ethanporcaro/eric-fulltext-meta huggingface dataset:
The Management Aspect of the e-Portfolio as an Assessment Tool: Sample of Anadolu University
Author: Ozgur, Aydin Ziya
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Program Effectiveness,Teaching Methods,Program Evaluation,Counseling,Preschool Teachers,Preservice Teacher Education,Program Administration,Portfolio Assessment,Student Evaluation,Web Based Instruction,Electronic Learning,Computer Mediated Communication,Educational Assessment,College Students,Program Descriptions,Program Implementation,Distance Education

This article intends to introduce an e-portfolio system to help mentors assess the teacher candidates' performances and products in a large scale open and distance learning teacher training program. The Pre-School Teacher Training Program (PSTTP) of Anadolu University is a completely distance program that helps around 12.000 students get the required pre-service training to be able to apply for working at schools as teachers. This article focuses on design, implementation, management and evaluation of the e-portfolio system for PSTTP. In e-portfolio system, it is expected that the managerial decisions (i.e. program/course design and selection, technology selection, teaching method selection, so on.) are effective and efficient in many stages. Change in managerial understanding and structuring is required to improve the e-counseling system, one of the corner stones of e-portfolio implementation. In parallel with all these expectations and goals, developing and spreading the e-portfolio implementations which require constant evaluation and analysis of drawbacks and advantages will contribute to the structuring of the assessment process in distance education providing a more functional, active and faster participation. (Contains 3 figures.)
The Relationship between Social Cohesion and Computer-Internet Usage
Author: Balkan, Emre
Date: 2011-07-00
Type: Journal Articles
Subjects: Adolescents,Computers,Foreign Countries,Data Analysis,Internet,Correlation,Access to Computers,Computer Uses in Education,College Students,Personality Traits,Interpersonal Relationship,Family Relationship,Social Attitudes,Social Behavior,Antisocial Behavior

The aim of this study is to analyze the relationship between social cohesion and computer-internet usage among university students. The research was conducted among university students in North Cyprus. The sample for the research consists of 38.8% (n=80) female, 61.2 % (n=126) male, 206 university students by using the criterion sampling method. &quot;Hacettepe Personality Inventory-Social Cohesion Scale&quot; developed by Ozguven (1992) and Biographic-Demographic Information Form was used as a collecting data. Percentage documentation average, ANOVA and Pearson Moment's correlation were figured out in data analysis in this study. The results of this study showed that there is a significant correlation between social cohesion as social relations and the computer usage of the university students. There is significant correlation between social cohesion as family relations, social relations, social norms and antisocial tendency with each other. (Contains 3 tables.)
Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks
Author: Corwin, Joanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Schools,Early Intervention,Age,State Agencies,Partnerships in Education,Young Children,Partial Hearing,Deafness,Parents,Infants,Allied Health Personnel,Audiology

Relative to Early Hearing Detection and Intervention (EHDI), New Mexico struggles with multiple points of referral into early intervention in the same way most states do. Referrals are not systematized through a single point of entry. The Step*Hi (statewide Parent-Infant) Program of the New Mexico School for the Deaf (NMSD) receives referrals from sources such as hospitals, doctors, audiologists, Part C programs, the Department of Health, parents self-referring, and audiologists. Babies may or may not receive timely early intervention based upon the system they are moving through. Given these demographics, it is probably not surprising that the EHDI standards of screening by 1 month of age, diagnosis by 3 months, and entrance into early intervention specific to hearing loss by 6 months have not completely been met. What is surprising, amazing actually, is that, even given all of the barriers New Mexico faces, the average age of entry into early intervention is currently 11 months and continues to slowly decline. So how has New Mexico, with multiple barriers, continued to reduce the age at which children receive early intervention? New Mexico state agencies, as key stakeholders in the success of the EHDI system, do more than just &quot;play nicely in the sandbox&quot; together. There is a systemic commitment to decrease the number of children &quot;lost to follow-up&quot; and to decrease the age at which a child receives early intervention. This commitment has led to strategic interagency planning and implementation of these plans. This article describes some of the strategies that New Mexico has found to be successful.
The Relationship between Students' Exposure to Technology and Their Achievement in Science and Math
Author: Delen, Erhan
Date: 2011-07-00
Type: Journal Articles
Subjects: Science Achievement,Program Effectiveness,Foreign Countries,Access to Computers,Educational Technology,Mathematics Achievement,Grade 9,Standardized Tests,Computer Uses in Education,Achievement Gap,Familiarity,Technology Integration

