ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivating Factors for Faculty to Use Web Applications in Education
Author: Alsadoon, Elham
Date: 2018-07-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teacher Education,Computer Uses in Education,Internet,Computer Oriented Programs,Influences,Usability,Risk,Teacher Attitudes,Teacher Characteristics,Gender Differences,Age Differences,Intention,Experience,Regression (Statistics),Online Surveys,Statistical Analysis

The social nature of Web applications have the potential to empower education. These applications provide a learning environment in which students can construct their learning, collaborate with others, generate ideas, edit and distribute their material, and more. The better way to seed Web applications into the learning environment and to make them effective educational tools is to implement them in the pre-service teachers programs. This research aimed to investigate the influence of knowledge and experience of Web applications, perceived ease-of use, perceived usefulness, perceived pedagogical support, perceived risk, and colleagues' influence on the faculty's decision to adopt Web applications in their teaching within the pre-service teacher programs. Two hundred forty-nine faculty participated in this study by filling an online questionnaire that was self-designed and was distributed to a random proportional stratified sample of the faculty who teach at the colleges of education in American universities. The findings reflect that the faculty currently teaching in these programs are knowledgeable of and have experience in using Web applications and even intend to implement them more in their teaching in the future. The findings showed that faculty knowledge and experience of Web applications and faculty perception of the usefulness of such applications were significant predictors of faculty intention to use Web applications in teaching. This, in turn, is a strong predictor of their actual use. Implementation of the study was provided, along with recommendations for further research.
Culturally and Linguistically Responsive Social Skills Interventions for Children with Autism Spectrum Disorders
Author: Kim, Sunyoung
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Interpersonal Competence,Skill Development,Cultural Relevance,Children,Intervention,Student Diversity,Language Usage,Context Effect,Social Behavior,Holistic Approach,Student Needs

Given the rapidly growing number of students with autism spectrum disorders (ASD) from diverse cultural communities in the United States, researchers have steadily emphasized the importance of developing and implementing culturally responsive interventions and practices. Unfortunately, there is no clear understanding of culture and diversity in the field of special education, nor are there guidelines to intertwine students' diversity with the practical process of interventions. The purpose of the article is to highlight the importance of considering the cultural responsiveness and social validity of social skills interventions to accommodate increasing needs of students with ASD from non-dominant cultural and linguistic communities. Understanding an individual's ecological contexts and needs, as well as social validation of interventions among a student's cultural contexts or communities, can provide vital information about the contextual fitness of the interventions and further promote feasibility and sustainability of the interventions. Recommendations for practices and research are discussed.
Constructing the Measurement of EFL Students&apos; Core Competencies Practices in Learning Activities
Author: Hadiyanto
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),College Students,Self Evaluation (Individuals),Skills,Qualitative Research,Statistical Analysis,Measures (Individuals),Test Construction,Foreign Countries,Test Reliability,Test Validity,Questionnaires

The study aims to develop an instrument of English students' core competencies practices in learning process. The development used qualitative and quantitative method in different steps and analysis. Sixth steps were applied in the instrument constructions; they were literature studies; defining constructs and sub-constructs; constructing indicators; assessing and judging indicators; defining face validity, confirming content validity, consistency testing and confirming constructs validity. The result came out with three main constructs; soft skills, hard skills and academic character. Soft skills classified into six sub-constructs with 45 indicators. Hard skill was classified into 10 indicators with no classification into sub-construct. While academic character classified into seven sub-constructs with 41 indicators. The instrument suggested to be used to monitor students' practices of Core Competencies in learning activities at Universities. Furthermore, the instrument were developed by refereeing to current literature from some countries, it is expected that the instruments and the method of its' development contribute to area of students' and graduates' core competencies.
Implications for Curriculum, Materials, Teaching and Testing Strategies in a Saudi Arabian University
Author: Haque, Mohammad Imdadul
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,College Curriculum,Instructional Materials,Teaching Methods,Testing,Universities,Satisfaction,Teaching Experience,Intellectual Disciplines,Differences,Questionnaires,Statistical Analysis

