Improving Children’s Competence as Decision Makers

Xin, Zhang; Anderson, Richard C.; Morris, Joshua A.; Miller, Brian; Nguyen-Jahiel, Kim; Lin, Tzu‐Jung; Zhang, Jie; Jadallah, May; Scott, Theresa; Sun, Jingjing; Latawiec, Beata; Ma, Shufeng; Grabow, Kay; Hsu, Judy Yu Li

doi:10.3102/0002831215618663

Cited by 34 publications

(16 citation statements)

References 60 publications

(83 reference statements)

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“…The method has shown positive research results with students with special needs in general education classrooms (Al-Shammari, Al-Sharoufi, & Yawkey, 2008). Practices based on explicit or direct instruction are systematic, involving a step-by-step process provided by a teacher and followed by students during instruction (Zhang et al, 2016). In addition, explicit or direct instruction-based practices that break down tasks into their smallest elements are widely used for teaching students with special educational needs in inclusive education classrooms (Steele, 2005).…”

Section: Behaviourism-based Inclusive Education Practicesmentioning

confidence: 99%

Theories-based Inclusive Education Practices

Al-Shammari¹,

Faulkner²,

Forlin³

2019

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

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Section: Behaviourism-based Inclusive Education Practicesmentioning

confidence: 99%

Theories-based Inclusive Education Practices

Al-Shammari¹,

Faulkner²,

Forlin³

2019

eqr

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“…Positive research findings with LWDs in Gen Ed classrooms have been obtained using this technique (Al-Shammari, Al-Sharoufi, & Yawkey, 2008). Practices based on explicit or direct instruction are systematic; they involve a teacher providing learners with a step-by-step procedure to follow while receiving education (Zhang et al, 2016).…”

Section: Theoretical Lensmentioning

confidence: 99%

Exploring the Real-Life Issues and Challenges in an Inclusive Classroom through the Lens of General Education Kindergarten Teachers and Parents: A Qualitative Study

Bongabong¹,

Delicano²,

Cagape³

et al. 2022

IJRP

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This qualitative-phenomenological study determined the experiences of general education (Gen Ed) kindergarten teachers in a SpEd school in Davao del Norte handling inclusive classes. The purpose of this study was to explore and understand the Gen Ed kindergarten teachers' experiences and perspectives, particularly on the issues and challenges of handling diverse learners in an inclusive classroom. This research was extracted through various theories namely, Self-Efficacy, Behaviorism, Cognitivism, and Constructivism in inclusive education (IE) practices. The participants of the study were four (4) Gen Ed kindergarten teachers and three (3) parents of kindergarteners who participated in the in-depth interview (IDI) and focus group discussion (FGD). They were selected through a purposive sampling technique, and data gathered were analyzed through thematic analysis. The trustworthiness of this study was strictly employed. The issues that emerged in the problem namely: inadequate understanding of IE teachers and parents (diversity of learners), the difficulty of referral to special education (SpEd) specialists because of in-denial parents, class size, lack of training of teachers, and limited instructional materials. To address the issues and challenges they shared ways: seek support from SpEd teachers, employ reinforcement and reward system, differentiated instruction, and maximize learning materials. They also pointed out insights they could share with others: inclusion develops socio-emotional skills of diverse young learners, inclusion increases teachers' competence and inclusion builds strong relations among Gen Ed kindergarten teachers, SpEd teachers, and parents. Based on the results, they implied that the Department of Education (DepEd), school administrators, Gen Ed kindergarten teachers, SpEd teachers and parents should have a sincere commitment to the implementation and continuous improvement of IE, particularly in the kindergarten level for these diverse young learners succeed in an inclusive classroom.

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“…The case for the use of IT in learning English as a foreign language has been made by highlighting the power of technology in eliminating traditional barriers to education, such as geographical and time differences. Researchers have also pointed out that the use of IT tools in learning English as a foreign language is also rooted in its ability to eliminate spatial and temporal challenges to learning (Ellison & Aloe, 2019;Zhang et al, 2016). Other researchers have pointed out that the use of IT in EFL learning has helped to provide students with an increased array of language resources needed to communicate more effectively with their teacher and colleagues (Hartong, 2016;Williamson, 2016aWilliamson, , 2016bSouto-Otero & Beneito-Montagut, 2016).…”

Section: It In Teaching and Learning English As A Foreign Languagementioning

confidence: 99%

Data-Informed Educational Decision Making to Improve Teaching and Learning Outcomes of EFL

Aburizaizah¹

2021

JEL

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For many justifications, the collection, analysis, and use of educational data are central to the evaluation and improvement of students’ progress and learning outcomes. The use of data in educational evaluation and decision making are expected to span all layers—from the institution, teachers, students, and classroom levels, providing a longitudinal record of each student’s performance over time. Such records/data can play a crucial role by giving students, teachers, parents, and stakeholders a scalable and efficient platform that track performance and lead to informed valid enhancement decisions. This paper provides a description of a proposed tracking system. Developed by an English Language institute. It has multiple key features and processes that can monitor the progress of students from day 1 till completing their study. It is a comprehensive integration of student data management and a monitoring system. Such data makes it possible to see if students are achieving their academic goals and administrator could see, as soon as possible, if a student is not progressing. The system is also useful in helping the institute to plan their educational activities every semester and improve data communication between administrator, teachers, and students.

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Improving Children’s Competence as Decision Makers

Abstract: Xin Zhang carries two lines of research. One line of research focuses on the role of collaborative learning and argumentation in promoting children's higher-order reasoning. The other line of research addresses cultural influences on children's social development during early adolescence.

Cited by 34 publications

References 60 publications

Theories-based Inclusive Education Practices

Theories-based Inclusive Education Practices

Exploring the Real-Life Issues and Challenges in an Inclusive Classroom through the Lens of General Education Kindergarten Teachers and Parents: A Qualitative Study

Data-Informed Educational Decision Making to Improve Teaching and Learning Outcomes of EFL

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