ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment of Perceived Antecedents to Attitudes of College Students towards Children with Autism
Author: Park, Meungguk
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Children,Attitudes toward Disabilities,Autism,Pervasive Developmental Disorders,Predictor Variables,Gender Differences,Majors (Students),Learning Experience,Student Volunteers,Parent Role,Mass Media Effects,Inclusion,Family Influence,Friendship,Beliefs

This study examined the extent to which six antecedent variables influenced college students' attitudes towards autism. A comprehensive literature review and factor analysis identified the six perceived antecedents, including &quot;learning and volunteer experience,&quot; &quot;family/friends with autism,&quot; &quot;parental role,&quot; &quot;exposure to children with autism,&quot; &quot;mass media influence,&quot; and &quot;inclusion belief toward autism.&quot; A total 195 college students participated in the study. Results of multiple regression analyses indicated that the regression model was significant (p &lt; 0.001), and the six antecedent variables explained 18% of the variance. &quot;Inclusion belief&quot; was found to be a significant predictor of attitudes ([beta] = 0.32, p &lt; 0.01). In addition, &quot;gender,&quot; &quot;student major,&quot; &quot;personal learning&quot; and &quot;volunteer experience&quot; were found to influence personal attitudes.
Exploring the Effects of the AutisMate Application on a 12 Year-Old Boy with ASD: A Case Study
Author: Wall, Natalie G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Computer Software,Handheld Devices,Preadolescents,Males,Modeling (Psychology),Interpersonal Competence,Assistive Technology,Communication Skills,Behavior Problems,Special Education,Public Schools,Students with Disabilities,Self Management,Video Technology,Instructional Effectiveness

The study examines the effectiveness of the iPad application &quot;AutisMate&quot; in promoting the modeling of social communication and social interaction skills in a 12 year-old boy with Autism Spectrum Disorder (ASD). The study uses a single-subject, embedded, case study design. It calls attention to the use of assistive technology in school settings for students with Autism Spectrum Disorder. The themes explored are the participant's independence, his social communication skills, and social interaction skills. A late theme was the participant's non-compliant behavior in math class. Researchers found that many factors could have affected the difference on the two measures Gilliam Autism Rating Scale and Social Communication Questionnaire from pre- to post-tests, and further research is needed. There were no conclusive results that &quot;AutisMate&quot; had a relationship with the boy's social interaction and communication skills.
Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of Special Educators
Author: Kern, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Court Litigation,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Special Education,Special Education Teachers,Teacher Role,Functional Behavioral Assessment,Individualized Education Programs,Positive Behavior Supports

The Supreme Court case of &quot;Endrew F. v. Douglas County District RE&quot;-1 (2017) has renewed interest in the Free and Appropriate Public Education (FAPE) mandate of the Individuals with Disabilities Act (IDEA). The court's ruling expands the term &quot;appropriate&quot; to a consideration of progress for academics and behavior. This shift has significance to many who work with students with disabilities in schools. Specifically, special educators will need to ensure that they are assessing and monitoring academics and behavioral, such as incorporating functional behavior assessments (FBAs) into the development of appropriate behavior intervention plans (BIPs) and considering overall progress during Individualized Education Programs (IEP) development. This paper will address the history of IDEA, its connection with FAPE, and discuss the seminal cases of &quot;Rowley&quot; and &quot;Endrew F. and their implications for IEP teams. Considerations and recommendations for addressing FAPE for students will be provided, focusing on implications for the IEP, Multi-tiered Systems of Support (MTSS), and Behavior Intervention Plans (BIPs).
Creating Self-Efficacious Special Educators through Mentoring during Teacher Preparation
Author: Lombardo-Graves, Mary M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Special Education Teachers,Mentors,Intervention,Program Effectiveness,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Teacher Effectiveness,Internship Programs,Student Characteristics

