ethanporcaro/eric-fulltext-meta huggingface dataset:
Humanities Education as a Pathway for Women in Regional and Rural Australia: Clemente Ballarat
Author: Gervasoni, Ann
Date: 2013-07-00
Type: Journal Articles
Subjects: Humanities,Womens Education,Rural Areas,Foreign Countries,Audio Equipment,Semi Structured Interviews,Friendship,Higher Education,Educational Attitudes,Educational Attainment,Well Being,Program Descriptions,Social Integration,Student Attitudes,Disadvantaged,Educational Benefits,Self Concept,Psychological Patterns,Transformative Learning,Community Involvement

This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semi-structured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning  achievements; doing something that was about &quot;me&quot;; support from others including Learning Partners and the programs counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendship and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.
Predictors of Attrition and Achievement in a Tertiary Bridging Program
Author: Whannell, Robert
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Colleges,Transitional Programs,Postsecondary Education,Regression (Statistics),Enrollment,Age Differences,Attendance Patterns,Predictor Variables,College Students,College Faculty,Correlation,Student Attrition,Academic Achievement,Intervention,Teacher Student Relationship,School Orientation,Questionnaires,Likert Scales

This study examines the attrition and achievement of a sample of 295 students in an on-campus tertiary bridging program at a regional university. A logistic regression analysis using enrolment status, age and the number of absences from scheduled classes at week three of the semester as predictor variables correctly predicted 92.8 percent of participant attrition. It was concluded that attrition is largely a phenomenon associated with younger students between 18 and 24. While the quality of academic staff support was found to be strongly positively associated with the emotional commitment and academic identity of the participant, it was also negatively associated with scheduled class absence for those participants who dropped out. Intervention to address attrition of these young students is recommended to involve the selection of appropriate academic staff and a comprehensive orientation process which allows the development of supportive peer and staff relationships. The purpose of the orientation would be to facilitate the development of a robust sense of emotional commitment to a positive academic identity prior to the completion of the initial assessment tasks. (Contains 5 tables and 2 figures.)
A Learner Perspective on Barriers to E-Learning
Author: Becker, Karen
Date: 2013-07-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Questionnaires,Self Evaluation (Individuals),Performance Factors,Learning Strategies,Technology Uses in Education,Time Perspective,Student Attitudes,Adoption (Ideas),Technology Integration,Foreign Countries,Participant Satisfaction,Industrial Training,Corporate Education,Employee Attitudes,Factor Analysis,Regression (Statistics)

This study aims to identify and categorize barriers to e-learning adoption and the relative impact of those barriers on learners. It contributes to the understanding of learner perceptions of barriers, the different types of barriers and their relative importance. This study used a quantitative methodology grounded in previous literature. The study is based on a self-administered questionnaire conducted with employees in a rail organisation. This research 
demonstrates there are three key factors that represent barriers to e-learning: the nature of e-learning as a learning approach, the use of technology, and concerns about lack of time and potential interruptions when trying to complete e-learning. (Contains 4 tables.)
Abridged Too Far? Credit Transfer: Examining the Transition Process from TAFE to University
Author: Millman, Theresa
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Transfer Students,Adult Vocational Education,Technical Institutes,Universities,College Programs,Transitional Programs,School Orientation,Student Problems

In responding to a global audience, universities are increasingly bound up in priorities of maintaining viability within landscapes of globalised market imperatives, and with changing paradigms of purpose; universities need to be accessible to all. In Australia, pathways to university provided by Credit Transfer have increased student mobility; the dichotomy however, is that alongside discourses of inclusivity is the need for students to adjust to the often rigorous academic demands of higher education. This paper examines the Bachelor of Communication and Media at the University of Wollongong (UOW), and the Diploma of Communication &amp; Media Studies at the Illawarra Institute of Technical and Further Education (TAFE). Some of the common challenges transitioning students face in their first year at UOW are discussed, including; adapting to different workloads and the demands of self-directed, independent learning. A potential solution is a pre- university entry induction program for TAFE students.
Comparison of Occupational Stress in Response to Challenging Behaviours between General and Special Education Primary Teachers in Northern Italy
Author: Pepe, A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Stress Variables,Work Environment,Foreign Countries,Behavior Problems,Elementary School Teachers,Special Education Teachers,Questionnaires,Teacher Attitudes,General Education,Special Needs Students,Effect Size,Inservice Teacher Education,Comparative Analysis,Factor Analysis

