ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Teaching Effectiveness of the English Grammar Teacher in Public Senior High Schools within the Cape Coast Metropolis Using the Quality Teaching Model
Author: Atta-Asamoah, Obed
Date: 2014-05-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Grammar,High Schools,Public Schools,Models,Instructional Effectiveness,Statistical Distributions,Statistical Analysis,High School Students,Educational Environment,Language of Instruction,English Teachers,Teacher Effectiveness,Questionnaires

The focus of this study was to assess the teaching effectiveness of English Grammar teachers in public Senior High Schools within the Cape Coast Metropolis using the Quality Teaching Model. It sought to ascertain how appropriately the three dimensions of the Quality Teaching Model are addressed in the teaching and assessment practices of the teachers. 45 English Grammar teachers were selected using the census method. The descriptive research design was used to analyse data collected on teachers. The mean, frequencies and percentages were thoroughly discussed. It came to light that to a very large extent, English Grammar teachers appropriately teach to produce deep understanding of important concepts and ideas. It was also realized that they create a supportive learning environment for their students. Largely, learning is made more meaningful and important to students. It was recommended that teachers be motivated to maintain a balance and consistency in the use of the three dimensions of the Quality Teaching Model. The following are appended: (1) Letter of Introduction; and (2) Questionnaire for Teachers.
Effect on Reading Fluency of Struggling Third Grade Students: Computer-Assisted Intervention versus Teacher-Guided Intervention
Author: Martin, Corey
Date: 2014-11-07
Type: Speeches/Meeting Papers
Subjects: Reading Programs,Intervention,Computer Assisted Instruction,Conventional Instruction,Teaching Methods,Grade 3,Elementary School Students,Comparative Analysis,Reading Fluency,Pretests Posttests,Scores,Program Effectiveness,Reading Difficulties,Quasiexperimental Design,Hypothesis Testing,Repetition

This research study examined two intervention programs, Read Naturally (computer-assisted) and The Six-Minute Solution (teacher-guided), for the purpose of finding their effects on reading fluency with 3rd grade students at an elementary school. The participants were from two separate third grade classrooms, randomly assigned to one of the two intervention programs. There were five participants in the Read Naturally program and four participants in The Six-Minute Solution program. Fluency, the word correct per minute (WCPM), was based on assessments through AIMSweb R-CBM fluency probes. The data was analyzed to determine which program has a greater effect on fluency. Results from posttest scores indicated that after four weeks of intervention, there was an increase in fluency in both programs. However, the Read Naturally program showed a significantly higher rate of WCPM (words correct per minute). Results show that repeated reading programs help increase reading fluency. Educators need to see the significance in repeated reading programs and the positive effect it can have on increasing reading fluency. A sample lesson plan is appended.
How Can We Get the Information about Democracy? The Example of Social Studies Prospective Teachers
Author: Tonga, Deniz
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Democracy,Preservice Teachers,Information Sources,Elementary School Teachers,Grade 1,Grade 4,Sampling,Definitions,Teacher Attitudes,Knowledge Base for Teaching,Information Seeking,Foreign Countries

In this research, the information about democracy, which social studies prospective teachers have, and interpretation of the information sources are aimed. The research was planned as a survey research methodology and the participants were determined with criterion sampling method. The data were collected through developed open-ended questions from 192 social studies prospective teachers who continued 1st and 4th grades. According to obtained findings, the 1st and 4th grade participants' answers and their examples about democracy resemble each other. It was concluded that, participants defined &quot;democracy&quot; with the concepts of &quot;respect for human rights and freedoms&quot;, &quot;self government of the public&quot;, and &quot;equality&quot;. It was determined that; portion of approximately 90% of the participants did not read any scientific publication or book about democracy. The most obvious difference between two groups has emerged through almost half of the 4th grade prospective teachers who indicated there was no democracy in the school. 4th grade students could not explain enough about democracy, although they had taken lesson about democracy directly or indirectly, and this is evaluated as the courses which are taken in college is not able to serve to the purpose.
14 Week Group Counselling Proposal for Increasing Self-Esteem in Adolescent Females
Author: Coleman, Katherine
Date: 2014-07-21
Type: Reports - Descriptive
Subjects: Group Counseling,Self Esteem,Adolescents,Females,Adolescent Development,Wellness,Holistic Approach,Cognitive Restructuring,Behavior Modification,Therapy,Counseling Techniques,Art Therapy,Psychoeducational Methods,Educational Objectives,Learning Strategies,Facilitators (Individuals)