The purpose of this study was to examine the effects of information and communication technologies (ICT) on students' math and science achievement. Recently, ICT has been widely used in classrooms for teaching and learning purposes. Therefore, it is important to investigate how these technological developments affect students' performance at school. The data for this study comes from the 2009 administration of The Programme for International Student Assessment (PISA), an internationally standardized assessment administered to 15-year-old students (9th grades) in schools. The sample includes 4996 students in Turkey. Hierarchical linear modeling was used for analyzing the effects of ICT in student and school levels by using ICT-related variables such as technology scores and ICT availability at home, etc. The results indicated that students' familiarity with ICT and their exposure to technology helped to explain math and science achievement gaps between individuals and schools. ICT is an important factor that should be taken into consideration when designing classroom environments. (Contains 2 figures and 2 tables.)
Deaf Role Models Making a Critical Difference in New Mexico
Author: Abrams, Stacy
Date: 2011-00-00
Type: Journal Articles
Subjects: State Schools,Special Schools,Role Models,Early Intervention,Hearing Impairments,Deafness,State Agencies,Statewide Planning,Infants,Children,National Surveys,Services,State Programs,Program Development,Agency Cooperation,Benchmarking,Leadership

In this issue of &quot;Odyssey,&quot; Joanne Corwin describes New Mexico's statewide partnership among several agencies for the provision of early intervention services to infants and children who are deaf or hard of hearing and their families (Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks, p. 20). This article discusses one of these services, the Deaf Role Model Program, which is operated as a statewide Early Intervention Program through the New Mexico School for the Deaf (NMSD). With greater understanding in the field of deaf education of the critical nature of early and accessible language and communication, Deaf Role Model Programs have played a significant role in early intervention services for families across the nation. A recent national survey conducted in the spring of 2010 indicates that at least 18 states, through their state schools for the deaf, are utilizing deaf role models. In some states, programs are expanding in response to families' requests for more frequent visits from a deaf role model and for services beyond the Early Intervention time frame. Establishing and expanding a Deaf Role Model Program involves careful planning, collaborative partnerships, and visionary leadership.
University Teachers' Views on the Use of Information Communication Technologies in Teaching and Research
Author: Zare-ee, Abbas
Date: 2011-07-00
Type: Journal Articles
Subjects: Higher Education,Familiarity,Foreign Countries,College Faculty,Teacher Attitudes,Educational Technology,Computer Uses in Education,Educational Research,Technology Integration,Surveys,Interviews,Social Influences,Cultural Influences,Beliefs,Teaching Methods,Likert Scales,Questionnaires,Computer Literacy

Because of the potentialities and influences of information communication technologies (ICTs) in facilitating research and instruction in higher education, students' learning products and processes can no longer be restricted to ink on paper. The problem, however, is that ICT use for instructional purposes by staff members at institutions of higher education can be affected by socio-cultural perceptions in different contexts. This study used a convergent parallel mixed method design consisting of a survey followed by interviews to describe the views of a group of Iranian university teachers on the application of ICTs in teaching-learning processes as well as their reported uses of ICTs. 115 randomly selected full-time faculty members in social sciences, engineering, science, and the arts at three major universities in central Iran participated in the survey. Their familiarity with ICTs, their views about the instructional benefits of ICTs in higher education, and their reported uses of ICTs were studied using a researcher-made 20-item Likert-scale questionnaire. A purposive subsample of 15 was also interviewed to offer data on obstacles blocking their ICT use. The analyses of data showed that Iranian university teachers strongly agreed with the educational benefits of ICTs in higher education. In spite of this, they reported infrequent uses of ICTs for research and instruction. Limited resources and facilities, insufficient skills, lack of time for initial preparations, and policy-makers' little support and encouragement were reported as the most serious problems facing university teachers in the use of ICTs. Based on the results and the possible social, cultural, and economic limitations, the article highlights the necessity of promoting staff members' and policymakers' knowledge of the educational potentials of ICTs as a major priority in in-service trainings. (Contains 4 tables.)
A Team Approach to Quality Programming for Deaf and Hard of Hearing Students
Author: Gutierrez, Priscilla Shannon
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Schools,Early Intervention,Individualized Education Programs,Partial Hearing,Deafness,State Agencies,Public Education,Public Schools,Infants,Children,Parents,Outreach Programs,Outcomes of Education

