ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparation of Preschool Education Specialists for Innovative Activities in Preschool Organisations
Author: Zhiyenbayeva, Saira
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Specialists,Instructional Innovation,Foreign Countries,Technology Uses in Education,Thinking Skills,Creative Thinking,Problem Solving,Teacher Role,Faculty Development,Teacher Characteristics,Self Concept

The purpose of this research is to get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organisations. In this study, the in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as preschool teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result, it is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organisations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways of problem-solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organisations.
The Effect of Reading Literacy Questioning Training on Turkish Language Teacher Candidates&apos; PISA-Style Questions Preparation
Author: Istanbullu, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Questioning Techniques,Turkish,Comparative Analysis,Language Teachers,Preservice Teachers,Teacher Education Programs,Undergraduate Students,Classification,Student Attitudes,Teacher Competencies,Teaching Methods,Foreign Countries

The purpose of the study was to test the effect of reading literacy questioning training on Turkish language teacher candidates' PISA-style question preparation. The training was carried out with 55 volunteer Turkish teacher candidates studying at the Turkish Language Teaching undergraduate program of Bursa Uludag University. The training sessions with participants within the framework of the study lasted for 7 weeks in the fall semester of the 2019-2020 academic year. The study was conducted with a nested experimental design, which is one of the mixed methods. As a data collection tool, a test with 6 texts for the participants to ask questions and classify them was used. Furthermore, a semi-structured interview form was used to specify the development of the participants in the training process. The data related to the test were analyzed using descriptive statistics, t-test, Wilcoxon signed-rank test and Cohen's d formula, and the interview data were analyzed by the descriptive analysis method. Based on the analysis, the training had a significant effect on the participants' preparation of PISA-style questions and in increasing the success of classifying PISA-style questions according to the PISA framework. It was found that there was a significant increase in the number of questions asked by the participants after the training and in the number of questions for high-level competencies. After the training, the participants stated that they considered themselves competent in classifying questions rather than preparing PISA-style questions. However, they also stated that the training period was insufficient. The research findings revealed that teacher candidates needed pre-service questioning training and this need should be met. It is recommended that longer period of time be devoted to training for future studies.
A Descriptive Probe into Current Introduction to Adapted Physical Education Courses in the United States of America
Author: Wilson, Kylie
Date: 2022-06-00
Type: Journal Articles
Subjects: Adapted Physical Education,Preservice Teachers,Physical Education Teachers,Preservice Teacher Education,Students with Disabilities,Undergraduate Students,Service Learning

The number of public-school students with disabilities has increased in the last decade, as has support for teaching students with and without disabilities in the same setting. Consequently, sufficient adapted physical education (APE) training for pre-service physical education teachers is critical to ensure meaningful physical education experiences for all students. Few studies on how physical education teacher education (PETE) programs are preparing future physical educators to teach students with disabilities exist. The purposes of this study were to preliminarily describe current undergraduate APE introductory courses, including: (a) instructor demographics, (b) course characteristics, (c) course content and (d) practicum experiences. Twenty-six faculty members currently teaching an introduction to APE course completed a 35-item web-based survey (26% response rate). Demographic characteristics of instructors were mainly homogenous, suggesting a lack of diversity among those teaching these courses. Twenty-four reported their program offered a practicum. Varying coverage of APE concepts explicates important content gaps in curricula that may hinder the quality of physical education services for students with disabilities. These findings deepen the understanding of who is instructing the courses, how the APE introductory courses are being taught across the US, and can serve as a reference for creating and improving PETE programs.
The Relationship between Listening Motivation and Frequency of Listening Strategy Use
Author: Dölek, Onur
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Listening,Listening Skills,Secondary School Students,Learning Strategies,Individual Differences,Gender Differences,Grade 5,Grade 8