The purpose of this study was to examine the effects of a specific mentoring intervention on the teaching self-efficacy of pre-service special education teacher candidates. A Special Educators Efficacy Scale (SEES) was developed to measure self-efficacy for the initial skill set required for novice special educators. A two-group, pre-test/post-test design was used to compare the special education teaching self-efficacy scores between the intervention and comparison group. The self-efficacy scores reported by 245 pre-service special education candidates from two universities were analyzed (intervention group, N = 43; comparison group, N = 202) before and after a 10-week mentoring intervention. ANCOVA findings indicated a statistically significant difference across all subscales between groups while controlling for the pre-test scores. The analysis of demographic characteristics such as age and grade level did not reveal any statistically significant differences between groups.
Challenging Behavior in Students with an Intellectual Disability: Promoting Understanding and Compassionate Educational Practice
Author: Bilias-Lolis, Evelyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Student Behavior,Behavior Problems,Positive Behavior Supports,Comorbidity,Functional Behavioral Assessment,Intervention,Altruism,Caring,Faculty Development,Teacher Education

Students with an Intellectual Disability (ID) have complex learning and behavioral needs that can complicate educational programming and compete with their ability to fully participate in their education. This work aims to provide a conceptual understanding of the behavioral complexities involved in instructing students with intellectual disability through a review of the traditional evidence base as well as through the integration of more contemporary models of compassionate educational service delivery. Implications for teacher development, pre-service programming, and future research directions are also provided.
Exploring Preservice Teachers&apos; Perceptions of Preparedness to Teach Students with Disabilities
Author: Reeves, Linda M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Special Education,Teacher Certification,Students with Disabilities,Self Efficacy,Teacher Competencies,Knowledge Level,Experiential Learning,Inclusion,Regular and Special Education Relationship,Teacher Education,Elementary Education,Field Experience Programs,Courses,Psychological Patterns,Readiness

The purpose of this study was to investigate the influence of initial special education experiences on elementary preservice teachers' knowledge and comfort level regarding students with disabilities. A total of 109 preservice teachers enrolled in a dual teacher certification program (general and special education) were surveyed before and after their semester long training in special education to investigate their perceptions of preparedness to teach students with disabilities. There was a significant increase in the preservice teachers' knowledge across all disability categories. A significant increase in their comfort level occurred across all disability categories with the exception of behavior disorders. As follow up, approximately one-third of the participants completed a questionnaire which provided additional qualitative data. The results support that field experiences with students who have disabilities seems to be an influential factor in preparing teachers to become more knowledgeable and comfortable meeting the needs of these students. The implications of this study for practice and future research are discussed.
But… How Helpful Is That? Parents&apos; Views on the Helpfulness of Selected Resources When Making Educational Decisions for Their Young Children with Disabilities
Author: Ruiz, María Isolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Value Judgment,Resource Materials,Decision Making,Students with Disabilities,Advocacy,Preschool Children,Social Support Groups,Parent Teacher Cooperation

Q-methodology was used to explore parents' views on the helpfulness of selected resources when making educational decisions for their young children with disabilities. Parents' determination to get what was best for the child and school staff who understood the child's disabilities averaged the highest scores. Children's age and type of disability seemed to influence parents' perceptions of the helpfulness of specific resources. However, participants agreed that each one of the selected resources could be helpful to them at some point in their journey to secure adequate education and services for their children. By-person factor analysis identified three distinctive viewpoints on the helpfulness of resources presented to participants: a) using a balanced combination of internal and external resources, b) preference for internal or within-parent resources, and c) a focus on external resources. Parents suggested other resources that they thought would help them when making decisions about their children's education.
An Investigation of Co-Teaching to Improve Academic Achievement of Students with Disabilities: A Meta-Analysis
Author: Losinski, Mickey
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Academic Achievement,Students with Disabilities,Instructional Effectiveness,Secondary School Students,Educational Research,Educational Legislation,Equal Education,Federal Legislation,Evidence Based Practice,Standards,Outcomes of Education,Inclusion,Regular and Special Education Relationship