This psychoeducational counselling group is designed to explore the many facets of the emerging female adolescent identity and foster a high level of self-esteem. According to Powell (2004) adolescence is a time, and even more so for females, which can be marked by many identity conflicts and low levels of self-esteem. As such, this 14 week counselling group will facilitate the exploration of group members&apos; identity through utilizing the &quot;The Indivisible Self&quot; model of wellness. The Indivisible Self model was created by Myers and Sweeney (2005), and is based on an Adlerian, strengths-based, holistic approach to counselling. Mindfulness based Cognitive Behavioural Therapy, Acceptance and Commitment Therapy, and Expressive Arts Therapy interventions will be used to help increase group members self-esteem. The end goal of this proposed group program is to help equip group members with a strong understanding of who they are, increase their level of self-esteem, and provide them with a large tool box of new skills to aid them as they continue on their path to adulthood. The following are appended: (1) Structure and Organization of the Group; (2) Assessment and Materials Information; (3) Marketing Poster; (4) Marketing Poster: Proof of Purchase of Image used in Marketing Poster; (5) Group Screening Process; (6) Informed Consent Form for Group Counselling; (7) Group Rules; (8) Pre-Group Meeting Lesson Plan; (9) Post-Group Meeting Lesson Plan; (10) Client Note Session Template; (11) Exploring Dual Relationships; (12) Weekly Feedback Evaluation Form; (13) Final Feedback Evaluation Form; and (14) Group Counselling Proposal Marking Sheet.
And So It Continues...Teenage Magazines and Their Focus on the Superficial
Author: Redcross, Natalie Ryder
Date: 2012-10-20
Type: Speeches/Meeting Papers
Subjects: Adolescents,Periodicals,Adolescent Literature,Social Influences,Popular Culture,Content Analysis,Social Science Research,Sexuality,Misconceptions,Adolescent Development,Cultural Influences,Females,Gender Issues

Teenage magazine content, after decades, continues to complicate decision making in the communication of the young, impressionable girls who read them. Previous research has indicated that teenagers can be negatively influenced by the media, including teen magazines (e.g., Redcross, 2003; Milkie, 2002; Durham, 2008; Lamb &amp; Brown, 2006). These magazines are created for teens, so they will read them, believe what they read, and in some cases, base their decisions on the advice of certain articles. Why do editors continue to, despite what the research purports, produce this type of material? Historically, the response has been that it is what the consumer wants, and the more modern response is that it is what the consumer &quot;needs&quot; in a world in which girls are more mature today. While both online and print publications have attempted to address this issue by going outside of the norm publishing content that balances education and entertainment, few have survived. Most popular in the teen world are topics focusing on celebrity gossip, appearance-oriented articles, dating and socialization. Our paper will explore the case of teenage magazines that to this day, remain largely unchanged in a nation in which young girls are desperate for healthy media guidance. Teenage magazine editors are in a powerful position to influence and impress upon teenage girls their value and worth. The authors wonder when they will accept this challenge. The authors of this article work out of different departments on our college campus--Mass Communication and Psychology--but share a common interest and deep concern for young girls. As mothers of daughters, we have personal experience as to the impact of media on girls&apos; impressionable minds. With backgrounds in the effects of media on attitude and behavior, and the psychological effects of media content, this article delves deeper into the subject of media targeted at young girls today, specifically girl magazines.
Interveners in the Home and Community: An Under-Recognized Imperative
Author: Wiley, David
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Intervention,Children,Adults,Sensory Experience,Independent Living,Paraprofessional Personnel,Financial Support,Supervision,Professional Autonomy,Family Environment,Community Involvement,Community Influence,Individualized Education Programs,Services

