ethanporcaro/eric-fulltext-meta huggingface dataset:
Yhteiskuntaoppi: Social Studies in Finland. A Country Report
Author: Löfström, Jan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Educational Trends,Secondary School Students,Civics,National Curriculum,Core Curriculum,Course Content,Student Educational Objectives,Secondary School Teachers,Teacher Qualifications

Purpose: This country report aims to provide a view of the current state and recent developments of the school subject social studies in Finland. Approach: This report draws from research in social studies education that has been done in Finland in the last 20 years, and it also presents selected highlights from the national core curricula and the matriculation exam. Findings: Social studies has recently got the status of independent school subject and it has got more teaching resources which suggests decision-makers consider it important. It does not have a clear epistemological homebase, as school subjects like history or physics, for example, which poses challenges when defining what kind of academic studies are the most pertinent to a social studies teacher, for example.
An Extensive Evaluation Study of the English Preparatory Curriculum of a Foreign Language School = Bir yabanci diller yüksekokulu Ingilizce hazirlik programinin kapsamli degerlendirilmesi
Author: Karci Aktas, Canay
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),College Faculty,College Students,Second Language Instruction,Student Attitudes,Student Motivation,Language Proficiency,Teacher Competencies,Interpersonal Communication,Barriers,Educational Facilities,Foreign Countries,High School Students,Vocational Schools,Secondary Schools,Teacher Characteristics,Student Characteristics,Educational Quality,Instructional Materials,Curriculum

The study aimed to evaluate the English preparation curriculum at Aydin Adnan Menderes University School of Foreign Languages according to the Bellon and Handler model. The study was designed as a &quot;case study&quot;, which aimed to obtain qualitative and quantitative data from the selected case. 310 English preparation class students, 26 English lecturers, 26 lecturers of other departments and 24 students of other departments participated in the study. The data were gathered through a scale, questionnaire, interviews, class observations and document analysis. The study was conducted according to the four steps of the &quot;Bellon and Handler Model&quot;. Findings were presented according to the status descriptions, analysis activities and curriculum improvement components of the four steps. In conclusion, it was found that there were no philosophy or goals of the English preparatory curriculum. Though the students had positive motivation towards learning English, they could not reach the desired level. Moreover, the inefficacy of teaching of the skills courses was emphasized by all participants. This problem was thought result from lack of practice. There were some communication problems between the administration and other participants. Physical facilities should be improved. Professional English teaching should be included in the preparatory school curriculum. Furthermore, the involvement of some stakeholders in the decision-making process should be enabled.
A Systematic Multisensory Phonics Intervention for Older Struggling Readers: Action Research Study
Author: Henry, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Difficulties,Grade 5,Grade 6,Response to Intervention,Phonics,Multisensory Learning,Instructional Effectiveness,Reading Achievement,Reading Improvement,Reading Skills,Reading Instruction

Upper elementary readers who persist with reading difficulties face both academic and emotional challenges when they do not make reading gains equal to their peers. Decades of research has shown that persistent treatment resisters respond positively to a systematic multisensory phonics intervention. In my action research study, I examined how 5th and 6th grade struggling readers responded to a multisensory phonics intervention. Following the eight-week intervention, students made gains in word reading accuracy and demonstrated increased confidence in word reading skills. Implications of the study bolster the importance of providing phonics instruction to older struggling readers.
Preparing Teacher Interns for International Teaching: A Case Study of a Chinese Practicum Program
Author: MacKinnon, Gregory R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,Preservice Teachers,Practicums,Preservice Teacher Education,Study Abroad,Foreign Countries,English (Second Language),Elementary Education,Cultural Context,Public Schools,Student Adjustment,Student Development

