ethanporcaro/eric-fulltext-meta huggingface dataset:
My Education: Students with Disabilities Describe High School in Pictures and Words
Author: Whitney, Jean C.
Date: 2006-11-00
Type: Journal Articles
Subjects: Self Efficacy,Public Health,Disabilities,Sexuality,Photography,Photojournalism,Video Technology,Multimedia Materials,High School Students,Special Needs Students,Learning Activities,Program Descriptions,Educational Experience,Learning Experience,Self Advocacy,Student Projects,Program Effectiveness,Accessibility (for Disabled)

This article describes a process called "Photovoice," originally developed by Carolyn Wang and Mary Ann Burris (1997) in the field of public health, and illustrates how thirteen students with disabilities in three high schools used cameras and text to show and tell how they engage or fail to engage in their education. This article indicates a step-by-step description of the Photovoice process with examples from interviews, observations, and pictures that students took. The article closes with lessons we have learned about students' perceived levels of comfort, support, and self-efficacy in school and provides recommendations for implementing Photovoice projects with other students who have disabilities. (Contains 2 tables, 3 figures, and 3 footnotes.)
A Comprehensive Paradigm for the Provision of Career Development Services to a K-12 School Population Including Those with Special Needs
Author: Bickel, Perry S.
Date: 2006-11-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Models,Individualized Instruction,Career Development,Accountability,Special Education,Elementary School Students,Middle School Students,High School Students,Career Planning

A comprehensive paradigm for the provision of career development services to a K-12 school population including those with special needs is presented in an easily understood format. This service delivery &quot;tool&quot; is intended to help teachers and administrators both acknowledge the career development services that they are currently providing and concretely identify and strengthen areas of need. It is valuable for what it shows in addition to what it does not show, &quot;gaps in services.&quot; The focus is on demonstrating accountability and relevancy of services which are viewed as being inseparable concepts. This constitutes a change in focus from educating for education's sake to educating for employment/career preparation. An expanded version of the typical career development format is utilized that is in turn cross referenced with different service delivery options in line with differentiated instruction methodology. A provision for ongoing student involvement in progress monitoring is included to empower and teach students to advocate for themselves.
Primary School Teachers' Concerns about the Integration of Students with Special Needs in Singapore
Author: Tam, Kai-Yung Brian
Date: 2006-11-00
Type: Journal Articles
Subjects: General Education,Teacher Education Programs,At Risk Students,Foreign Countries,Special Needs Students,Special Education,Inclusion,Disabilities,Public Schools,Teacher Attitudes,Elementary School Teachers,Inservice Teacher Education,Educational Strategies,Classroom Techniques,Disability Identification,Student Placement,Empowerment,Attitudes toward Disabilities,Parent School Relationship,Parents

Singapore, like industrialized Western nations, faces similar challenges in the public school system in that increasingly, more students at risk, as well as those with special needs attend general education programs. This paper presents the concerns of primary school teachers working with students with disabilities in general education classrooms in Singapore. Based on the teachers' concerns, recommendations for the design of inclusive teacher education programs that would include special needs education in general teacher education programs are made. (Contains 1 table.)
Why Am I in Special Education and What Can I Do about It?: Helping Students Develop Self-Determination
Author: Campbell-Whatley, Gloria
Date: 2006-11-00
Type: Journal Articles
Subjects: Learning Disabilities,Self Advocacy,Special Education,Self Determination,Disabilities,Lesson Plans,Interpersonal Competence,Special Education Teachers

This article focuses on teaching students specific disability related self-determination skills, rather than activities that can be used with non-specified populations. In this design, lesson plans are used and suggested as a systematic means of instruction for students with deficits in learning (i.e., learning disabilities, mild mental impairments) as best practice. Lesson content includes teaching students the specifics of their disability characteristics, exploring strengths and weaknesses, and self-advocacy techniques. (Contains 3 figures.)
Instructional Tips: Supporting the Educational Needs of Students with Fetal Alcohol Spectrum Disorders
Author: Ryan, Susan Marie
Date: 2006-11-00
Type: Journal Articles
Subjects: Educational Needs,Incidence,Mental Health,Fetal Alcohol Syndrome,Neurological Impairments,Intervention,Interviews,Special Needs Students,Interpersonal Competence,Behavior Problems,Educational Strategies,Family School Relationship,Partnerships in Education,Public Agencies,Time Management,Cues,Time on Task,Classroom Environment,Disability Identification

