ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals
Author: Lukowiak, Twila
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Teachers,Special Education Teachers,Paraprofessional School Personnel,General Education,Student Behavior,Behavior Modification,Emotional Disturbances,Behavior Disorders,Teaching Methods,Attitude Measures,Administrators,Parents,Interviews,Program Effectiveness,Positive Behavior Supports

This article reveals the findings of a multiple case study that demonstrates the behavioral strategies implemented by select elementary personnel that work daily with students with emotional and behavioral disorders (EBD). The personnel who took part in this study were special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers. Each person utilized varying behavioral strategies to teach students with EBD. This study also reveals the teachers and paraprofessional' perceptions concerning which of these strategies were the most beneficial in producing improvements in students with EBD. Finally, the study discloses the additional supports that teachers and paraprofessionals need in order to more effectively teach their students.
Recess for Students with Visual Impairments
Author: Lucas, Matthew D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Visual Impairments,Recess Breaks,Adapted Physical Education,Student Characteristics,Accessibility (for Disabled),Student Participation,Recreational Activities,Barriers,Change Strategies,Inclusion

During recess, the participation of a student with visual impairments in terms of movement can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with visual impairments and present basic solutions to improve the participation of these students in the recess setting. Initially the definition and prevalence of visual impairments will be presented. This will be followed by a discussion of possible challenges and general solutions for children with visual impairments in the recess setting. Lastly, specific methods of including a student with visual impairments in movement recess activities will be discussed.
Using Curriculum-Based Measurements to Assess Reading: The Cultural Connections of Diverse Students with Learning Disabilities
Author: Blue, Elfreda V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Curriculum Based Assessment,Reading Tests,Student Diversity,Cultural Differences,Quasiexperimental Design,African American Students,White Students,Ethnicity,Reading Ability,Oral Reading,Multicultural Education,Grade 8,Reading Fluency,Reading Rate,Reading Comprehension,Racial Differences,Multivariate Analysis,Statistical Analysis

Students with learning disabilities face real reading challenges. Research into the reading performance of culturally diverse students indicates improved reading performance for culturally diverse students when text matches students' cultural perspective. This quasiexperimental research investigates whether Caucasian and African American students with learning disabilities read diverse text differently. Curriculum-based measures (fluency level, comprehension score, and meaning-changing deviations) were used to assess reading performance by ethnicity and reading ability. Two-way MANOVA tests yielded interactions for reading ability x passage and reading ability x ethnicity. Results indicate that low achieving readers comprehended more and had fewer meaning-changing deviations when cultural cues were embedded in text. Results of this study indicate that further consideration must be given to the cultural perspective of readers and text used in reading assessment. Generalizations about student reading ability must be contextualized in discussions about the presence or absence of cultural cues in text to be read.
Behavioral Strategies for Students with Autism in the General Education Classroom
Author: Bice, Hope
Date: 2009-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,General Education,Intervention,Elementary School Students,Behavior Modification,Behavior Change,Positive Behavior Supports,Behavior Problems,Classroom Techniques,Change Strategies,Grade 2,Questionnaires,Student Records,Teacher Surveys

The following article examines how behavioral interventions used in the general education classroom effect students with autism. The number of students with autism has increased significantly in the past 10 years. Teachers are now faced with providing instruction in inclusive settings within the general education classroom environment. Teachers need to have relevant and important strategies to decrease inappropriate, as well as, increase appropriate behaviors for students with autism to be successful in the general education classroom. The following project was conducted in the spring of 2009 at Springville Elementary School in Springville, Alabama. It focused on three classrooms which included a total of four students with a diagnosis of autism. The objective of the project was to focus on behavioral interventions that can be used in the general education environment to decrease inappropriate behaviors, increase appropriate behaviors and increase students' time in the classroom with their typical peers.
Investigating Secondary Special Educator's Perception of Interagency Collaboration
Author: Li, Jen Yi
Date: 2009-00-00
Type: Journal Articles
Subjects: Agency Cooperation,Special Education Teachers,Secondary School Teachers,Teacher Attitudes,Self Evaluation (Individuals),Measures (Individuals),Factor Analysis,Test Construction,Program Validation,Questionnaires,Statistical Analysis

