assess knowledge. Most students (75%) engaged in occasional use of self-assessment quiz items; repeated use was uncommon (12%), as was lack of use (13%). Exam performance differed between quiz use groups. Quiz use improved exam performance more among students who entered the course with low prior knowledge of concepts from the prerequisite course. Cumulatively for all students and all exams, repeated self-assessment quiz users significantly outperformed occasional users (+7.5%) and nonusers (+11.9%) on course exams. Incorporation of optional learning resources can enhance the learning success of students.
Yoga Anatomy Workshops: Yoga as Experiential Learning in Undergraduate Anatomy Courses
Author: Sugrue, Megan
Date: 2017-12-00
Type: Journal Articles
Subjects: Anatomy,Physical Activities,Experiential Learning,Instructional Effectiveness,Human Body,Undergraduate Students,Science Instruction,College Science,Workshops,Pretests Posttests

Integrating lecture and laboratory material from a human anatomy course can be difficult for undergraduate students. This study sought to examine the effectiveness of yoga poses as experiential learning techniques for the musculoskeletal system. Yoga Anatomy (YA) workshop instructors discussed muscle names, locations, and functions as they applied to specific yoga poses using a PowerPoint presentation and posture demonstrations. Students then actively participated in each yoga pose as instructors reinforced the anatomy. YA participants not only scored higher on both pre- and post-tests than non-participants, they also showed positive trends in knowledge gain from pre-test to post-test. Although several factors, including a self-selection bias, may have influenced the study, the results suggest that yoga may be an effective form of experiential learning for human anatomy students.
Teaching Public Speaking to Business Students in the Digital Age: Updating Our Methods
Author: Carraher Wolverton, Colleen
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Public Speaking,Graduate Students,Undergraduate Students,Business Administration Education,Computer Mediated Communication,Synchronous Communication,Student Attitudes,Electronic Learning,Gender Differences,Age Differences,Online Courses

Few would disagree that public speaking is an important skill for business graduates and is critical for career success. With an increasing number of online courses, in addition to organizations expanding the use of technology to facilitate communication, we posit that students should focus on learning public speaking skills in a digital setting. In this article, the authors propose the use of synchronous online discussions to develop the important skill of effective online professional communication and ameliorate students' fear of digital public speaking. We present the results of a survey of MBA and undergraduate students that indicate the importance of online learning and a desire to learn more about how to effectively conduct a business presentation in an online setting. We then present an explanation of how instructors can incorporate synchronous online discussions into a course. Moreover, findings from a qualitative survey of MBA students are presented, for the purpose of demonstrating how synchronous online discussions reduce fear of digital public speaking. By teaching our students skills to improve their public speaking ability in online settings, we could better prepare our graduates for career success in the digital age.
Task-Based Language Teaching with a Semantic-Centred Pedagogic Grammar
Author: Gray, James W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Task Analysis,Second Language Learning,Second Language Instruction,Metalinguistics,Accuracy,Language Fluency,Skill Development,Grammar,Teaching Methods,English (Second Language),Comparative Analysis,Foreign Countries,Syntax,Phrase Structure

Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners' writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners' attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.
The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion
Author: Davis, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: French,Immersion Programs,Second Language Learning,English,Native Speakers,Learning Motivation,Academic Achievement,Language Proficiency,Foreign Countries,Bilingualism,Official Languages,Immigrants,Family Relationship,Educational Benefits,Access to Education,Second Language Programs,English (Second Language),Student Attitudes,Parent Attitudes,Futures (of Society),Language Teachers,Teacher Attitudes,Elementary School Teachers,Middle School Students,High School Teachers

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais &amp; Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.
An Evaluation of Social Studies Textbooks in Turkey: A Content Analysis for Curriculum and Content Design
Author: Tomal, Necati
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Design,Textbook Evaluation,Content Analysis,Social Studies,Educational Principles,Primary Sources,Interdisciplinary Approach,Educational Change,History,Geography,Citizenship,Educational History,Knowledge Level,Foreign Countries,Student Centered Learning