Teaching is a multi-dimensional activity with a lot of societal obligations. This study identifies some of the important aspects namely Curriculum, Teaching Aids, Teaching strategies, and Testing Strategies. Further, it explores the difference in these four aspects with reference to satisfaction of teachers, teachers' experience and across disciplines. The researchers consider that this area is unexplored in Kingdom of Saudi Arabia to the best of their knowledge. The chief finding of this study is testing strategies differ with that the level of satisfaction of teachers and also across disciplines, and usage of materials and teaching aids differ across colleges. In contrast to the expectations, curriculum, teaching strategies and testing strategies do not differ among colleges and years of experience. Finally, the study recommends policies to improve the overall teaching process.
Online Video for Self-Directed Learning in Digital Animation
Author: Yuen, May-Chan
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Independent Study,Animation,Computer Science Education,Electronic Learning,Focus Groups,College Seniors,Qualitative Research,Student Satisfaction,Epistemology,Multimedia Instruction,Computer Literacy,Critical Literacy

Video is a preferred medium of instruction over other media for learning about digital animation. However, there is lack of understanding of how and why students use video instructions for learning digital animation. The purpose of this study is to explore how learners use online videos for learning from the perspectives of Uses and Gratification Theory and Cognitive Theory of Multimedia Learning. Twenty final year students enrolled in Digital Animation programmes in Klang Valley, Malaysia participated in focus group discussions to share their thoughts and experience of online videos for self-directed learning. Through thematic analysis, the students voiced dependency on online videos especially for skill mastery, ideas, and inspiration. The process of how online videos were used for self-directed learning was derived from data analysis. The findings also revealed that students gained content and process gratification by using videos but did not gain much gratification socially through online video uses. It was also found that digital and critical literacy skills are required in order to become more effective and efficient in using online videos for learning. The findings of the study would enable educators and media specialists to identify the capabilities and challenges of online video use to maximise its potential to engage learners.
An Evaluation of Paraprofessionals&apos; Skills and Training Needs in Supporting Students with Severe Disabilities
Author: Walker, Virginia L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Focus Groups,Workshops,Staff Development,Skill Development,Program Effectiveness,Rural Schools,Behavior Problems,Training,Special Schools,Severe Disabilities,Pretests Posttests,Surveys,Needs Assessment,Job Skills,Student Needs

Careful consideration is essential for developing and conducting effective paraprofessional development. This study described a process of paraprofessional development and outcomes from assessments, workshops, and social validation focus group interviews from one rural public school in the USA. Fourteen paraprofessionals and their supervisors completed multiple surveys to indicate their perceived skill level and training needs before outside experts conducted a workshop on two high priority skill areas. Results showed that paraprofessionals increased their knowledge and skill development after a full-day workshop. Although paraprofessionals found the training procedures and targeted strategies to be socially valid, they identified challenges associated with implementation of the strategies and access to follow-up coaching.
A Study of Co-Teaching Identifying Effective Implementation Strategies
Author: Brendle, Joanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Teaching,Inclusion,Regular and Special Education Relationship,Qualitative Research,Elementary School Teachers,Case Studies,Special Education Teachers,Teacher Attitudes,Teaching Experience,Reading Instruction,Mathematics Instruction,Teacher Role,Teacher Collaboration,Grade 4,Grade 5,Rating Scales,Observation,Semi Structured Interviews

Co-teaching models have been established in research as an instructional delivery method to provide instruction to diverse students in an inclusive general education setting. Research of inclusive classrooms where general education and special education teachers co-instruct indicates learning for students with learning disabilities (LD) is improved (Cramer, Liston, Nevin &amp; Thousand, 2010). Co-teaching models have been addressed in the literature, however, responsibilities of general and special education teachers regarding co-planning, co-instruction and co-assessing to implement co-teaching effectively requires further investigation (Mastropieri et al., 2005). This qualitative study investigated two co-taught elementary classrooms. The case study examined information from teachers in reading and math co-taught classrooms to document method of implementation and to gain insight into participants' knowledge and perceptions of co-teaching. Information was gathered from two elementary general education and two elementary special education teachers concerning co-teaching roles, collaborative, instruction, and assessment. Data were gathered utilizing interviews, rating scales, and classroom observations. The experience of elementary co-teachers in co-taught classrooms provided descriptive data allowing examination and analysis of co-teachers' knowledge, perceptions and implementation of co-teaching. Results indicate teachers lack expertise in implementing collaborative co-planning, co-instructing and co-assessing to effectively implement co-teaching. The study identified recommendations for administrative support and teacher training.
Understanding Adverse Experiences and Providing School-Based Supports for Youth Who Are High Risk with and without FASD
Author: Flannigan, Katherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Student Needs,At Risk Students,Foreign Countries,Evidence Based Practice,Best Practices,Charter Schools,Adolescents,Special Schools,Student Personnel Services,School Community Programs,Indigenous Populations,Student Characteristics,Comparative Analysis,Statistical Analysis,School Health Services,Mental Disorders,Student Records