Co-teaching is a popular means to support students with disabilities in the general education classroom. However, despite its widespread use, there are no meta-analyses examining the effects of co-teaching on academic outcomes for secondary students that analyze both study quality (e.g., the Council for Exceptional Children's &quot;Standards for Evidence-Based Practices in Special Education&quot;) and effects. We addressed both of these gaps in the current review, identifying nine articles (10 experimental studies) that were analyzed for quality and effects. No studies met all of the quality indicators and study effects showed no significant impact on students' academic outcomes. Limitations and directions for research are presented. Implications for practice are also discussed, including the consideration that null effects, in this instance, do not necessarily suggest that co-teaching is ineffective.
Evaluation of the Rhythmic Arts Project, a Multi-Modal Rhythm-Based Perception and Action Intervention, in a School-Based Setting in Children with Autism Spectrum Disorders
Author: Smith, Beth A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Music Activities,Special Education,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Program Effectiveness,Visual Stimuli,Auditory Stimuli,Tactual Perception,Stimuli,Speech Communication,Student Participation,Student Development,Daily Living Skills,Students with Disabilities,Cognitive Development,Physical Development,Social Development

The Rhythmic Arts Project (TRAP) curriculum integrates visual, tactile, auditory and speech experiences through rhythmic drumming actions to address life skills. We evaluated life skills before and after participation in TRAP in a school-based setting in children with Autism Spectrum Disorders (ASD). Participants were 23 children in grades 6-12 in a special education program for students with ASD. We administered the Pediatric Evaluation of Disability Index Computer Adaptive Test (PEDI-CAT) before and after they participated TRAP. Children showed significant increases in participation in daily activities, mobility status, cognitive and social skills, and responsibility after participation in TRAP. We did not have a comparison or control group, however we used a repeated baseline design to support that changes were generally not observed over the summer when children were not participating in TRAP. Our results represent a first step in evaluating the effectiveness of TRAP by systematically measuring changes in life skills.
Efficacy of a Computer-Based Editing Strategy with Postsecondary Students with Intellectual and Developmental Disabilities
Author: Woods-Groves, Suzanne
Date: 2020-06-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Developmental Disabilities,Instructional Effectiveness,Word Processing,Editing,Computer Uses in Education,Error Correction,Cognitive Processes,Young Adults,Spelling,Punctuation,Achievement Tests,Reading Fluency,Revision (Written Composition),Two Year College Students,Mnemonics,Intervention,Writing Strategies

The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2-year postsecondary program at a Midwestern institute of higher education. Students who were taught the strategy received eight 50-minute lessons once a week for eight weeks. Each strategy lesson was driven by the strategy mnemonic and incorporated an explicit instruction format with modeling, guided practice with feedback, and independent practice. Strategy instruction included students using desktop PCs and Microsoft Word to identify and correct editing errors in electronic passages. Posttests revealed a significant difference in favor of the treatment group for total editing errors corrected and specific error types corrected for spelling, punctuation, and substance. No significant difference was found for overall appearance and capitalization errors. Two weeks following posttest, a maintenance probe revealed that students in the treatment group corrected a significantly higher number of editing errors than those in the control group.
Breaking through Student Bias with Creative Debate Assignments
Author: Settlage, Daniel M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Bias,Controversial Issues (Course Content),Debate,Active Learning,Cooperative Learning,Assignments,Critical Thinking,Student Attitudes

This article outlines a method used to successfully breakthrough student bias surrounding controversial issues in the classroom. The method uses a debate with randomized position assignments to encourage students to consider all sides of the topic. Student feedback is overwhelmingly positive and students appear to develop a newfound respect and deeper understanding of the assigned subject.
Wicked Problems through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching
Author: Bishop-Williams, Katherine E.
Date: 2020-04-00
Type: Journal Articles
Subjects: Problem Solving,Active Learning,Teaching Methods,Cognitive Processes,Learning Activities,Teacher Attitudes,Student Attitudes,Philosophy,Undergraduate Students,Conservation (Environment),Reflection,Cooperative Learning

Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions.
Field-Based Learning in Higher Education: Exploring the Benefits and Possibilities
Author: Fedesco, Heather N.
Date: 2020-04-00
Type: Journal Articles
Subjects: Experiential Learning,Teaching Methods,Higher Education,College Students,Field Instruction,Intellectual Disciplines,Student Attitudes,Student Motivation,Field Trips,Peer Relationship,Teacher Student Relationship,Student Experience,Self Determination,Personal Autonomy