Using a relational screening model, the present study explores the relationship between listening motivation and frequency of listening strategy use. The study includes 224 secondary school students who attended the fifth and eighth-grade levels. The data are collected with the &quot;Listening Motivation Scale&quot; and &quot;Listening Strategies Usage Frequency Scale&quot;. T-test, the Pearson correlation coefficient, and linear regression analyses are used to analyze the data. The findings confirm (a) a moderate positive relationship between listening motivation and the level of listening strategy use and its sub-dimensions, (b) that listening motivation explains 19.4% of the change in the frequency of listening strategy use and significantly predicts the frequency, (c) that listening motivation and frequency of listening strategy use do not differ significantly in terms of &quot;gender&quot; and &quot;grade level&quot; variables, and (d) despite the differences in coefficient values at the 5th and 8th-grade levels, the relationship between listening motivation and the frequency of listening strategy use is positive and statistically significant at the moderate level. The level of listening motivation should be increased by designing entertaining listening activities and actively involving students in the process. Thus, I can ensure that students use listening strategies more often and make more efforts to understand what they listen.
A Paragraph Text-Writing Intervention for Adolescents with Intellectual and Developmental Disabilities
Author: Rodgers, Derek B.
Date: 2022-06-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Paragraph Composition,Writing Skills,Intervention,Accuracy,Direct Instruction,Drills (Practice),Program Effectiveness,Autism Spectrum Disorders,Adolescents,High School Students,Special Education,Writing Instruction

Paragraph text-writing refers to constructing multiple words and sentences into the form of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities struggle to develop it to fluency. The present study investigated the effects of a multicomponent intervention on the accuracy and fluency of paragraph text writing skills of three adolescents with intellectual and developmental disabilities. The intervention procedures featured a combination of explicit instruction and timed practice delivered through a series of short, supplemental lessons. Intervention was delivered one-on-one, and a multiple probe across participants designed was used. Results were mixed, with two of three students showing an improvement in multiple skills related to paragraph text-writing, including sentences with appropriate syntax, semantics, capitalization, and punctuation. The limitations of this study as well as implications for practice are discussed.
Tracer Study of Graduate School Graduates of a State Higher Education Institution in the Philippines from 2016 to 2020
Author: Dela Cruz, Jonathan L.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Graduates,Employment,Foreign Countries,Education Work Relationship,Employment Potential,State Universities,Profiles,Graduate Students,Program Improvement,Job Skills,Professional Development,Individual Development,Capacity Building,Program Evaluation,Relevance (Education),Student Needs

In a highly competitive global marketplace, the academic preparation of graduates provides them with better job opportunities and a higher chance of employment. With graduate studies, one will be more qualified, eligible, and competent to face new jobs and work assignments, especially when holding managerial positions. This study generally aimed to trace the graduates of a State Higher Education Institution in the Philippines. Specifically, it determined the profile of graduates, employment status, employability characteristics, the extent of contribution and applicability of the skills gained, assessed the graduate program offerings, and recommendations to improve the services of the Graduate School. The study used a descriptive research design. The study gathered data from ninety-two graduates of the three program offerings of the Graduate School. The questionnaire was used to gather the necessary data and analyzed using descriptive statistics such as frequency count and percentage, mean, and rank. Based on the result, graduates have a very high employability rate. There is a very high application of the competencies gained by the graduates specifically on the enhanced academic profession to their personal and professional growth; there is a very high assessment of graduates to the graduate program they enrolled in the College. The graduates recommended the offering of more terminal programs and improvement of facilities to improve the services of the Graduate School. With these conclusions, the study recommends a periodic review of the curriculum and continuous capability building of professors to make the programs more responsive and relevant to the needs of the students and the standards and requirements of the industry.
Teaching Students with Intellectual Disability to Create a Slope-Intercept Equation
Author: Wojcik, Andrew
Date: 2022-06-00
Type: Journal Articles
Subjects: Intellectual Disability,Students with Disabilities,Equations (Mathematics),Mathematics Instruction,High School Students,Algebra,Teaching Methods,Time,Prompting,Special Education

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can help individuals with ID make progress within the general education high school curriculum.
Providing Multiple Means of Action and Expression in the Early Childhood Classroom through a Universal Design for Learning Framework
Author: Hovey, Katrina A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Access to Education,Special Needs Students,Inclusion,Guidelines,Preschool Children,Developmentally Appropriate Practices,Teaching Methods,Diversity,Learning Processes,Visual Aids,Educational Technology,Alignment (Education),Learning Activities,Evidence Based Practice,Instructional Materials