This paper addresses the development and validation of the Interagency Collaboration Scale (ICS), a 17-item self-report measure that investigates secondary special educators' perceptions of interagency collaboration. An exploratory factor analysis was conducted on data from a sample (N = 260) of secondary special educators who are members of the Council for Exceptional Children. The results revealed a 4-factor solution as the most interpretable factor pattern. These four factors were: Importance of Interdisciplinary Collaboration, Collective Ownership of Goals, Newly Created Professional Activities, and Evaluation on Collaborative Process. The reliability estimates were acceptable from 0.76 to 0.83. The factor structure was recovered in a confirmatory factor analysis conducted on a second, independent sample (N = 343). Limitations and Implication were discussed.
Response to Intervention and Identifying Reading Disability
Author: Hoang, Thienhuong
Date: 2010-00-00
Type: Journal Articles
Subjects: Response to Intervention,Reading Difficulties,Learning Disabilities,Grade 3,Grade 4,Grade 5,Elementary School Students,Reading Programs,Program Effectiveness,Discriminant Analysis,Socioeconomic Status,Special Education,Children,Intelligence Tests,Achievement Tests,Reading Tests,Scores,Correlation,Student Records,Statistical Analysis

The educational community is discussing response-to-intervention (RTI) as an alternative assessment method. This study investigates assessment elements (beginning text level, ending text level, and number of weeks' participation) of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant function analysis, third to fifth grade students (N = 155) who participated in RR during first grade formed the basis of the data for the analysis. The results indicated that RR assessment elements are significant predictors of first-grade students who are later identified as having a reading disability. Ending text level was consistently the largest predictor of students later classified as having a reading disability or not.
A Design Quality Learning Unit in OO Modeling Bridging the Engineer and the Artist
Author: Waguespack, Leslie J.
Date: 2015-01-00
Type: Journal Articles
Subjects: Units of Study,Design,Computer Software,Models,Systems Development,Satisfaction,Aesthetics,College Curriculum,Information Systems,Computer Science Education

Recent IS curriculum guidelines compress software development pedagogy into smaller and smaller pockets of course syllabi. Where undergraduate IS students once may have practiced modeling in analysis, design, and implementation across six or more courses in a curriculum using a variety of languages and tools they commonly now experience modeling in four or fewer courses in at most a couple of paradigms. And in most of these courses their modeling decisions focus on acceptable syntax rather than principles representing and communicating concepts of quality in information systems. Where learning design quality may once have been an osmotic side effect of development practice it must now be a conscious goal in pedagogy if it is to be taught at all. This paper presents a learning unit that teaches design quality in object-oriented models. The focus on object-oriented models allows the learning to permeate analysis, design, and implementation enriching pedagogy across the systems development life cycle. The quality perspective presented is more expansive than that usually found in software engineering, the traditional &quot;objective&quot; notion of metrics, and integrates aspects of aesthetics, the more subjective phenomena of satisfaction. This learning unit is intended as an adaptable framework to be tailored to the coursework and the overall objectives of specific IS programs.
Cybersecurity Curriculum Development: Introducing Specialties in a Graduate Program
Author: Bicak, Ali
Date: 2015-05-00
Type: Journal Articles
Subjects: Information Security,Curriculum Design,Computer Science,Graduate Study,Information Science Education,Employers,Education Work Relationship,Standards,Guidelines,Teaching Methods,Educational Change,Excellence in Education,Models,Data Analysis,Health Services,Privacy,Records (Forms),Medical Evaluation,Program Descriptions,Private Colleges

The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific graduate programs. However, is that even enough? Is cybersecurity so broad that education needs to be more specialized? Employers want graduates who can hit the ground running: not in the broad field of cybersecurity but in some very specific areas. This paper is structured as follows. First, we will provide a brief overview of the current approaches to cybersecurity education including government standards bodies such as the National Initiative for Cybersecurity Education (NICE) framework, the upcoming changes in the National Information Assurance (IA) Education and Training Programs (NIETP) Center of Academic Excellence (CAE) designation requirements, and the Department of Labor competency model. Second, we will present a framework for curriculum changes, which we use to determine the viability of information technology/information systems (IS/IT) curriculum changes to our departmental educational offerings. We examine relationships with other departments and how cybersecurity is enhanced by other domain knowledge. Then we discuss the three specialties we plan to introduce in the cybersecurity graduate curriculum: cybersecurity data analysis, cyber intelligence, and health care information security and privacy. Finally, the future cybersecurity curriculum directions are presented and discussed.
Learning Styles, Online Content Usage and Exam Performance in a Mixed-Format Introductory Computer Information Systems Course
Author: Lang, Guido
Date: 2015-01-00
Type: Journal Articles
Subjects: Introductory Courses,Correlation,Cognitive Style,Undergraduate Students,Information Systems,Computer Science Education,Video Technology,Prediction,Tests,Classification,Online Courses,Course Content,Scores,Teaching Methods,Blended Learning,Measures (Individuals),Private Colleges,Course Descriptions,Statistical Analysis