The objective of this study is to evaluate the content of social studies textbooks, which are written and taught based upon the social studies curriculum adopted between 1968-2018, in terms of the curriculum and content designs, and some general educational principles. For this purpose, document analysis, one of the qualitative research methodology, was used in this study. Accordingly, 12 social studies textbooks for different levels of class written based upon the social studies curriculum adopted in 1968, are the primary document resources of the research. The curriculum, upon which the textbooks are based, was also used as resource. For data analysis, content analysis technique was used. The results obtained from the study show that the generally-adopted approach to develop the content of social studies textbooks was single-disciplinary approach before 2005; however it was replaced by interdisciplinary approach then, with the impact of changing curriculum. Another study result shows that the content of social studies textbooks was developed based upon the disciplines of history and geography in general, and also citizenship to a limited extent before 2005. However, as it is determined, many other disciplines such as psychology, sociology, economics, science and technology in addition to those specified above, have a major impact on the content of textbooks since this date. Also, the relevant results indicate that the knowledge content was much richer in textbooks before 2005; however, in the current social studies textbooks, the knowledge intensity has decreased as the knowledge variety has increased in time. It has been determined that the social studies textbooks are developed by considering the chronology and from near-to-far principles in general so far.
Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education
Author: Trahorsch, Petr
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Content,Visual Aids,Maps,Photography,Earth Science,Geography,Agriculture,Foreign Countries,Usability,Textbook Publication,Elementary School Students,Secondary School Students,Evaluation Criteria,Expertise,Printed Materials,Children,Early Adolescents

The aim of the article is to assess the quality of visualisation of geomorphology, hydrology and agriculture of Czechia through maps, schemes and photographs in geography textbooks for ISCED 1 and ISCED 2 levels of education. A total of 15 geography textbooks were selected and a total of 90 visuals from these textbooks were analysed. The scaling method according to defined criteria relating to the concept of usability was applied; the result of scaling was the usability coefficient. The data obtained through scaling was subsequently statistically analysed. The outcomes of the statistical analysis show that the usability coefficient of visuals in textbooks for the older cohort is higher than in textbooks for younger students. The usability coefficient as an indicator of quality of the assessed visuals is linked especially to the tradition of publishing houses, as visuals in textbooks published by publishers with relatively long tradition are of a higher quality than those by publishers with shorter tradition and therefore less experience with publishing textbooks. Differences in the quality between individual types of visuals or themes are not statistically significant.
Emerging Trends in Teacher Education in India
Author: Chitra, D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Teacher Competencies,Preservice Teachers,Teacher Qualifications,Educational Change,Global Approach,Educational Innovation,Teacher Researchers,Electronic Learning,Cooperative Learning,Constructivism (Learning),Thinking Skills,Critical Thinking,Cultural Awareness,Team Teaching,Individualized Instruction,Mixed Age Grouping,Brain

A quality teacher education program is rational and streamlined to address specific pedagogical issues. It elucidates the ideas about what constitutes good teaching and the content and scope of course work and practical experiences. Teacher education courses are very much connected to practice as well as theory. High quality teacher training programs have students studying to be teachers (preservice teachers) and working continuously with expert master teachers. Teacher education programs focus to build teacher proficiency and competence; candidates are able to face new challenges in educating students. In today's world, the demands on teachers are increasing. They must be able to create understanding with investigative minds; assimilating the required transformation and accommodating and responding to universal needs. The purpose of this paper is discuss significant changes that have incurred in teacher education in India and also provide how these national tends relate to global trends, reforms and innovations in teacher education. The need for teacher education programs to be innovative and encompass various approaches and practices is also discussed. It is recognized that teacher education programs should be structured and modified so that teacher candidates learn to respond dynamically to new problems and challenges in the field of education. With this knowledge and skills, future teachers can lead and guide the development of the country.
Four Year Update on the Development and Implementation of a Substance Abuse Prevention and Awareness Campaign at a State-Supported Regional University
Author: Lombardi, Julie
Date: 2019-00-00
Type: Journal Articles
Subjects: Substance Abuse,Prevention,State Universities,Undergraduate Students,Health Education,Program Descriptions,Program Implementation,College Students,Drinking,Drug Use,Alcohol Abuse,Drug Abuse,Student Attitudes,Health Behavior,Motor Vehicles,Traffic Safety,Student Characteristics