In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children's Developmentally Appropriate Practices and the Council for Exceptional Children's Division of Early Childhood Recommended Practices. This can be achieved through the implementation of the Universal Design for Learning (UDL) framework. UDL is a proactive approach to classroom instruction that provides multiple means of engagement, representation, and action and expression. This article provides a brief overview of UDL, with a specific focus on multiple means of action and expression in the early childhood classroom. It is critical for practitioners to incorporate strategies related to multiple means of action, engagement, expression, and representation because these strategies afford all learners diverse ways to navigate the learning environment, express their understanding, and demonstrate new knowledge and skills.
Using Parental Tutoring to Improve the Oral Reading Fluency of Students with Disabilities in Rural Settings
Author: Farra, Susan M.
Date: 2022-06-00
Type: Journal Articles
Subjects: Rural Schools,Students with Disabilities,Special Education,Parent Role,Tutoring,Program Effectiveness,Rural Education,Reading Programs,Reading Rate,Program Implementation,Parents as Teachers,Oral Reading,Reading Fluency,Elementary School Students

Although rural special educators face many challenges in meeting the needs of students with disabilities, they often report having positive relationships with their students and families. Rural educators have the opportunity to leverage this relationship with families by having parents implement academic interventions with their child at home. The purpose of the current study was to examine the effects of the &quot;Great Leaps Reading&quot; program when implemented by parents of students with disabilities in rural settings. Using an A-B design replicated across four participants, results showed that each participant's reading rate increased as a result of the intervention. Additionally, parents, despite varied educational levels and backgrounds, implemented the intervention procedures with fidelity. Results were mixed when examining whether parental implementation of &quot;Great Leaps Reading&quot; increased oral reading fluency of grade level passages. Implications for rural special educators and the students with disabilities that they serve are discussed.
Turkish as a Foreign Language Instructors&apos; Perception towards Homework
Author: Ogur, Erol
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Homework,Writing Improvement,Reading Improvement,Language Teachers,Teacher Attitudes,Likert Scales,Attitude Measures,Comparative Analysis,Gender Differences,Teaching Experience,Teacher Characteristics,Foreign Countries

The purpose of this study is to investigate the views of instructors teaching Turkish language literacy to foreigners about the homework. For data collection, 175 instructors teaching at the Turkish Teaching Centers in Turkey in the 2021-2022 academic year participated. For the study group, the scale system in the &quot;Google forms&quot; software was utilized. Data were collected in 8 weeks. &quot;The Scale of the Opinions of instructors Teaching Turkish Literacy to Foreigners about Homework&quot; was a 3-point Likert type that consisted of 48 items. SPSS 24.0 program was used for analysis of the data. Together with descriptive statistical methods, t test was used for the comparisons of two groups with normal distribution and the ANOVA test was used for group comparisons of 3 and above. The instructors stated that the homework should be evaluated both as a process and as a content, that homework should be given for authentic as it would attract more attention of students, and that homework improved the reading and writing skills. While there was no statistically significant difference between the views of the instructors about homework by gender (p&gt;0.05), significant differences were found by graduation status (p&lt;0.05) and professional seniority (p&lt;0.05).
Together We Go Far: Helping Doctoral Scholars Develop Collaborations in Special Education Research
Author: Hirsch, Shanna E.
Date: 2022-06-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Special Education,Cooperative Learning,Student Research,Educational Research,Graduate School Faculty,Teacher Student Relationship,Networks,Mentors

Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special education doctoral training is ever-present. In this article, we discuss key topics that impact collaborative work within and across institutions. We adapted the Community Engagement Continuum framework (McCloskey et al., 2011) to increase collaboration for special education graduate scholars. In addition, we provide advice for faculty members to consider as they guide graduate scholars in creating productive, meaningful professional collaborations.
Development of Instrument Numeracy Skills Test of Minimum Competency Assessment (MCA) in Indonesia
Author: Purnomo, Heri
Date: 2022-07-00
Type: Journal Articles
Subjects: Test Construction,Numeracy,Minimum Competency Testing,Foreign Countries,Feasibility Studies,Junior High School Students,Thinking Skills,Grade 8,Mathematics Tests