Acadia University, a small liberal arts institution, has for over 15 years, offered a unique practicum experience for its teacher interns enrolled in the preservice Bachelor of Education. Students travel to Shanghai, China for a period of four months to teach English as a Second Language in school classrooms ranging from grades kindergarten to six. This paper describes the preparation of interns and the inherent challenges they face as pedagogues in a distinctly different teaching context. This action research account seeks to used mixed methods to identify areas of improvement in the process of preparing beginning teachers for a career in international teaching.
Enhancing Student Learning in the Online Instructional Environment through the Use of Universal Design for Learning
Author: Boothe, Kathleen A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Access to Education,Student Projects,Electronic Learning,Graduate Students,Special Education,Teacher Education,Student Satisfaction,Elementary Secondary Education,Time Management,Creativity,Personal Autonomy,Student Needs

As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action and Expression and the impact the UDL final project had on student learning as well as overall perceptions of the project. Results indicate that participants enjoyed the final project and that it impacted their learning. Students reported enjoying having choice in how they demonstrated their understanding of the content.
Real-Life Nature-Based Experiences as Keys to the Writing Workshop
Author: Kinberg, Margot
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Workshops,Outdoor Education,Elementary School Students,Middle School Students,Preadolescents,Instructional Effectiveness,Learner Engagement,Authentic Learning,Context Effect,Writing Skills,Animals,Plants (Botany),Recreational Facilities

For many years, research has supported the value of using real-life experiences as teaching opportunities (Noobanjong &amp; Louhapensang, 2017; Powell, 2015). This is just as true of teaching writing as of anything else. In fact, when learners use writing (such as journaling) to share their experiences, they benefit in several ways, including their communication skills (Khanmohammad &amp; Eilaghi, 2017). Writing workshops have been shown to be effective approaches to coaching writing at several different levels (Williams, 2014). Such workshops provide the opportunity to reflect on drafts, collaborate with peers and work through the writing process. They are, therefore, a highly effective context in which to integrate writing about real-life experiences. This, in turn, allows students to develop their writing and their content knowledge. In order to investigate the integration of real-life writing practices into the writing workshop, we focused on one important real-life setting: nature. We created a nature-based writer's workshop, Writing in Nature, for students in the upper-elementary/middle grades (ages 10-12). During the two-session workshop, we provided students with a natural setting. Then, we led them in a writing workshop. Results showed high student engagement and interest, both in the topic and in writing. Our findings suggest that using a natural setting for writing workshops is an effective real-life context for increasing engaged time, teaching content, and developing writing skills.
The Power of Please: How Courtesy Scripts Improve Self-Control and Reduce Peer Conflict by Creating New Language Patterns
Author: Haslip, Michael J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 1,Language Usage,Self Control,Cooperation,Elementary School Students,Scripts,Interpersonal Relationship,Speech Acts,Reinforcement,Interpersonal Communication,Classroom Environment,Social Behavior,Urban Schools

This teacher inquiry project describes how one first grade teacher learned to use coached language supports to improve children's self-control and cooperation. &quot;Courtesy scripts&quot; were created in the process. The development of courtesy scripts and their application in early elementary classrooms is presented. Courtesy scripts are specific phrases explicitly taught (I do, we do, you do), reinforced, and used in conversations by both the speaker and listener. Children learned how to make requests while also honoring the needs of others. Use of these pragmatic language supports helped to create a peaceful classroom community. A practical method for teaching courteous language patterns to young children is described by presenting scripts that can be easily adopted or modified by teachers. Scripts for peer requests and for sharing are provided as examples. The courtesy scripts method may be of interest to scholars studying the relationship between language usage and prosocial behavior in early childhood settings. Teacher educators may also be interested in the method when providing professional development related to social, emotional and character development or when teaching classroom management.
The Self-Determination Inventory--Student Report: Confirming the Factor Structure of a New Measure
Author: Shogren, Karrie A.
Date: 2020-03-00
Type: Journal Articles
Subjects: Self Determination,Personality Measures,Test Validity,Test Reliability,Adolescents,Autism,Pervasive Developmental Disorders,Intellectual Disability,Learning Disabilities,Ethnicity,Racial Differences,Factor Structure