In the Italian education system, pupils with special education needs (SEN) are fully included in mainstream education and receive extra support from special education teachers (SET). Starting from this point, it is reasonable to expect some degree of difference between special education teachers (SETs) and general education teachers (GETs) in term of occupational stress stemming from job demands as well as students' challenging behaviours. The study explored the connection between &quot;students' challenging behaviours&quot; and &quot;teachers' occupational stress&quot; in a sample of Italian inservice primary teachers (N = 306). Data from the Italian version of the &quot;Challenging Students Standard Questionnaire&quot; were analysed to understand the impact of six different categories of &quot;challenging students' behaviours&quot; on eliciting &quot;occupational stress&quot; responses in SETs and GETs. Descriptive, comparative t-test analyses and effect sizes for all measures were reported. Results were consistent with the idea that SETs and GETs experience different degrees of occupational stress as a result of experiencing different &quot;challenging students' behaviours.&quot; Recommendations for planning more targeted in-service training for primary teachers are discussed. (Contains 4 tables.)
Red Tape and Green Teachers: The Impact of Paperwork on Novice Special Education Teachers
Author: Mehrenberg, Richard L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Special Education Teachers,Individualized Education Programs,Records (Forms),Teacher Attitudes,Negative Attitudes,Semi Structured Interviews,Ambiguity (Context),Time Management,Preservice Teacher Education,On the Job Training,Mentors,Qualitative Research

Eighteen novice special education teachers were interviewed regarding their opinions, experiences, and advice regarding professional paperwork such as IEPs, behavior plans, and annual goals. A qualitative analysis of the responses suggests three main findings: (1.) Participants had a negative opinion of paperwork based on its lengthiness and perceived irrelevancy to instruction. (2.) Participants cited mentors, peers, and practice, as the best ways to learn about paperwork. (3.) Recommended paperwork advice for new teachers were to understand expectation, ask for help, and get organized. Implications and recommendations are discussed. (Contains 2 tables.)
The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities
Author: La Salle, Tamika P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Disabilities,Educational Quality,Special Education,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Standardized Tests,Access to Education,Surveys,Student Needs,Educational Needs,State Standards,Inclusion,Court Litigation,Federal Legislation,Multiple Regression Analysis,Academic Achievement

The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in either elementary or middle school who (a) had an identified disability and (b) achieved the lowest level of proficiency on the statewide standardized assessment. Teachers also were asked complete the Curriculum Indicators Survey (CIS) which provided information about their student's curriculum and instructional
experiences. Ratings from the IEP analysis tool developed for and used in this study suggest that students' IEP goals were of variable quality across grade bands. Academic-focused IEP goals were more likely to include sufficient information about links to the curriculum standards and progress monitoring strategies, but less frequently included sufficient information about students' present levels of performance (PLOP) and the relevance of IEP goals to the students' educational needs. Additionally, the quality of progress monitoring information in academic-focused IEP goals demonstrated a negative association with student achievement. IEP
quality demonstrated no significant relationship to inclusion in general education classrooms or two measures of curricular access. (Contains 3 tables.)
The Comparison of Special Education between Thailand and the United States:  Inclusion and Support for Children with Autism Spectrum Disorder
Author: Hill, Doris Adams
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Comparative Education,Disabilities,Special Education,Compliance (Legal),Attitudes toward Disabilities,Negative Attitudes,Access to Education,Individualized Education Programs,Family Involvement,Resource Allocation,Intervention,Rural Schools,International Cooperation,Inclusion,Court Litigation,Evaluation Criteria,Identification,Foreign Countries