Youth who are high risk (YHR) face numerous adversities, and those with Fetal Alcohol Spectrum Disorder (FASD) may experience even more complex challenges due to the compounding impact of brain dysfunction. However, very little research has been conducted to understand or characterize this vulnerable group, or explore potential strategies for supporting their specific needs. In the current study, we sought to characterize some of the adverse experiences of YHR with and without FASD (N = 90) who were attending an innovative school that supports students who have struggled in other educational settings. We also examined services offered at this school and explored whether service access and several social and educational factors differ between youth with and without FASD. Findings indicate that YHR with FASD have more complex needs and a different pattern of service use than YHR without FASD. These findings are discussed in the context of how we might better support YHR and foster successful outcomes.
Women with Disabilities in the State of Qatar: Human Rights, Challenges and Means of Empowerment
Author: Al-Attiyah, Asma Abdulla M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Disabilities,Civil Rights,Empowerment,Questionnaires,Males,Social Attitudes,Barriers,Social Influences,Legislation,Political Influences,Undergraduate Students,Likert Scales,Statistical Analysis

This study explored human rights for Qatari women with disabilities, challenges and means of empowerment as perceived by females and males both with and without disabilities. The Questionnaire of the Rights of Women with Disabilities (QRWD) was developed using the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). Results indicated that participants without disabilities, especially men, less acknowledged the rights of women with disabilities. Furthermore, women with disabilities did not emphasize civil and political rights, but highly addressed the obstacles related to the society and legislative and political empowerment. Findings were discussed in the light of the previous literature and further recommendations were provided.
Autism and Technology: Investigating Elementary Teachers&apos; Perceptions Regarding Technology Used with Students with Autism
Author: Sulaimani, Mona F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Technology,Technology Uses in Education,Autism,Semi Structured Interviews,Elementary School Students,Teaching Methods,Technology Integration,Rural Schools,Special Education Teachers

Despite extensive scholarship on the importance of using technology in classrooms, little has been done to explore teachers' perceptions towards using technology with individuals diagnosed with autism spectrum disorders (ASD). The purpose of this study was to examine teachers' attitudes towards the use of technology for students with autism. Data were collected through semi-structured interviews with seven elementary school teachers who taught students diagnosed with autism. Findings revealed the majority of teachers (six of the seven participants) are in favor of using technology in the classroom and believe that it can have a positive impact on students' learning experiences. A thematic analysis revealed three themes: teacher's attitudes towards using technology, benefits of incorporating technology in the classroom, and the different skills technology helps students to develop.
Single-Case Experimental Research: A Methodology for Establishing Evidence-Based Practice in Special Education
Author: Alqraini, Faisl
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Design,Evidence Based Practice,Research Methodology,Special Education,Statistical Significance,Experiments,Educational Research,Data Analysis,Replication (Evaluation)

In the field of special education there is a dearth of group experimental studies that establish evidence-based practice. The effort to establish evidence-based practice has been associated with emphasizing experiments by using randomized controlled trial with large numbers of participants who are randomly assigned to a treatment. However, single-case design (SCD) research can play a vital role in filling the gaps and determining educational interventions that establish evidence-based practices in the special education. The goal of this present paper is to provide an overview of SCD methods and how these methods can establish evidence-based practices in special education. The author shares the critical features of SCD, including the way steady state strategy and baseline logic works in common designs. Internal and external validity are also addressed. Finally, this paper communicates why a visual analysis of data is considered conservative in SCD rather than tests of statistical significance.
Successful Inclusion of Adolescent Students with Mild Intellectual Disabilities--Conditions and Challenges within a Mainstream School Context
Author: Sigstad, Hanne Marie Høybråten
Date: 2017-00-00
Type: Journal Articles
Subjects: Success,Inclusion,Adolescents,Mild Intellectual Disability,Secondary School Students,Qualitative Research,Semi Structured Interviews,Special Education Teachers,Special Education,Regular and Special Education Relationship,Educational Indicators,Foreign Countries,Mainstreaming,Data Analysis,Special Needs Students,Student Needs,Academic Accommodations (Disabilities)