The Center on Disease Control, Substance Abuse and Mental Health Administration (2005) identified the prevalence of Fetal Alcohol Spectrum Disorders (FASD) as being 10 per 1,000. The Substance Abuse and Mental Health Services Administration (SAMHSA) has further explained (2005) that FASD now outranks autism and Down syndrome in prevalence. Students with FASD typically receive their instruction in general education classrooms. This article highlights instructional tips that teachers in Alaska say are helpful when teaching students with FASD. (Contains 1 table.)
Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It
Author: Crouch, Alyssa L.
Date: 2007-01-00
Type: Journal Articles
Subjects: Action Research,Handwriting,Learning Disabilities,Writing Instruction,Drills (Practice),Psychomotor Skills,Learning Activities,Intervention,Student Evaluation,Instructional Effectiveness

The purpose of this study was to apply two techniques, drill activities and fine motor activities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique worked better. However, the combination of both improved the subject's handwriting and increased his score by 50%. Therefore, this study suggests that using both techniques can help improve the problems associated with dysgraphia, especially in the area of handwriting. (Contains 4 figures.)
Five Websites that Support Standards-Based Teaching and Learning
Author: Wasburn-Moses, Leah
Date: 2007-01-00
Type: Journal Articles
Subjects: Disabilities,Special Education Teachers,Special Education,Access to Education,Educational Needs,Special Needs Students,Individualized Education Programs,Academic Standards,Educational Research,Educational Assessment,Web Sites

Today's special education teachers are expected to be able to give all students access to the general education curriculum (McLaughlin & Thurlow, 2003). This responsibility can be particularly challenging given the wide range of ages, ability levels, and needs of the students they teach (Huefner, 2000). This paper describes results of a thorough web search to assist special education teachers in supporting standards-based teaching and learning. Five websites are presented covering curriculum, instruction, universal design, assessment, and IEP development.
Not on My Roster
Author: DeNoble, Alexander J.
Date: 2007-01-00
Type: Journal Articles
Subjects: Low Achievement,Identification,Special Education,Intervention,Student Needs,Psychological Needs,Partnerships in Education,Teacher Education,Administrators,Program Effectiveness,Student Placement,Reading Failure

Special education programs for low achievers may not always be the right choice. Early identification and intervention could significantly reduce overdependence on special education. The authors reviewed pertinent literature related to the benefits of referral and placement in special education settings, and proposed strategies that would help low achieving, diverse students perform satisfactorily in the regular education environment. Meeting the challenge of addressing the academic and emotional needs of these students requires a real working partnership between regular education and special education. The keystone for completing the arch between the two must be provided by administrators who establish teacher training programs specifically designed to provide the knowledge, skills, and abilities to ensure program success.
Identifying Twice Exceptional Children: A Toolkit for Success
Author: Rizza, Mary G.
Date: 2007-01-00
Type: Journal Articles
Subjects: Educational Planning,Gifted,Gifted Disabled,Gifted Disadvantaged,Screening Tests,Diagnostic Tests,Disability Identification,Ability Identification,Evaluation Methods,Psychometrics,Learning Disabilities,Program Descriptions,Evaluation Criteria

Students identified as gifted who also display one or more areas of disability remain under-identified both in special and gifted education programs. All too often school personnel do not have the resources necessary to make decisions about this unique group of students commonly called the twice-exceptional. The purpose of this article is to propose a general toolkit for use in identifying students who are twice-exceptional. The toolkit has been designed as an outline of the general issues and offers suggestions for implementation. There are four categories to the toolkit: pre-referral and screening, preliminary intervention, evaluation procedures, and educational planning. Each aspect of the toolkit has been designed to be broad and easily adapted for use in a variety of settings. Chief among the recommendations for successful implementation of this or any other plan is that school personnel in charge of making decisions about students who are twice-exceptional be informed about the nuances of the dual diagnosis. Also important is that personnel from special and gifted education work together to make informed decisions.
Evaluation of Co-Teaching in Three High Schools within One School District: How Do You Know when You Are TRULY Co-Teaching?
Author: Simmons, Rhea J.
Date: 2007-01-00
Type: Journal Articles
Subjects: High Schools,Teaching Models,School Districts,Special Education Teachers,Team Teaching,Inclusion,Interviews,Observation,Educational Needs,Special Needs Students,Academic Accommodations (Disabilities),Regular and Special Education Relationship