Indonesia has changed the national assessment of school students from the national exam (NE) to the minimum competency assessment (MCA) in 2021. In the minimum competency assessment, one of the student's abilities measured is numeracy skills. So that the valid, practical, and effective assessment instruments that evaluate students' numeracy skills are needed. This study described the feasibility of developing a numeracy test instrument for minimum competency assessments and described students' numeracy abilities. This research was development research. This research involved junior high school students with different mathematical abilities. The data were analyzed descriptively by collecting observations, tests and document analysis. This study showed that the development of test instruments could be used as a reference to measure students' numeracy skills. The test instrument was categorized as very feasible, valid and practical. The test results indicated that there was a potential effect on students' numeracy skills. In solving numeracy test questions, the potential effect of the test instrument on numeracy skills was 75.69%, with the emerging mathematical understanding ability of 80.22%, the ability to apply mathematics in problem-solving by 74.94%, and mathematical reasoning ability of 71.93%.
A Canonical Correlation Analysis of Filipino Science Teachers&apos; Scientific Literacy and Science Teaching Efficacy
Author: Walag, Angelo Mark P.
Date: 2022-07-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Self Efficacy,Correlation,Scientific Literacy,Scientific Principles,Foreign Countries,Pedagogical Content Knowledge,Teacher Attitudes,Biology,Chemistry,Physics,Prediction,Earth Science,Biological Sciences,Health Sciences,Teacher Effectiveness,Scientific Concepts,Science Tests,Teacher Characteristics

Science teacher's self-efficacy has been at the center of many investigations on students' achievement in science, teacher burnout, and teacher performance. While overly studied, this construct has not been examined with scientific literacy in depth. Thus, this study aims to identify the influence of science teacher's scientific literacy on their science teaching efficacy through a canonical correlation analysis. The study utilized an explanatory-correlational research design to unravel the correlation between scientific literacy and science teaching efficacy. It was found out that scientific literacy was correlated with science teaching efficacy. Further the study revealed that Science, Technology, and Society (STS) and content knowledge in earth science, life science, and health science were positively associated with science teachers' self-efficacy in biology, chemistry, and physics. On the other hand, knowledge in physics and Nature of Science (NOS) were not associated as highlighted in the literature. This suggests that a science teacher's content knowledge in specific sciences predicts their efficacy in teaching science. More so, the teacher's knowledge of how science and technology affect society and how society directs science and technology shapes their confidence to teach science. This implies that practical and observable science allows teachers to demonstrate science concepts to their students effectively.
Analyzing Pedagogical Routines in the Upper Secondary School Teacher&apos;s Discourse Using the Commognitive Aproach
Author: Gallego-Sánchez, Inés
Date: 2022-07-00
Type: Journal Articles
Subjects: Discourse Analysis,Secondary School Teachers,Mathematics Education,Video Technology,Mathematical Concepts,Teaching Methods,Sociocultural Patterns,Language Usage,Classification,Personal Autonomy,Classroom Communication,Teacher Student Relationship,College Preparation

In this work, we investigated through a case study the pedagogical discourse of the upper secondary school teacher when introducing the derivative concept. The subject was selected considering her experience and expertise in the field of mathematics education. Eleven class sessions were audio and video recorded, and three of them were transcribed verbatim for analysis. The theoretical framework used in the analysis was the sociocultural theory of commognition (Sfard, 2008). Specifically, we focused on identifying one of the properties of discourse, routines, which are repetitive patterns that can be inferred by observing the rest of the properties (i.e., word use, visual mediators, and narratives). Thus, some subtypes of explanation and motivation routines that complement those appearing in the work by Viirman (2015) were identified and classified: exemplification, use of personified language, use of paraphrases and synonyms, promotion of autonomy in learning, variation, outline, location, linking concepts and reference to difficulty. Likewise, we distinguished among them which are more typical of the transition stage to university than of previous courses and vice versa, as well as which of them can be used by teachers to help students to be successful in their transition to university.