The present study examined the conditions and challenges of successfully including adolescent students with mild intellectual disabilities within a mainstream school context. The study was based on qualitative interviews with nine special education teachers who worked in special education groups in lower secondary schools. A thematic structural analysis was performed to identify themes. The need for an overarching inclusive philosophy at school and adequate organizational, social, and academic facilitation were considered essential conditions for successful inclusion. Organizational constraints, inadequate facilitation and a lack of self-confidence among students were identified as challenges. Successful inclusion was found to depend on extraordinary engagement among special education teachers due to a lack of support and commitment in the school organization. The fundamental objectives of the successful inclusion of students with mild intellectual disabilities within a mainstream school context requires a basic monitoring on all levels of the school organization, i.e., management and the entire school staff--including general education teachers. However, students' own experiences and perceptions of inclusion are considered the greatest indicators of success.
Predictors of Academic Resilience among Students: A Meta Analysis
Author: Beri, Nimisha
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Resilience (Psychology),Foreign Countries,Meta Analysis,Academic Achievement,Social Development,Emotional Development

Researchers analyzed that social emotional learning is one of the factors for effective learning to take place. Researchers call academic resilience as one of the important components of social emotional learning. It is the students' ability to compete and get success in environment where they face adverse conditions. These adverse conditions include poverty or abuse etc. Academic resilience has numerous components, for example ability to motivate him, ability to understand stress, and ability to manage stress while facing adverse conditions. It also includes the level of confidence of the students. The framework of academic resilience makes clear the reasons for difference in success of students from similar socioeconomic background. The aim of this meta-analysis is to understand the theories of researchers and getting insight into their methodologies for establishing link between academic resilience and success.
The Diagnostic Competencies: Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers
Author: Guerra, Melissa G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Diagnosis,Special Education,Diagnostic Tests,Specialists,Certification,Standards,Surveys,Teacher Attitudes,Administrator Attitudes,Competence,Statistical Inference

The role that educational diagnosticians play in the educational process can vary across settings. In Texas, the Texas Education Agency oversees the State Board of Educator Certification (SBEC). SBEC certification standards outline knowledge and skills that are required for educational diagnosticians to practice in Texas. The Texas required endorsement is acquired by passing a state mandated assessment covering the standards set by SBEC (TAC§231.623). Given the evolving role of an educational diagnostician, this study examined the perceptions of educational diagnosticians, administrators, and classroom teachers of the competencies in regards to implementation, utilization, and importance. Furthermore, this study sought to determine if years of experience in education affects these perceptions. Results indicate that administrators and teachers perceive the utilization of competencies to occur at a lower rate than diagnosticians report utilizing them, and years of experience showed no statistically significant effect on perceptions. No statistically significant interactions were found among position, years of experience, and perceptions of the competencies.
Adolescent Students&apos; Problems and Yoga as a Preventive Measure
Author: Mala, V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Prevention,Physical Activities,Behavior Patterns,Sexuality,Violence,Drinking,Smoking,Depression (Psychology),Health Behavior,Anxiety,Behavior Problems,Stress Variables,Adolescent Development,Adolescents,Academic Achievement,Emotional Adjustment,Social Adjustment,Aggression,Relaxation Training,Metacognition,Executive Function,Intervention,Physical Health,Mental Health,History,Parent Child Relationship,Foreign Countries

Adolescence is the period between childhood and adulthood and the most important stage of a human being. Adolescence is a period of stress and storm. Students cannot adjust with their new-fangled role in life. They can have Emotional, Mental, Behavioural, and Adjustment problems known as &quot;disorders&quot;. Behavioural patterns that appear in adolescents include consuming alcohol, smoking, using other substances, sexual behaviour, violence, etc. An individual experiences fulfilment when the psychological and physiological requirements are fulfilled. If an individual fails in satisfying the needs, it makes him/her disappointed and depressed. Behavioural disorders of adolescent students are depression, stress, anxiety, risky sexual behaviours, aggressive behaviour, violence, and disobedience. Adolescents find it difficult to adjust with family and society. With regard to somatic variation and problems, he/she is confused with the role of adolescence. The academic performance of the adolescent students at school are greatly affected by these problems. The fact that the behavioural and adjustment problems can be reduced by Yoga is the main aim of this paper. As a solution to their problems, the techniques of Yogasana, Pranayama, and Meditation are given to the Adolescent students to control the mind. The reason for this paper is to give an insight of Yoga and how Yoga helps the adolescents to lesser their stress and stay calm. It benefits the young people not only in school, home, and the community, but throughout their life. The result of Yoga intervention gives positive effects on both physical and mental health of the adolescent students.