In this issue of &quot;Odyssey,&quot; Joanne Corwin describes New Mexico's statewide partnership among several agencies for the provision of early intervention services to infants and children who are deaf or hard of hearing and their families (Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks, p. 20). A key agency in the network of early intervention and school-age services is the Outreach Department at the New Mexico School for the Deaf (NMSD). This article describes a successful endeavor initiated by that department. An important goal within the Outreach Department at the NMSD is helping parents feel better able to participate in the Individualized Education Program (IEP) process for their child. One of the tools that the NMSD Outreach Department uses to achieve this is the Communication Considerations (CC) Dialogue Form or addendum to the IEP. The impetus for this form was the New Mexico Deaf Bill of Rights passed in 2004. The form was developed through collaboration between the NMSD Outreach Department and the Special Education Department from Albuquerque Public Schools using an already established addendum from Colorado as a guide. Since then, the New Mexico Public Education Department's &quot;IEP Technical Assistance Manual&quot; has included the CC addendum. Regardless of placement, or level of hearing loss, the form is a required part of the IEP process for any student in New Mexico who is deaf or hard of hearing.
Using Distance Physical Education in Elite Class Soccer Referee Training: A Case Study
Author: Kizilet, Ali
Date: 2011-07-00
Type: Journal Articles
Subjects: Feedback (Response),Physical Education,Distance Education,Program Effectiveness,Educational Technology,Team Sports,Teaching Methods,Computer Uses in Education,Foreign Countries

The objective of this study is to present a model in the framework of Distance Education (DE), which suggests that a Distance Physical Education Program (DPEP) could be applied to those who are at various ages, in various geographical locations, and are working in various professions as part-time or full-time professionals. The use of DE in physical education with the support of education technologies and specialist systems provides significant opportunities. Through its flexible structure, DPEP partly or completely eliminates the restrictions encountered in traditional physical education programs, such as high costs, differences in age, geographical location and profession, and it provides solutions that are specific to an individual. The scope of this study comprises all of the referees who are employed in the Turkish Super League (34 top-class and high classification referees and 78 top-class and high classification assistant referees). The program was applied for two years (2 x 46 weeks in 2008-2009 and 2009-2010). In order to collect data, physical measurements were made at the beginning of the application, at the end of the first year and at the end of the second year of the application to assess referees' capabilities of endurance, speed, agility and recovery ability. The results were loaded into a database. Based on the test results, referees were submitted to individual and physical education programs via weekly e-mails. The outputs recorded by the referees during the application period with the support of specialist systems were submitted to the trainer every week. These were then entered into the training diary in the software on the computer, and were later subjected to assessment. At the end of the assessment process, referees were provided with feedback and the physical education continued without interruption. For the analysis and evaluation of the data, statistical techniques, such as descriptive statistics, one-way repeated measures and post hoc comparisons, were used. When the analysis results were evaluated, it was found that the endurance capabilities of referees and assistant referees significantly improved, which is a fact that can directly affect their professional proficiencies. The results of this study reveal that it is possible to conduct remote physical education in the scope of DE, by taking into account the individual differences and by including the support of suitable technology. (Contains 6 figures and 3 tables.)
Blended Outreach: Face-to-Face and Remote Programs
Author: Poeppelmeyer, Diana
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Schools,Outreach Programs,Partial Hearing,Deafness,Educational Resources,Delivery Systems,American Sign Language,Sign Language,Models

The Texas School for the Deaf (TSD) has two missions. One is to provide educational services to deaf and hard of hearing students and their families on the Austin campus--this is the traditional, face-to-face, center-based service model. The other is to serve as a resource center for the state, providing information, referral, programs, and services to deaf and hard of hearing children, their families, and the professionals who serve them. That type of service, in a state the size of Texas, may be provided at great distances. TSD's outreach department, the Educational Resource Center on Deafness (ERCOD), is responsible for spearheading these efforts. Despite the distances involved, ERCOD has historically mirrored the school's model of face-to-face service delivery. This article presents a description of TSD's current programs categorized by which model of service delivery best describes their format.
Why Turkish Pre-Service Teachers Prefer to See PowerPoint Presentations in Their Classes
Author: Savasci Acikalin, Funda
Date: 2011-07-00
Type: Journal Articles
Subjects: Visual Aids,Computer Software,Computer Uses in Education,Foreign Countries,Student Teacher Attitudes,Preservice Teachers,Educational Technology,Attitude Measures,Surveys,Teaching Methods