Friend (2000) describes effective co-teaching as a special educator and a general educator teaching together in the general education classroom during some portion of the instructional day to accommodate the needs of students with and without disabilities. District administrators invited two University faculty into secondary co-taught classes to determine if effective co-teaching was truly taking place at all three high schools within the school district. Using the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005), 10 classroom observations, and 22 teacher interviews, researchers found varying degrees of implementation of the co-teaching model in each high school. Based on these findings, the authors' initial suggestion was to provide updated training for all of the teachers to more consistently apply the co-teaching model within the classroom. Other logistical recommendations included keeping effective co-teaching pairs together, providing common planning time, encouraging special education co-teachers to become part of content departments, and tracking student outcomes. (Contains 2 tables.)
The Lost Art of Pedagogy: An Exploration in Three Parts
Author: Pearse, Harold
Date: 2011-00-00
Type: Journal Articles
Subjects: Instruction,Art Education,Praxis,Performance,Transformative Learning,Artists,Preservice Teacher Education

Three authors, all art teacher educators, explore the essential qualities of pedagogy that make teaching an art form in its own right. Pedagogy is first looked at from a social perspective, as a special kind of relationship between teacher and learner. Continuing the belief that understanding be embodied in praxis, teaching is then considered as performance. The third part expands on the theme of pedagogy as transformation, drawing from the author's conviction that she and her art education students are participants in a community of artists who teach. The three parts interact in an attempt to rediscover and reclaim the art in teaching.
A/r/tography as Pedagogy: A Promise without Guarantee
Author: Carter, Mindy
Date: 2011-00-00
Type: Journal Articles
Subjects: Theater Arts,Preservice Teacher Education,Methods Courses,Secondary Education,Art Education,Research Methodology,Assignments,Instruction,Systems Approach,Foreign Countries

Writings around a/r/tography have frequently focused on research, methodology, and artistic purposes. This article foregrounds the pedagogical lens of a/r/tography and outlines six features of a/r/tography as pedagogy in theatre teacher education. The paper reports findings from an investigation into the experiences of a university instructor of a secondary theatre methods teacher education course at a Canadian university. The instructor introduces teacher candidates to a/r/tography as a pedagogical approach while assisting them in understanding the connections between complex system learning theory and secondary theatre teaching. (Contains 3 endnotes and 1 figure.)
The Pursuit of Memory: Examining Art Teaching and Pedagogical Practices through Hannah Arendt's Actor-Spectator Theory
Author: Lee, Mun Yee
Date: 2011-00-00
Type: Journal Articles
Subjects: Art Education,Teaching Methods,Critical Theory,Art Teachers,Secondary School Curriculum,National Curriculum,Studio Art,Aesthetic Education,Memory,Professional Identity,Foreign Countries

Memories of our schooling and teaching experiences shape our curriculum and pedagogical decision-making process in art education when we become teachers and teacher educators. In this paper, using Hannah Arendt's Actor-Spectator Theory, I engage in retrospective critical introspection of my practices as an art teacher and curriculum developer in Singapore. (Contains 3 endnotes.)
A Poetic and Visual Inquiry into the Male Professoriate: Clive, Todd, Mark and William
Author: Blaikie, Fiona
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Males,Poetry,Visual Arts,Social Theories,Clothing,Sex Role,Masculinity,Self Concept

This is a poetic and visual arts-informed inquiry into the male professoriate: Situated in social theory on the body and clothing, artworks, and poetry, visual identity and male scholarship are revealed and presented. Dress is a self-reflexive personal, social and political statement that challenges and/or confirms gendered and social roles. Social acceptance within one's discipline and the academy is key. For two of the four participants in this research study, Clive and Todd, social acceptance is determined by fitting in via incarnations of conservative scholarly clothing. For the remaining two participants, Mark and William, scholarly clothing is a contested site of conventions and taboos. Acceptance is judged by gender and sexual orientation, revealed in a policed personal, socio-cultural and visual aesthetic of the body and what counts as scholarly clothing. This paper draws attention to how bodies are managed, clothed and situated in spaces and places, offering through text, visual images and poems alternative possibilities for knowing and understanding through arts-informed research.
Inclusive Art Gallery Practices: Exploring Collaborative Processes and Pedagogy in Outreach Community Programming
Author: Reid, Natasha
Date: 2011-00-00
Type: Journal Articles
Subjects: Outreach Programs,Inclusion,Arts Centers,Immigrants,Art Education,Nonschool Educational Programs,Program Evaluation,Foreign Countries

Currently, many museums and galleries are attempting to create more welcoming and meaningful experiences for individuals who tend to be reluctant to enter and participate in these institutions. Art galleries and museums are examining and experimenting with ways to connect diverse publics through socially inclusive community outreach programs. This paper provides a critical examination of one such program located in Montreal, Canada. (Contains 1 endnote and 2 figures.)
Thinking Design and Pedagogy: An Examination of Five Canadian Post-Secondary Courses in Design Thinking
Author: Donar, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Design,Postsecondary Education,Courses,Course Content,Art Education,Engineering Education,Business Administration Education,Information Technology,Communications,Undergraduate Study,Graduate Study

