ethanporcaro/eric-fulltext-meta huggingface dataset:
The Quality of Mainstreaming in Preschool: The Views of Parents of Children with Down Syndrome
Author: Kayhan, Nilay
Date: 2018-00-00
Type: Journal Articles
Subjects: Mainstreaming,Parent Attitudes,Down Syndrome,Preschool Children,Qualitative Research,Content Analysis,Foreign Countries,Mothers,Special Education,Case Studies,Semi Structured Interviews,Educational Quality,Educational Practices,Information Sources,Inclusion,Social Development,Early Intervention

Down syndrome (DS), one of the developmental (cognitive) deficits, is the most common syndrome that arises from genetic disorders. The mothers of children with DS who encounter the most intense emotional situations since the tendency to take responsibility the children's care and development usually belongs them. Among these intensive feelings, mothers are also responsible for providing needs, such as special education support, searching for a suitable preschool institution to accept their children, and access to specialists who can understand their medical needs. This case study aims to investigate the opinions of the mothers whose children with DS aged between 36-72 months were attending preschool. The data were collected using semi-structured interview techniques in three different preschool institutions where the mainstreaming was carried out in the district center of Gaziantep, Sahinbey. Interviews were conducted with five mothers whose DS children went to the preschool institution in the spring semester during 2015-2106 academic year. Descriptive and content qualitative analyses were used to analyze the data. The findings regarding the opinions of the mothers of DS children on the quality of the mainstreaming practices revealed the following salient themes: Early experiences before mainstreaming, quality of mainstreaming at preschool and inclusion. The findings showed that inclusion practices have not been adopted in mainstreaming practices in our country; therefore, the most reliable sources mothers preferred to follow was the experienced families who had children with DS in the preschool.
Student Views about the Public Spot Advertisement Signs in the Context of Lifelong Learning (The Example of Reading Culture Themed Public Spot Advertisement)
Author: Tanca, H. Altug
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Advertising,Signs,Lifelong Learning,Reading,Phenomenology,Qualitative Research,Sampling,Books,Interviews,Undergraduate Students,Foreign Countries

It's important that the messages and information in the public spot advertisements that is wanted to be conveyed to the individuals to be reached at the desired level and an asymmetric structure existing between the message prepared with a fictional structure and the perception between the message and the receiving party. Because, a decent perceptional connection between the receiving party and the fictionalized message shows the message has reached its purpose normally. From this angle, there's an important connection between the public spot advertisements which has the purpose of creating a common consciousness and the concept of lifelong learning. In this research it's aimed that the student views about lifelong learning and public spot advertising signs in the example of &quot;Reading Culture Themed Public Spot Advertisement&quot; to be examined. In the research phenomenology which is one of the qualitative research patterns has been used. The working group has been established with the method of criterion sampling and a research has been conducted with 9 volunteering participants. For data collection interview forms have been used and the data has been analysed with the method of descriptive analysis. In the research, it has been revived that public spot advertisements contribute to the lifelong learning of the participants. As a result of the analysis conducted in the research, the themes of lifelong learning, education-themed public spot advertisements, acquirement of lifelong learning experience and its contribution to the educational process, sharing, attitudes, visual coding, book-reading, attention and slogans have been arisen. In the research, significant differences haven't occurred between positive and negative views of the participants according to the slogans broadcasted at the end of the public spot advertisements, however it's been determined that there are positive critical approaches that the slogans are successfully conveying the messages expected to be given. More public spot advertisements to be prepared and working on social awareness on this subject has been suggested.
The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education
Author: Karakus, Memet
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Consumer Education,Mathematics Instruction,Case Studies,Observation,Qualitative Research,Content Analysis,Curriculum Development,Grade 6,Curriculum Implementation,Semi Structured Interviews,Foreign Countries