A person who is considered deaf-blind is someone who is deaf or hard-of-hearing in combination with a visual impairment or blindness. The range of capabilities and support needs of individuals with deaf-blindness varies substantially from person to person because of differences in the extent of partial vision or hearing, if any, or the presence of additional conditions such as intellectual or physical disabilities. In all cases, however, deaf-blindness results in difficulties detecting, gathering, and prioritizing reliable auditory and visual information from communication partners and the surrounding environment. Information received without support can be incomplete, fragmented, or distorted and especially difficult to obtain from a distance. A lack of easy access to visual and auditory input typically results in severe information gaps--gaps in knowledge about what is happening here and now and gaps in conceptual knowledge. In addition, a person who is deaf-blind often has difficulty knowing where things are located, moving safely, and recognizing and interacting with people, places, and things. In the United States there has recently been increased awareness of the value of employing trained interveners to provide access to sensory information and communication for the purpose of fostering independence for individuals with deaf-blindness. Although this awareness is a positive development, to date it has benefited almost exclusively children and youth in school settings and has overlooked the importance of intervener services as an option for both children and adults in their homes and communities. The goals of this paper are to: (1) raise awareness of the need for intervener services in home and community settings; (2) describe how these services are different when provided in home and community settings; and (3) provide suggestions for increasing recognition and understanding of intervener services in home and community settings. Two appendices present: (1) Questions for Discussion by IEP Teams of Students Who Receive Intervener Services; and (2) Interveners Compared to Other Support Roles. [This report was prepared by the Home and Community Workgroup, a workgroup established to explore the use of intervener services in home and community settings.]
The 2013 National Child Count of Children and Youth Who Are Deaf-Blind
Author: Western Oregon University, Teaching Research Institute (TRI)
Date: 2014-09-00
Type: Numerical/Quantitative Data
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Elementary Secondary Education,Early Childhood Education,Special Education,Inclusion

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the State/Multi-State and National Deaf-Blind Technical Assistance Projects, as well as serving as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which the National Center on Deaf-Blindness (NCDB), its predecessors, and the state/multi-state deaf-blind projects are funded, this national child count is used to help identify national and state technical assistance needs for children and youth who are deaf-blind, their families and the service providers and systems which serve them. The child count is conducted each year to supplement the Office of Special Education Program's Federal Part C and Part B Child Counts (Special Education Child Count), which include children as deaf-blind only when deafblindness is their single disability. The National Deaf-Blind Child Count Summary December 1, 2013 for ages birth through 21 by state is presented in this document. [For the 2012 Dead-Blind Child Count, see ED545213.]
Early Identification of Infants Who Are Deaf-Blind
Author: Malloy, Peggy
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Deaf Blind,Infants,Identification,Referral,Surveys,Focus Groups,Literature Reviews,Needs

Experiences that occur during the earliest years of life critically impact children&apos;s abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In recognition of the importance of appropriate early learning experiences for children who are deaf-blind, the National Consortium on Deaf-Blindness (NCDB) selected early childhood identification and intervention as one of five focus areas for the formation of partnerships to promote initiatives aligned with federal priorities to meet the most frequently identified needs of children and youth who are deaf-blind and their families and service providers. In July 2007, an NCDB work group was established to lead activities in the early childhood identification and intervention focus area. The initial tasks of the group were to gather information about current needs and practices and to identify potential state and national entities interested in forming partnerships with NCDB on early childhood initiatives. The following three primary activities were conducted to accomplish these tasks: (a) a survey of state deaf-blind project directors; (b) focus group interviews with state deaf-blind project personnel in eight states; and (c) an extensive literature review. Collectively, the findings from these activities indicate a need for new strategies to improve early identification of infants and young children who are deaf-blind and increase referrals of them to state deaf-blind projects. As a result, the work group, now called the Early Identification Work Group (EIWG), narrowed its focus to efforts designed to promote early identification and referral. This report describes the findings that led to this decision and discusses future directions for NCDB as it forms partnerships to develop and evaluate initiatives to improve early identification of children who are deaf-blind.
Early Identification and Referral of Infants Who Are Deaf-Blind
Author: Purvis, Barbara
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Infants,Disability Identification,Deaf Blind,Referral,Intervention,Focus Groups,Interviews,Literature Reviews,Surveys,Administrators,Childhood Needs,Partnerships in Education,Educational Resources,Technical Assistance