Field-based learning in higher education is lacking both in practice at colleges and in research within the academic literature. This study aims to address these deficits by exploring the benefits and possibilities of executing field study in higher education across a variety of courses. We report the results of a qualitative research design that included the observation of five courses and an analysis of a field study database within the natural sciences, social sciences, and humanities. Approximately eight students per observed course were interviewed three times during their course to assess perceptions of the class, their peers and instructor, the field experiences, and their motivation throughout the course. In total, 130 individual interviews were conducted with 45 students and 721 field trips from 2015-2018 in the database were analyzed. Results revealed that field-based learning enhances the degree of relatedness students feel with their classmates and instructors, they have a greater degree of intrinsic motivation in the course, and these experiences facilitate learning in ways that may not be replicated in the traditional classroom. In addition, we created a typology of field-based learning, which includes eight different trips that could be employed in higher education courses. We also identified general strategies to improve the execution of these trips.
Impact of Team Formation Method on Student Performance, Attitudes, and Behaviors
Author: Post, Martiqua L.
Date: 2020-04-00
Type: Journal Articles
Subjects: Teamwork,Performance Factors,Student Attitudes,Student Behavior,Selection,Ability Grouping,College Freshmen,Introductory Courses,Friendship,Group Dynamics,Group Membership,Teacher Role,Student Role,Grade Point Average,Engineering Education

This project examined the effects of two team selection methods (self-selected and instructorformed based on matched academic performance) on team and individual student performance and on self-reported attitudes and team behaviors in a freshman-level core-required introductory course. The data included mid and end-of-semester self-reports. Matched-performance groups had significantly higher grades on several performance measures, with a larger effect on the team grades than on the individual grades; however, overall the effect sizes were small. Although there were no group differences for most self-reported items, a key finding was that self-selected teams were significantly more likely to already have friends on their team, and a significant correlation showed that already having friends on a team was negatively correlated with many of the performance measures. In contrast, members of both types of teams reported equally high likelihood to make new friends, which was positively correlated with performance. Understanding the impact of different approaches to team formation may guide instructors and lead to more well-functioning teams, higher student learning, and greater student satisfaction.
Meaningful Teaching Tool and/or &apos;Cool Factor&apos;? Instructors&apos; Perceptions of Using Film and Video within Teaching and Learning
Author: Marquis, Elizabeth
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Instructional Materials,Films,Video Technology,Teacher Motivation,College Faculty,Foreign Countries,Learner Engagement,Barriers,Positive Attitudes

This study builds upon previous research that explores the pedagogical use of film and video by explicitly asking instructors about their attitudes towards and motivations for employing such texts in their teaching, as well as the challenges they face in the process. Data were gathered through an anonymous, online survey of instructors across disciplines at seven Ontario universities. Commonalities were found amongst participants in the purposes cited for using film and video as well as in the challenges that accompany use of this pedagogical tool. For example, instructors in four of our six Faculty groupings commonly noted drawing on film and video to engage student attention, and the two most frequently selected challenges in five of our six Faculty groupings were 'technical difficulties screening films' and 'problems finding appropriate materials'. We consider the implications of these findings for teaching and learning and suggest areas for future research.
The Impact of Undergraduate Research and Student Characteristics on Student Success Metrics at an Urban, Minority Serving, Commuter, Public Institution
Author: Baron, Sheila I.
Date: 2020-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Student Characteristics,Academic Achievement,Urban Schools,Institutional Characteristics,Commuting Students,Grade Point Average,College Credits,Time to Degree,Hispanic American Students,Student Participation,Program Evaluation,Individual Differences

Challenges to establishing and maintaining undergraduate research programs include how to demonstrate impact as evidence for future funding, establish eligibility criteria when resources are limited, and assess new components. To address these challenges, undergraduate researcher GPA, credit accumulation and time to graduation were evaluated longitudinally, at an urban, public, minority and Hispanic serving, commuter college. Students who participated in undergraduate research and matched peers were also compared. Evaluation revealed that all groups benefited from participation in undergraduate research, whether they had full- or part-time status, were STEM or non-STEM majors, or participated in single or multiple semesters of research. Addition of mandatory workshops after the fourth year of the seven years of students evaluated, correlated with longer participation in voluntary undergraduate research. Longer participation correlated with higher GPAs. Entering freshmen and transfer students, who began research with no College GPA, were more likely to have low GPAs during the semester of participation, suggesting that a successful semester at the college before eligibility may be an evidence-based criteria to implement.