The &quot;Self-Determination Inventory--Student Report&quot; (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on the SDI-SR. Confirmatory factor analysis (CFA), using mean and covariance structures, was used to evaluate the factor structure of the SDI-SR to inform decisions on scale reduction. The items were tested across 20 groups generated by crossing disability (i.e., no disability, learning disability, intellectual disability, autism spectrum disorders, and other health impairment) and race/ethnicity (i.e., White, Black, Hispanic, and Other) groups. A robust set of 21 items that align closely with their associated constructs were identified. These 21 items showed strong measurement properties, including measurement invariance at the item level across the 20 groups. Implications for future research and practice are discussed.
Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics
Author: Clarke, Ben
Date: 2020-03-00
Type: Journal Articles
Subjects: Mathematics Achievement,Numbers,At Risk Students,Kindergarten,Grade 1,Test Reliability,Numeracy,Screening Tests,Test Validity,Elementary School Students,Mathematics Tests,Correlation

This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the NLA 0-100 had low to moderate correlations with math achievement. Results indicated that the NLA 0-100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research. [For the corresponding Grantee submission, see ED593859.]
Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools
Author: Hoover, John J.
Date: 2020-03-00
Type: Journal Articles
Subjects: Elementary School Students,Rural Schools,Community Schools,English Language Learners,Primary Education,Literacy Education,Special Education,College School Cooperation,Sustainability,Program Development,Program Implementation,Program Effectiveness,Teacher Attitudes,Elementary School Teachers,Students with Disabilities,Student Diversity,Culturally Relevant Education,Leadership Responsibility

A 5-year model demonstration project designed to improve literacy instruction and special education referrals for English learners (ELs) in grades K-3 in three rural community elementary schools was completed with specific attention to sustainability 1 year after implementation. The model, which was developed and implemented through a university-school district collaborative partnership, incorporated sustainability as a critical component. Findings show that the sustainability component (a) embedded into project development, (b) periodically revisited during project implementation, and (c) personalized by participating schools developing their own sustainability plans proved to be a successful approach to maintaining select literacy best practices and improved referrals of ELs. A minimum of 80% of classroom teacher participants reported 1 year after project implementation that key aspects of the project continued to be beneficial or very beneficial for delivering their classroom instruction to ELs. Each of the five multitiered system of supports (MTSS) for EL model components was somewhat addressed, with several being mostly addressed 1 year after implementation in all three elementary schools. Also, the culturally and linguistically responsive referral was maintained. Project sustainability findings are shared and discussed along with recommendations for educators to apply in their MTSS models in rural elementary schools with high populations of ELs with and without disabilities.
Developing the English Language Teaching Skills of Saudi Teachers of Young Learners
Author: Daif-Allah, Ayman Sabry
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Skills,English (Second Language),English Teacher Education,College Second Language Programs,Preservice Teacher Education,Majors (Students),College Students,Preservice Teachers,Program Effectiveness,Check Lists,Questionnaires,Foreign Countries,Elementary School Teachers

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.
&apos;Professionalism&apos; in English as a Foreign Language Teachers&apos; Perspectives: A Qualitative Study in a Thai Context
Author: Jansem, Anchalee
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Teacher Attitudes,Professionalism,Teacher Effectiveness,Teaching Skills,Pedagogical Content Knowledge,Lesson Plans,Teacher Motivation,Accountability

This study presents the meanings, attributes, and roles of 'professionalism' synthesized from 20 Thai EFL teachers' perspectives. Qualitative research methods were utilized to collect four sources of data including classroom observation transcripts, semi-structured interview transcripts, on-line discussion entries, and field-note recordings. The findings indicated that professionalism refers to the big picture of exemplar, effective teachers. Proficient English skills with an emphasis on oral communication, lesson planning abilities, lesson delivery skills, and commitment to successful student learning were believed to form professionalism which, also, plays multi-roles in teaching.
Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors
Author: Alshammari, Hammad Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: English Literature,Foreign Countries,Undergraduate Students,Difficulty Level,Negative Attitudes,Student Motivation,Prior Learning,Literature Appreciation,Misconceptions,Gender Differences,Cultural Background,Instructional Effectiveness,English (Second Language),English Teachers