We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict behavioral measures of online learning, and (2) working on the online content specifically during allotted class time is positively related to exam performance. Controlling for differences across students, we find (3) accessing content on non-class days (consistency) is positively related to exam performance, while (4) working substantially ahead of the scheduled content pace is negatively related to exam performance.
Educators' Disciplinary Capabilities after the Banning of Corporal Punishment in South African Schools
Author: Maphosa, Cosmas
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discipline,Punishment,Student Behavior,Teacher Attitudes,Qualitative Research,Case Studies,Secondary School Teachers,Teacher Role,Student Attitudes,Behavior Problems,Federal Legislation,Civil Rights,Educational Policy,Rural Schools,Interviews

The escalation of learner indiscipline cases in schools suggests failure by teachers to institute adequate alternative disciplinary measures after corporal punishment was outlawed in South African schools. We sought to address the following two research questions: (a) How do educators view their disciplinary capabilities in the post-corporal punishment period? and (b) How do educators view the usefulness of alternative disciplinary measures? The study adopted a qualitative approach. A case study of three purposively selected practising junior secondary school educators was used. Data were collected through interviews. We found that educators generally feel disempowered in their ability to institute discipline in schools in the absence of corporal punishment. Educators revealed that learners do not fear or respect educators because they know that nothing will happen to them. Although educators are aware of alternative disciplinary measures, they view them as ineffective and time consuming.
Responses of South African Teachers to the Challenge of School Integration
Author: Vandeyar, Saloshna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,School Desegregation,Student Diversity,Equal Education,Educational History,Social Justice,Case Studies,Elementary School Teachers,Secondary School Teachers,Urban Schools,Public Schools,Racial Composition,Teacher Characteristics,Video Technology,Observation,Semi Structured Interviews,Classroom Environment,Teaching Methods,Cultural Pluralism,Culturally Relevant Education

Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as &quot;blank slates&quot; with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.
Constructing Principals' Professional Identities through Life Stories: An Exploration
Author: Mpungose, Jabulani
Date: 2010-00-00
Type: Journal Articles
Subjects: Principals,Personal Narratives,Self Concept,Professional Identity,Administrator Role,Administrator Attitudes,Administrator Behavior,Humanism,Instructional Leadership,Educational Policy,Educational Change,Foreign Countries,Qualitative Research,Interviews

Adopting a humanistic perspective to the study of leadership, I discuss and describe how school principals adapt to their new roles, owing to the new education policies and educational restructuring within the South African Department of Education. The Life History approach was used to collect data from six selected school principals in KwaZulu-Natal. On the basis of the analysis of data, I conclude that leaders create their provisional selves and construct their professional identities from their personal and professional knowledge. Provisional selves, in this context, are temporary solutions principals use to close the gap between their current capacities and self-concepts, and the ideas they hold about what attitudes and behaviours are expected in their new roles.
&quot;They Should Know Where They Stand&quot;: Attitudes to HIV Voluntary Counselling and Testing amongst a Group of Out-of-School Youth
Author: Francis, Dennis
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Programs,Attitude Measures,Acquired Immunodeficiency Syndrome (AIDS),Program Effectiveness,Health Promotion,Fear,Social Bias,Gender Differences,Life Style,Out of School Youth,Counseling,Screening Tests,Structured Interviews