The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life.
The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context
Author: Loy-Ee, Carol Boon Peng
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Preschool Children,Foreign Countries,Physical Activities,Physical Activity Level,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers is low. This in turn could have resulted in the limited research literature on the PA level or physical education curriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those from Asia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formal PEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using a Physical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was used to measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. The results of the PAA are presented and the implications from the findings and analysis are discussed.
Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School
Author: Birney, Lauren
Date: 2018-00-00
Type: Journal Articles
Subjects: Advanced Placement,Environmental Education,Employment Opportunities,STEM Education,Social Justice,Access to Education,High School Students,Program Descriptions,Disadvantaged,Equal Education,Case Studies,School Segregation

This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National Research Council (2014) suggest that field stations are important for STEM education and provide opportunities to engage students in the natural environment and get them excited about science. Through the Curriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in the Advanced Placement Environmental Science course are integrating their field station work in Oyster Restoration in the New York City Harbor. These interactions with the environment offer unique experiences which engage marginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords all students the opportunity for upward mobility and increased career opportunities in the area of STEM.
Turkish EFL Teachers&apos; Perceptions and Practices of Foreign Language Assessment in Primary Education
Author: Kirkgoz, Yasemin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Elementary School Teachers,Language Skills,Evaluation Methods,Student Evaluation,Language Proficiency,Questionnaires,Observation,Elementary School Students,Language Tests,Summative Evaluation,Formative Evaluation

The present study aimed to investigate perceptions of EFL teachers working at state primary schools on core language skills, assessment types and question types used in assessing student's foreign language development and proficiency during an academic year. Data were gathered from 56 EFL teachers working at 42 primary state schools in Turkey through a questionnaire comprising a variety of items to elicit their perceptions and applications of language assessment in the classes of 4th to 6th graders. Results obtained from frequency analyses indicated that the pen-and-paper tests, performance tasks, and in-class observation are the mostly used assessment tools, and that the selected response items are mostly employed question types in the tests, and that performance-based and communication-based assessment types are preferred more frequently than the traditional types in evaluating students' success in learning EFL.
Evaluation Policy on Assistance Program Bidikmisi Higher Education in Private Kopertis Region XII
Author: Wasahua, Tahir
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Higher Education,Tuition,Student Financial Aid,Poverty,Access to Education,Program Effectiveness,Student Interests,Student Attitudes,Student Motivation,Academic Achievement,Questionnaires,Statistical Analysis,Student Characteristics,Age Differences,Gender Differences,Geographic Location,Parent Background,Educational Attainment,Family Income,Occupations,Multiple Regression Analysis

One of the governments' policy through Directoral General of Learning and Student Affair, Ministry of Research, Technology and Higher Education in improving the access for new students namely the bidikmisi program. Program bidikmisi is a tuition fee subsidy program allocated to selected new students who possess excellent academic capability yet facing economic difficulties due to poor economical condition parents. bidikmisi program has been conducted annually in order to improve accesses to gain higher education. The purpose of this study is to reveal the impact of bidikmisi extension to the students' success in terms of student learning interest, learning attitude, motivation and academic achievement. Data collection technique used in this study were descriptive qualitative and quantitative, by spreading questionnaire to bidikmisi receiver which consisted of 246 students of year 2013, 2014 and 2015 on 28 higher education in private under kopertis regional XII. Data analyzed using descriptive analysis and multiple regression. The study result indicates that the intrinsic characteristic for admission year of bidikmisi program, gender, age, school origin, area origin, parents' educational background and parents' income partially did not influence significantly to students' attitude and behaviour; however, parents' occupation gave a real impact towards students' attitude and behaviour. Bidikmisi program management and the characteristic environment of college students partially gave a significant influence to students' learning interest, learning attitude, motivation in order to attain academic achievement.
Facebook Tools and Digital Learning Achievements in Higher Education
Author: Davidovitch, Nitza
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Educational Technology,Technology Uses in Education,Telecommunications,Social Influences,Interpersonal Communication,Student Satisfaction,Program Effectiveness,Academic Achievement,Foreign Countries,Student Motivation,Knowledge Level,Student Participation,Interaction,Active Learning,Online Surveys,Questionnaires,Statistical Analysis,Student Characteristics,Hypothesis Testing