The history of special education in the United States and Thailand has followed a similar path in many ways. Both countries made compulsory education mandatory to move in a positive direction in providing special education services to children with disabilities including the provision of services for children with ASD or Autism. In Thailand, monitoring of compliance with disability law, and negative attitudes by society overall toward individuals with disabilities hamper enforcement of law, distribution of resources, family involvement, and access to individualized education programs and inclusion of students with disabilities. While effective treatments for autism have been documented in the US, this knowledge and training on effective interventions is often not filtered to more rural US schools or outside US borders. Increased collaborations within and between countries to increase knowledge and expertise is recommended. Research based interventions should be taught and implemented in countries such as Thailand and other nations. (Contains 5 tables.)
Measuring Levels of Stress and Depression in Mothers of Children Using Hearing Aids and Cochlear Implants: A Comparative Study
Author: Prakash, Santhi S
Date: 2013-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Mothers,Assistive Technology,Hearing Impairments,Stress Variables,Social Development,Emotional Development,Comparative Analysis,Parent Child Relationship,Measures (Individuals),Scores,Language Acquisition,Foreign Countries,Dravidian Languages

Hearing impairment is an exceptional circumstance that restricts the child's ability to communicate verbally. Depression is a common stress-related response for hearing parents of children with hearing loss. Evidence suggests that mothers are more inclined than fathers to experience depression in response to their child's hearing loss (Mavrolas, 1990; Meadow-Orleans, 1995; Prior, Glazner, Sanson &amp; Debelle, 1988)
and mothers with depression have been found to be less effective at nurturing language and psychosocial development in their children. The aim of the study was to compare the levels of stress and depression in mothers of children using hearing aids and children who had cochlear implants. 50 mothers of children with bilateral profound hearing loss were divided into two groups according to the rehabilitation option used. Two self reporting scales Parental Stress Index (PSI) &amp; Centre for Epidemiologic Studies Depression Scale (CESD) duly translated into Telugu were used for the study. The results revealed that mothers in both the groups have high stress levels. On
comparison the mothers of children who had cochlear implant obtained significantly higher scores than mothers of children using hearing aid on PSI. The results on CESD revealed high depression levels in both groups with no significant difference in the mean scores between groups. Hence, the present study highlights the need for the rehabilitative professionals to focus on family-based intervention for children with hearing impairment. (Contains 4 tables and 3 figures.)
Special Education Practicum at The University of Jordan: Preliminary Indicators of Students' Satisfaction and Concerns
Author: AL Jabery, Mohammad A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Student Teacher Attitudes,Satisfaction,Student Teachers,Special Education Teachers,Undergraduate Students,Practicums,Student Surveys,Student Experience,Mentors,Practicum Supervision

Due to the continuous growth of special education worldwide, highly qualified
teachers are needed. The Special Education program at the University of Jordan places student teachers for their practicum in different educational settings. The purpose of this study was to report preliminary information about students' satisfaction and concerns about the practicum. A survey of two questions was distributed among 50 undergraduate students in the Spring 2010/2011 semester. Results revealed that students were not satisfied with their practicum experience. Students' concerns highlighted issues related to stakeholders' partnerships, connections between university courses and practicum requirements, supervision, mentors, and field sites. Discussion and recommendations are presented in the study. (Contains 3 tables.)
School Psychology Crossroads in America: Discrepancies between Actual and Preferred Discrete Practices and Barriers to Preferred Practice
Author: Filter, Kevin J.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Psychologists,Surveys,School Psychology,Barriers,Role Conflict,Prevention,Activities,Preferences,Response to Intervention,Multiple Regression Analysis