This article draws on a larger study that examined the ways in which out-of-school youth responded to a context of HIV/AIDS and how they themselves can be active participants in HIV/AIDS prevention. In addition, four out-of-school youths, trained as fieldworkers, interviewed 32 other out-of-school youths in the Shongweni area of KwaZulu-Natal about their attitudes towards VCT. The out-of-school youth displayed a very positive attitude towards VCT and 91% stated their intentions of getting tested. However this attitude was contradicted by the facts that only nine (28%) had been for testing and that participants evidenced high levels of fear and stigma surrounding VCT. Of the participants, 43% stated a preference for a VCT site or hospital far from home, or, if they could afford it, a private doctor, to minimise the likelihood of being seen by someone they knew. This factor made it more difficult and costlier for out-of- school youth to access VCT. For some, the fear of HIV infection is caught up with their existing social exclusion. In contrast, one reason for wanting to test amongst girls was the health of future children. While out-of-school youth understood the role of VCT in maintaining a healthy lifestyle, the obstacles to acting on those intentions included the context of poverty, gender inequalities, stigma and the fear of gossip. Campaigns have succeeded in raising awareness, but translating awareness into action remains a central problem.
Teacher Leadership: A Survey Analysis of KwaZulu-Natal Teachers' Perceptions
Author: Grant, Callie
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Foreign Countries,Teacher Attitudes,Teacher Surveys,Questionnaires,Participative Decision Making,Power Structure,Elementary School Teachers,Secondary School Teachers,Statistical Analysis

The notion of teacher leadership is implicit in official documentation in the South African education system post 1994, which emphasises a move towards a more shared and participatory approach to the practice of leadership and management in schools. The concept of teacher leadership is embedded in a distributed leadership theoretical framing which emphasises that leadership need not be located only in the position of the principal but can be stretched over a range of people who work at different levels in a school. We report on a study in which the perceptions of teachers' on their understanding and experiences of teacher leadership were explored. The study adopted a survey approach and utilised closed questionnaires to gather data from 1,055 post level-one teachers across a range of schools of diverse contexts in KwaZulu-Natal. We found that while teachers supported the notion of shared leadership and believed they were equipped to lead, their leadership was largely restricted to their classrooms. There was some evidence of teacher leadership amongst teacher colleagues in certain curricular and extra-curricular activities. However, teacher leadership in relation to school-wide and community issues was almost non-existent. We signal two problematics regarding the leadership of school teachers and consider the implication of these for the distribution of leadership, and therefore change, in schools.
The Impact of Teachers' Limited English Proficiency on English Second Language Learners in South African Schools
Author: Nel, Norma
Date: 2010-00-00
Type: Journal Articles
Subjects: Limited English Speaking,Inclusion,English (Second Language),Second Language Learning,Distance Education,Questionnaires,Portfolios (Background Materials),Teaching Methods,Student Teachers,Language Role,Learning Theories,Linguistic Theory,Foreign Countries,Teacher Education Programs,Lesson Plans,Universities,Teacher Certification,Comparative Analysis,Error Analysis (Language),Written Language,Linguistic Input,Mixed Methods Research,Portfolio Assessment

The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.
Primary School Teachers' Knowledge and Misperceptions of Attention Deficit Hyperactivity Disorder (ADHD)
Author: Perold, Mariechen
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Misconceptions,Knowledge Level,Attention Deficit Hyperactivity Disorder,Inclusion,Statistical Analysis,Teacher Surveys,Foreign Countries,Intervention,Symptoms (Individual Disorders),Clinical Diagnosis,Teacher Education,Measures (Individuals)

Putting inclusive education into practice and within diverse classrooms, teachers have to support and teach according to a variety of needs and preferences of learners, among them learners with ADHD. Teachers are seen as some of the most valuable sources of information with regard to referral and diagnosis of this disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfill this important role, we aimed at assessing the knowledge and misperceptions of primary school teachers in towns on the periphery of the Cape Town Metropole. A quantitative study using a survey was conducted. The measuring scale used was the KADDS (Knowledge of Attention Deficit Disorders Scale), which measures teachers' knowledge and misperceptions in three specific areas: symptoms/diagnosis of ADHD, general knowledge about the nature, causes and outcome of ADHD and possible interventions with regard to ADHD. The data were statistically analysed. Overall knowledge of ADHD was poor. The results suggest that teachers are most knowledgeable about symptoms/diagnosis, scoring lower on treatment and general knowledge subscales.