Areas of critical health concerns for colleges and universities across the nation focus on substance abuse including alcohol and other drugs. Our State-Supported Regional University (SSRU) continues to implement a substance abuse prevention and awareness campaign. The SSRU administered the American College Health Association National College Health Assessment IIb (ACHA-NCHA IIb) (2015) to its undergraduate population. Healthy Campus 2020 topic areas measured are under Student Objectives and included Substance Abuse (SA), Health Communication (HC), and Education and Community Based Programs (ECBP). Two areas of health concern under Healthy Campus 2020 Student Objectives in the Substance Abuse area were identified where progress is critical. The results supported the SSRU's goals as it continues emphasizing substance abuse prevention through early education and prevention strategies coupled with continued support from the university's collaborative efforts among multiple university and community programs.
The Disability Rights Movement List of Resources
Author: Hoge, William
Date: 2019-00-00
Type: Journal Articles
Subjects: Disabilities,Civil Rights,Activism,Civil Rights Legislation,Inclusion,Higher Education,Students with Disabilities,College Students,Desegregation Litigation,School Desegregation

This document provides an annotated list of resources focusing on disability rights, the disability rights movement, disability activism, and campus disability activism. It is hoped that this resource will be helpful to educators who wish to learn more about disability rights and teach others about it as well. Resources are categorized in five areas: 1. Disability Rights Chronology: This section provides a timeline of major events in disability rights in the order that they happened over time in the United States. 2. Important People in the History of Disability Rights Activism: This section includes key figures in disability rights together with the changes they brought about. It shows the development of disability rights from the 1800's to the present in the United States. 3. Legal Victories in the Disability Rights Movement: A key part of movements is pushing for and obtaining laws that support the goals of the movement. This section contains the key laws giving rights to the disabled in the United States. 4. Social Role Valorization: SRV addresses how the disabled are often marginalized and how to support them to have access to the same good things in life that everyone should have. 5. Inclusive Higher Education: This section provides resources on why and how the significantly disabled are being included on college campuses.
Exploring and Expressing Culture through Project-Based Learning
Author: Yazdanpanah, Ramin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Projects,Foreign Countries,Active Learning,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Student Attitudes,Language Teachers,Language Proficiency,Teaching Methods,Learning Experience,Cultural Awareness,Stereotypes,Intercultural Communication,Feedback (Response),Scoring,Generalization,Lesson Plans,Authentic Learning,Audio Equipment,North Americans

Teaching in Vietnam recently, I had opportunities to work with some amazing students and teachers. Being in such a position lent itself well to cultural exchanges inside and outside the classroom. However, it was clear to me, to my colleagues, and I believe to the majority of students that there was a need to dig deeper--to move beyond the cultural dos and don'ts and the comparisons of cultural practices and behavior. As teachers, we must also support and motivate students to reflect on and investigate how one's own and others' cultural beliefs, attitudes, and norms are shaped. Additionally, being in an English as a foreign language (EFL) context requires English-language support and activities that motivate students to engage in English. This article presents four lessons based on project-based learning (PBL) that I used with EFL students in Vietnam and that other teachers can use with students in their own contexts. The lessons focus on developing students' English proficiency, research and analytical skills, and their ability to produce and present work collaboratively. Furthermore, these lessons aim to create not only a successful learning experience but also a more understanding and peaceful world.