During recent years there has been a significant increase in the usage of technological tools in general, and in academic teaching in particular. Many programs have been developed, including online teaching and online courses at educational institutions. In this paper, we discuss the Facebook social network and its use at the University. The research shows that Facebook groups are used to facilitate communication between students, to foster a positive social climate, to create dialogue and to share learning material among group members. The paper examines students' achievements and their satisfaction with the impact of the Facebook group on the academic course, in order to examine whether the use of Facebook groups in academic courses can improve course quality and students' achievements.
Mallory Makes Meaning: How One 8th-Grader Made Meaning with a Graphic Novel
Author: Rogers, Aimee A.
Date: 2015-09-00
Type: Journal Articles
Subjects: Cartoons,Novels,Grade 8,Protocol Analysis,Interviews,Reading Strategies,Middle School Students,Reading Comprehension

This article presents how one 8th-grader, Mallory, made meaning with &quot;Amulet: The Stonekeeper's Curse&quot; by Kazu Kibuishi. Data was collected via a think-aloud procedure, a retrospective think-aloud, questions specific to the book, and an interview. The data analysis indicates that Mallory was able to use a breadth of reading strategies, applied to both the visual and textual modalities, in order to make meaning with the graphic novel text.
How Does Applied STEM Coursework Relate to Mathematics and Science Self-Efficacy among High School Students? Evidence from a National Sample
Author: Sublett, Cameron
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocational Education,Career Education,College Readiness,Career Readiness,High School Students,STEM Education,Self Efficacy,Success,Course Selection (Students),Predictor Variables,Mathematics Achievement,Science Achievement,Gender Differences,Disabilities,Student Characteristics,Correlation,Longitudinal Studies,Questionnaires,Student Records,Regression (Statistics),Least Squares Statistics

Over the past decade, CTE has been highlighted as a means of promoting college and career readiness for high school students. Applied STEM coursework is a promising area of high school study that has particular relevance in the technologically progressive world of today. Previous research has illustrated that applied STEM coursework in high school is associated with a number of positive educational outcomes. Importantly, no previous empirical investigation has examined the relationship between applied STEM coursework and students' reported levels of math and science self-efficacy, two important harbingers of academic ability and success. Consequently, the current study used nationally representative data to explore applied STEM coursework participation and self-efficacy. Results indicated that applied STEM coursework was predictive of increases in both math and science self-efficacy, except among females and students with disabilities (SWDs). Implications for policy are discussed.
Using Works of Art to Give a Voice to Culturally Diverse Students: Q-Methodology Study
Author: Beck, Paula D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Art,Student Diversity,Student Attitudes,Art Products,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Academic Achievement,Talent,Disadvantaged Youth,Preferences,Student Characteristics,Aesthetics,Visual Perception,Mixed Methods Research,Visual Stimuli,Student Surveys,Q Methodology

The current study by Beck (2014) investigated whether any relationship exists between a cross-section of 48 fourth-grade elementary-school students and their artistic judgments regarding the seven elements of art: color, form, line, shape, space, texture, and value. Each of these elements of art affects our senses and might offer a better understanding of an individual. This study employed Q-methodology to identify viewpoints that were shared among children and the works of art. Four Q-models emerged from the data, and were identified as: Model 1: Colorful and Eye-catching; Model 2: Perplexity and Animals; Model 3: Multiple Components; and Model 4: Nature. Participant characteristics included: gender, ethnicity (Asian, Black, Hispanic, and White students), socioeconomic status (SES), academic performance, and artistic ability. Findings showed that each of these characteristics were salient factors. The results of this study lead to a better understanding of students' likes, especially culturally disadvantaged students, which can help to increase awareness and engagement; strengthen motivation; lead to better performance in school; support the visual arts in schools; contribute to curriculum development; teacher education; policymaking; textbook visuals; and supply the information needed to the field of neuroaesthetics to conduct a study.
Revision in the Multiversity: What Composition Can Learn from the Superhero
Author: Hyman, David
Date: 2015-09-00
Type: Journal Articles
Subjects: Revision (Written Composition),Cartoons,Literary Genres,Story Telling,Writing Instruction,Resistance (Psychology),Connected Discourse,Figurative Language,College Instruction