PowerPoint has become very popular presentation software used in educational settings. The literature indicates that the effectiveness of PowerPoint presentations is inconclusive and that students have positive attitudes toward PowerPoint presentations. However, the question why students prefer to see PowerPoint in their classes is still in discussion. Therefore, the purposes of the study are to investigate pre-service teachers' attitudes toward PowerPoint presentations, understand the reasons why they prefer to see PowerPoint presentations in their future classes, and present their suggestions about the ways to improve the quality and usefulness of PowerPoint presentations. &quot;Presentation Software Survey: Student Perspective&quot; (Frey &amp; Birnbaum, 2002) was used in order to collect data for this study. The survey contains 12- item Likert type questions and two open-ended questions. The data were collected from 211 pre-service teachers studying at three different departments in one of the large Turkish Universities. The findings of the study indicated that the majority of the participants prefer to see PowerPoint presentations in their future classes for helping them study for the course exams and providing the long term retention of knowledge. More than half of the participants suggest that more visuals, pictures, and videos should be used in PowerPoint presentations. (Contains 3 tables.)
The Time Is Now: Wisconsin's Journey towards Improving Early Intervention Services
Author: Dicker, Marcy
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Services,Individualized Family Service Plans,Delayed Speech,Partial Hearing,Deafness,Speech Therapy,Early Intervention,Communication Skills,Assistive Technology,Allied Health Personnel,Speech Language Pathology,Mentors

In 1990 Katie was diagnosed with a profound hearing loss at 26 months of age. Her communication skills were delayed and a hearing loss had been suspected earlier. Several months later, Katie received hearing aids. Her mother was also referred to the county's Birth to 3 Program. In Wisconsin, Birth to 3 Programs were based out of the Department of Health Services, and each county had its own program. Katie was the first deaf child on the service coordinator's caseload. Due to the significant language delay, the Individualized Family Service Plan (IFSP) team determined the need for early intervention. Neither the early interventionist nor the speech therapist on the team had ever worked with a deaf child. The speech therapist, however, knew 10 signs and was assigned to provide services to Katie. Several months later, at 3 years of age, Katie transitioned to the public school system with a vocabulary of 10 signs and behavioral issues stemming from lack of communication. Katie was bright and should have entered school with communication skills commensurate to her peers so that she was ready to learn within a classroom environment. Instead, she was linguistically delayed and behavioral challenges were evident. Fortunately for other deaf and hard of hearing children and their families in the state of Wisconsin, early intervention services there have undergone significant changes over the past 20 years. Wisconsin faced numerous issues in this evolution. Many of the county Birth to 3 Programs were not able to provide trained and/or experienced personnel to address the unique needs of a child with hearing loss. The low incidence of this population, the size and rural nature of the state, the lack of qualified personnel, and the structure of Wisconsin Birth to 3 services were contributing factors to the challenges in adequately serving this population. This article describes how these challenges were addressed to improve early intervention services in the state.
Preparing Professionals to Work with Infants, Toddlers, and Their Families: A Hybrid Approach to Learning
Author: Sass-Lehrer, Marilyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Intervention,Deafness,Toddlers,Infants,Early Childhood Education,Hearing Impairments,Young Children,Federal Legislation,Educational Innovation,Competence,Leadership Training,Online Courses,Professional Development,Family Programs,Student Attitudes,Program Effectiveness,Interdisciplinary Approach,Teamwork

A shortage of well-prepared professionals imposes limits on access to comprehensive and effective early intervention services to deaf and hard of hearing children. The Individuals with Disabilities Education Act expects states to ensure that professionals working with infants and toddlers have relevant skills, however, there are very few university programs that provide specialized preparation for working with children who are deaf or hard of hearing. Many professionals begin their work with limited experiences with this population and depend upon workshops and conferences to acquire the information they need. Unfortunately, this approach to learning is not ideal and often results in significant gaps and misunderstandings. Gallaudet University developed an innovative approach to address the need for more well-prepared professionals to work with young children and their families. In the summer of 2007, the Burstein Leadership Institute, under the College of Professional Studies and Outreach at Gallaudet University, launched the Early Education Professional Leadership Certificate Program with a cohort of 12 students. This initial on-line certification program included a series of four courses that were offered for PST credit (professional development credit). Students received a certificate from the College of Professional Studies and Outreach after successful completion of the four-course sequence of studies. Beginning in the summer of 2011, an expanded version of the program will be offered as a graduate certificate program. This newly revised program will be known as the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership Interdisciplinary Graduate Certificate Program. Participants in the initial program evaluated their experiences positively and said that they were able to apply what they had learned to their daily work. However, some students indicated that they would like more, and in the years after the development of the certificate program the program directors decided to review and revise the initial program. The newly revised program includes an emphasis on how to work as a member of an interdisciplinary team. (Contains 3 resources.)