Experiences that occur during the earliest years of life critically impact children's abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In recognition of the importance of appropriate early learning experiences for children who are deaf-blind, in 2006 the National Consortium on Deaf-Blindness (NCDB) selected early childhood identification and intervention as one of five focus areas for the formation of partnerships to promote initiatives aligned with federal priorities to meet the most frequently identified needs of children and youth who are deaf-blind and their families and service providers. In July 2007, an NCDB work group was established to lead activities in the early childhood identification and intervention focus area. The initial tasks of the group were to gather information about current needs and practices and to identify potential state and national entities interested in forming partnerships with NCDB on early childhood initiatives. The following three primary activities were conducted to accomplish these tasks: (a) a survey of state deaf-blind project directors; (b) focus group interviews with state deaf-blind project personnel in eight states; and (c) an extensive literature review. Collectively, the findings from these activities indicate a need for new strategies to improve early identification of infants and young children who are deaf-blind and increase referrals of them to state deaf-blind projects. As a result, the work group narrowed its focus to efforts designed to promote early identification and referral. This report describes the findings that led to this decision and discusses current initiatives undertaken by NCDB and state deaf-blind projects to improve early identification of children who are deaf-blind and referral to appropriate services.
Recommendations for Improving Intervener Services
Author: National Consortium on Deaf-Blindness (NCDB)
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Deaf Blind,Special Education,Intervention,Services,Children,Young Adults,Educational Policy,Family Environment,Partnerships in Education,Sustainability,Sensory Experience,Program Implementation,Certification,Job Placement,Recruitment,Educational Resources,Educational Legislation,Federal Legislation,Online Surveys,State Programs,Job Training,Financial Support,Supervision,Individualized Education Programs

The U.S. Department of Education's Office of Special Education Programs (OSEP) recognizes the current challenges faced by states and schools relative to the provision of high-quality intervener services for children who are deaf-blind. To respond to these challenges, OSEP asked the National Consortium on Deaf-Blindness (NCDB) to conduct an initiative to 1) collect information about current intervener services across the country and 2) develop recommendations for improving national, state, and local intervener services based on an analysis of the information collected. The recommendations presented here are NCDB's response to OSEP's request. They are intended to promote positive developmental and educational outcomes for children who are deaf-blind, from birth through age 21, by improving both the availability and quality of intervener services throughout the United States. This report is organized in a format that highlights the following four broad goals: (1) Increased recognition of intervener services by educational personnel and within local and state written policies; (2) Training and support to increase the availability of well-trained, competent interveners; (3) Creating systemic awareness and change through support for families as partners; and (4) Long-term sustainability of high-quality intervener services across the nation through the inclusion of intervener services in national special education policy. Specific recommendations support the achievement of each goal. In turn, each of the recommendations includes &quot;implementation strategies&quot; that articulate action steps that NCDB, working in collaboration with state deaf-blind projects and other critical partners and stakeholders (e.g., families, university faculty, interveners, teachers, other service providers, and administrators), can carry out or facilitate to achieve the recommendation. In addition, the recommendations are associated with &quot;anticipated outcomes.&quot; Supporting data and clarifying information are included throughout the report.