Constant and ongoing revision is the compositional tactic through which many contemporary superhero narratives negotiate the powerful struggle between reiteration of the genre's past, and creative expression of its future. Instead of a gradual succession of improved renditions of a text, each one effacing and superseding the imperfections of its predecessors, revision is revealed as the production of multiple versions whose differences and diversities are &quot;capable of being in uncertainties,&quot; as Keats describes the creative attitude which he terms Negative Capability: ontologically equal textual variations that wear their inconsistencies openly, and reject the pressure to resolve their multiplicities into the synthetic continuity of a polished final text. This article explores the parallels between this narrative strategy and the struggles to reestablish and reinvigorate classroom revision practices in the wake of the sea changes within contemporary composition studies frequently characterized as the &quot;social turn.&quot; In the following pages, two superhero narratives, &quot;Planetary,&quot; and &quot;Supreme: The Story of the Year,&quot; will be explored as offering new frames and metaphors that can assist in re-imagining the practice of revision within the writing classroom, a process that can be described as revising revision for the &quot;multiversity.&quot;
A Review of Research Supporting the Development of Moral Identity in Youth
Author: Imbriaco, Joseph J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Youth,Role Models,Ethics,Adolescents

How can we inspire our youth to consistently do what is right? Lectures and readings on ethics could help, but are unlikely to spur intrinsic motivation. A more comprehensive option is to aid in the development of a characterbased moral identity which will stay with them as they grow. The development of a moral identity is desirable because it can create an intrinsic desire to do what is right and to act in accordance with a moral self-image. The studies examined in this paper demonstrate that the process of developing a moral identity can be enhanced through the guidance of ethical role models and participation in ethical activities and organizations.
Critical Success Factors in a High School Healthcare Education Program
Author: Thessin, Rebecca A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Success,High Schools,Qualitative Research,Health Services,Social Influences,Cultural Influences,Observation,Surveys,Focus Groups,High School Students,Secondary School Teachers,Administrators,Parents,High School Graduates,Educational Environment,Student Needs,Relevance (Education),School Culture,Vocational Education,Allied Health Occupations Education,Expectation,Learner Engagement,Case Studies,Semi Structured Interviews,Documentation

Research has demonstrated career and technical education (CTE) programs have a strong positive influence on secondary students' behavior, attendance, academic achievement, and college persistence. Critical success factors common to career academies, small schools, and CTE programs include socio-emotional support and community, along with a culture of high expectations and student engagement. Yet little research has been conducted on social and cultural factors involved in these programs' success. This qualitative study focused on one high school healthcare education program in the Mid-Atlantic to identify the social and cultural critical success factors that contributed to successful student outcomes. Through classroom observations; interviews with administrators, teachers, partners, program graduates, and parents; surveys of graduates; and focus groups with current students, the following critical success factors emerged: learning environment and community, focused student support, engagement through a real-world context, and a culture of professionalism. These findings may help educators and districts focus their attention and efforts on the critical factors that impact student success as they seek to expand and improve CTE programs.
A Review of Mindfulness Research Related to Alleviating Math and Science Anxiety
Author: Ahmed, Khalique
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Test Anxiety,Mathematics Anxiety,Science Instruction,Mathematics Instruction,Literature Reviews,Science Achievement,Mathematics Achievement,Perception,Attention Control

Defined as nonjudgmentally paying attention to the present moment (Kabat-Zinn, 1994), modern-day mindfulness has gained considerable attention in various science fields. However, despite this growth, many uses of mindfulness remain unexplored. In this paper, we focus on the application of mindfulness programs in educational settings, specifically to target math and science anxiety. Since education-related anxiety can have negative consequences on students and interfere with academic performance, researchers have begun exploring the plausibility and efficacy of implementing mindfulness programs into school curriculums to alleviate these anxious feelings. This may be particularly beneficial to math and science, as those are two fields infamously associated with anxiety yet ones that desperately need occupational growth. This paper explores the limited research connecting mindfulness to reduced test anxiety and emphasizes the need for more research directly assessing the effects of mindfulness on math and science in particular.