At the tertiary level today, courses on design thinking can be found in diverse programs in and beyond the realm of traditional design disciplines. Across Canada, design thinking courses feature in communication, culture and information technology, and business and engineering. This paper reports findings from a study that investigated the following question: What is design thinking and how is it being taught? The study surveyed different approaches adopted in five post-secondary programs. Specifically, it examined course emphases, class structures, assignments and other components, in the hope of drawing a matrix from which to analyze their strengths and weaknesses and to examine what they have in common. (Contains 3 endnotes and 2 tables.)
The Power of &quot;Can Do&quot; Statements: Teachers' Perceptions of CEFR-Informed Instruction in French as a Second Language Classrooms in Ontario
Author: Faez, Farahnaz
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Focus Groups,Personal Autonomy,Foreign Countries,French,Teaching Methods,Secondary School Students,Teacher Attitudes,Second Language Instruction,Language Usage,Interviews,Student Motivation,Language Teachers,Self Concept

This article reports on French as a second language (FSL) teachers' perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers' perspectives of the strengths and challenges of providing CEFR-informed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions' of CEFR's action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. (Contains 3 footnotes.)
From Action to Insight: A Professional Learning Community's Experiences with the European Language Portfolio
Author: Kristmanson, Paula Lee
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Action Research,Second Language Learning,Second Language Instruction,Language Teachers,Urban Schools,High Schools,Communities of Practice,Educational Philosophy,Educational Planning,Guidelines

This paper focuses on an action research project set in the context of one professional learning community's (PLC's) exploration of the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). Teachers of second and foreign languages in a large urban high school examined the potential of principles and tools related to the CEFR and ELP and shared their experiences during PLC meetings. This study examines data collected as part of the PLC discussions and deliberations and presents two particular pedagogical results emerging from this work: the development of a philosophical stance and an action plan. The paper concludes with a discussion of the process in which teachers engaged as they co-constructed understanding and explored pedagogical implications of their professional dialogue. (Contains 3 footnotes and 2 figures.)
Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners' Voices
Author: Lamb, Terry Eric
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Motivation,Personal Autonomy,Foreign Countries,Secondary School Teachers,Second Language Learning,Second Language Instruction,French,German,Self Concept,Teaching Methods,Language Teachers,Secondary School Students,Metacognition

Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a clear identity as learners responsible for and able to take control of their own learning. However, this identity is seen as fragile when teacher control is increased in response to the external pressure of examinations, and there are indications of loss of motivation. Secondary school teachers, therefore, need to ensure that the learning environment they create engages, nurtures, and protects their learners' identity as learners through sustained opportunities for autonomy. Further research is proposed into aspects of learner identity, as well as ways in which changing pedagogy involves changes in teacher identity.
Introducing the CEFR in BC: Questions and Challenges
Author: Wernicke, Meike
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,Discourse Analysis,Foreign Countries,Second Language Learning,Second Language Instruction,Multilingualism,Guidelines,French,History,Bilingualism,Educational Policy

In 2010, the British Columbia Ministry of Education introduced an updated version of its international languages curricula titled Additional Languages (AL) draft curriculum which set out a clear articulation of the province's language education as conceived and developed over the past 15 years. The strength of the draft curriculum lies in its emphasis on plurilingualism as a guiding pedagogical principle, a response to recent recommendations of the Council of Ministers of Canada to adopt the Common European Framework of Reference for Languages (CEFR) in a Canadian context. The CEFR framing has been retained in the latest revision of the AL draft curriculum, the 2011 French curriculum, which has recently replaced the original 2010 draft document. Despite this latest revision, the original AL draft curriculum maintains historical relevance for language education in BC by highlighting the province's linguistic diversity and the choice to value more than one language in different ways. In its original conception, the AL draft curriculum operationalized the recognition of linguistic plurality within an officially bilingual context and thus represented a concrete attempt to acknowledge the very dynamic language practices of British Columbians. In this paper we examine how the draft curriculum sought to negotiate historical, political, cultural, and linguistic questions with regard to language education in BC, by first considering the historical development of BC language education within the context of official bilingualism, followed by a thematic discourse analysis of the document text to highlight the clearest yet also most challenging articulation of plurilingual language education in BC to date. (Contains 2 tables and 4 footnotes.)