Studying English literature is interrelated to studying English as a foreign language (EFL), and thus incorporating literary texts into EFL learning curricula is important for providing EFL learners with the necessary language skills and emotional growth. However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that may discourage EFL learners to study English literature as perceived by their instructors. The sample of this study consisted of 20 English instructors at one of the northern Saudi universities. Two instruments: a survey and a semi-structured interview developed by the researcher were employed to collect the data. Descriptive statistics and qualitative methods were employed to interpret the gathered data. The findings revealed that there were six main different types of challenges that played an important role in the phenomena under investigation, namely: a) literature inherited difficulty, b) learners' cultural misperceptions, c) learners' negative attitudes, d) learners' intrinsic demotivating factors, e) unfamiliarity/ learners' poor prior knowledge, and f) instructional difficulty. Implications for addressing these problems were included.
Possibilities and Challenges of De-Privatisation of Classrooms in a Developing Nation
Author: Mohan, Parmeshwar Prasad
Date: 2019-11-00
Type: Journal Articles
Subjects: Developing Nations,Foreign Countries,Urban Schools,Team Teaching,School Culture,Teaching Load,Department Heads,Communities of Practice,Instructional Improvement,Classroom Observation Techniques,Teacher Attitudes,Expertise,Secondary School Teachers,School Administration,Feedback (Response)

De-privatisation of classrooms signifies the opening of classrooms so teachers can 'observe', 'be observed' or 'engage in team teaching'. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of deprivatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between 'observe' and 'be observed' by colleagues. Secondly, that teachers' major challenges in regard to deprivatisation of classrooms are the workload and school culture. Thirdly, in developing countries, colleagues and the heads of department are seen as the most suitable people in the school context to cultivate the effects of de-privatisation particularly inside the classroom where support is needed to help teachers improve the instructional practices. Overall, teachers, heads of department and the school administrators need to work together to establish a culture of professional learning communities (PLCs) to enhance teachers' instructional practices.
The 2017 Trump Administration Travel Ban and International Graduate Applications at Two Texas Public Universities
Author: Van De Walker, Dana
Date: 2019-00-00
Type: Journal Articles
Subjects: Presidents,Travel,College Applicants,Foreign Students,Public Colleges,Muslims,Foreign Countries,Graduate Study,Declining Enrollment,Federal Government,Public Policy,Racial Bias,Stranger Reactions,Student Mobility

The purpose of this study was to determine the extent to which the Trump administration ban on individuals from 7 Muslim-majority countries (i.e., Executive Order 13769), influenced prospective international graduate applicants to two Texas institutions. Inferential statistical procedures revealed the presence of a statistically significant, sharp decline in international graduate applicants, particularly from Muslim-majority countries. From Fall 2016 to Fall 2018, international graduate applicants from non-Muslim-majority countries declined 18.36%. Over this same time period, applicants from Muslim-majority countries declined 33.37%. Most notably, applicants from the 7 countries targeted in the travel ban declined 53.93%. Concerns clearly exist regarding the effects of this travel ban on international student mobility. Implications of these findings and recommendations for future research are discussed.
Disrupting the Ideology of Settled Expectations: Forging New Social Movements to Dismantle the Educational Racial Contract
Author: Liou, Daniel D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Critical Theory,Unions,Teacher Salaries,Teaching Conditions,Equal Education,Activism,Social Justice,Social Change,Social Attitudes,Race,Whites,Minority Group Students,Elementary Secondary Education,Racial Bias

This paper draws on the concepts of settled expectations and the educational racial contract to provide an analysis of the current social movements calling for the improvement of teacher salaries and work conditions in K-12 schools. This paper argues that some teacher unions' lack of centering race in their advocacy to ameliorate educational inequities will not radically transform how teachers are treated in the profession, unless there is an increase in motivation to fully recognize the humanity and educational needs of Students of Color in American society. The author calls for teacher activists to reject the false consciousness of their own settled expectations and work on equal footing with Communities of Color to co-author an emancipatory educational contract on the basis of relational equity, respect, and sympathetic touch.