A nationally representative sample of American school psychology practitioners were surveyed to analyze discrepancies that they experience between their actual discrete practices and their preferred discrete practices relative to several domains of practice including assessment, intervention, meetings, and continuing education. Discrepancies were also analyzed relative to service delivery in three levels of prevention (primary, secondary, and tertiary). Results indicate that practicing school psychologists experience significant discrepancies between actual and preferred practices in all discrete practices, with the largest discrepancies by hours noted in the discrete practices of report writing, prevention screening, CBA/CBM administration, IQ testing, and conducting research. Respondents also indicated a clear preference for participating in significantly more primary-level and secondary-level prevention efforts. Barriers to preferred practices were analyzed with the most commonly reported barriers being time and administrative expectations. Findings are discussed in terms of emerging models of school psychology, including problem-solving and response-to-intervention, and implications for the international practice of school psychology. (Contains 5 figures and 2 tables.)
Psychosocial Adjustment in Siblings of Children with War-Related Injuries
Author: Khamis, Vivian
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Adjustment,Emotional Adjustment,Incidence,Predictor Variables,War,Posttraumatic Stress Disorder,Symptoms (Individual Disorders),Emotional Disturbances,Behavior Problems,Siblings,Sibling Relationship,Injuries,Severity (of Disability),Gender Differences,Attribution Theory,Risk,Coping,Cognitive Ability,Cognitive Restructuring,Behavior Modification,Therapy,Foreign Countries,Refugees,Muslims,Correlation,Regression (Statistics),Multivariate Analysis

The study assessed the prevalence and predictors of post-traumatic symptomatology and emotional and behavioral difficulties in siblings of children who incurred war-related injuries. It was predicted that injury severity, gender and attributional style would account for a significant amount of the variance in post-traumatic stress symptoms and emotional and behavioral difficulties in those siblings. The sample consisted of 406 siblings of both genders with a mean age of 12.50 years. The results indicated that injury severity, gender and attributional style were related to emotional
and behavioral difficulties and symptoms of post-traumatic stress, except for gender and post-traumatic stress .Siblings of children with severe injury appeared to be at greater risk for intrusive thoughts and avoidance as well as emotional and behavioral difficulties. Females exhibited more emotional and behavioral problems than did males. Siblings with more maladaptive attributional styles endorsed more emotional-behavioral problems and symptoms of post-traumatic stress. Techniques for strengthening coping abilities designed to enhance cognitive control may be used with siblings at risk, particularly females and siblings of children who sustained a severe
injury. Treatments such as trauma-focused cognitive behavior therapy may incur positive results. (Contains 3 tables.)
A Statewide Survey of Special Education Directors on Teacher Preparation and Licentiate in Autism Spectrum Disorders: A Model for University and State Collaboration
Author: Hart, Juliet E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Preservice Teacher Education,Special Education,Administrators,Teacher Competencies,Teacher Certification,Special Education Teachers,State Departments of Education,Online Surveys,Faculty Development,Paraprofessional School Personnel

The sustained increase in prevalence rates of students with autism spectrum disorders (ASD) has led to a corresponding growth in interest among teacher educators on how to prepare teachers to work effectively with this student population. However, current research efforts on effective preparation in the area of ASD are only emerging and have not included targeted collaboration with state departments of education. In this study, a statewide survey of special education directors in the southwest United States was conducted to determine which competencies and licensure requirements would be necessary to prepare educators teaching students with ASD. Findings suggest that the majority of the 124 respondents indicated a preference for an autism endorsement added on to a special education certificate and described knowledge of characteristics of ASD, behavior management, and communication skills development as competencies as most essential for teachers working with students on the autism spectrum. As a model for university and state collaboration, implications for teacher preparation programs are described. (Contains 6 tables.)
The Applicability of Curriculum-Based-Measurement in Math Computation in Jordan
Author: Abu-Hamour, Bashir
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Based Assessment,Mathematics Skills,Computation,Grade 3,Mathematics Achievement,Student Evaluation,Summative Evaluation,Elementary School Students,Special Education

The proper assessment of math computational skills is essential for monitoring progress, predicting achievement, and identifying students with disabilities. The current study extends previous research on assessment of curriculum-based measurement in mathematics(M-CBM) . The purpose of this research was to examine the effects of the M-CBM computation assessment on improving third-grade math achievement. This paper presents a comparison study of two classrooms; one used a M-CBM computation in addition to the summative assessment and one used summative assessment only. Each class consisted of 35 students; three who had a Specific Learning Disability in math. The results of a 15-week CBM process demonstrated the effectiveness of using the M-CBM with third- grade students. Furthermore, when compared to the traditional way of assessment, the use of the M-CBM produced significant gains in students'
achievement, specifically, for the students who were struggling with math. (Contains 2 figures.)