ethanporcaro/eric-fulltext-meta huggingface dataset:
Recipe for an Infographic
Author: Abilock, Debbie
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Visual Aids,Graphic Arts,Persuasive Discourse,Research Skills,Search Strategies,Creative Thinking,Reading Comprehension,Information Literacy,Design,Scaffolding (Teaching Technique),Visualization

In this article Debbie Abilock and Connie Williams apply the processes used by a food testing organization that strives to develop absolutely the best recipes for popular dishes, testing each recipe until they arrive at the combination of ingredients, technique, temperature, cooking time, and equipment that yields the best, most fool-proof recipe as their inspiration to develop a teaching recipe that would consistently engage students in open-minded inquiry, an infographic. An infographic is a claim expressed through visual metaphor, conveying the creator's fresh understanding of relationships, expressed through a judicious selection and arrangement of visuals, evidence, and text acquired during inquiry research within a discipline. They describe a process in which students develop a research question within a domain, investigate a variety of claims and evidence wherever they lead, play with connections and assess contradictions, and wonder about the possible significance of their findings. Abilock and Williams are sure that cultivating an open-minded disposition and thoughtful inquiry strategies will benefit students' civic literacy and creativity, and that students' thinking about the interaction between a complex text and images in the service of a purpose and audience will improve their reading comprehension.
A Haven for Learning: Gaining Professional Knowledge through Sincere Conversation in an Online Reading Course
Author: Graham, Deborah A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Effectiveness,Reading Teachers,Trust (Psychology),Peer Relationship,Computer Mediated Communication,Dialogs (Language),Teacher Attitudes,Faculty Development,Graduate Students,Pedagogical Content Knowledge,Foreign Countries,Teacher Role,Reading Processes,Teacher Student Relationship,Personal Narratives

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites self-reflection and contemplation through reciprocal trust, respect, and active listening. This study discusses how sincere dialogue, which leads to greater understanding of what it means to be an effective reading teacher, was enhanced during an online reading course. It highlights how the right conditions created in an online setting can encourage relationships and lead to professional knowledge
At-Risk Youth in Australian Schools and Promising Models of Intervention
Author: Cumming, Therese M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Youth Programs,Youth Opportunities,Youth Problems,Intervention,Models,Disabilities,Criminology,Special Education,Evidence,Cognitive Restructuring,Behavior Modification,Cooperation,Delinquency Prevention,Delinquent Rehabilitation,Program Descriptions,Best Practices

The largest population of youth at risk for involvement in the juvenile justice system are those with disabilities and mental illness. There has been scant research into the pathways that these students take from home, school and the community to involvement in the justice system in Australia. This paper utilises insights from critical disability studies, critical criminology, disability studies, and special education to identify the complex intersections of individual, social and systemic experiences for this group and to examine risk and success factors in the educational domain. Suggestions are offered for improvement, based on evidence-based practices and promising programs.
Instructional Variables of Inclusive Elementary Classrooms in Turkey
Author: Sucuoglu, Nimet Bulbin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Regular and Special Education Relationship,Mainstreaming,Teaching Methods,Student Behavior,Student Characteristics,Mild Disabilities,Behavior Problems,Attention,Responses,Time on Task,Grouping (Instructional Purposes),Writing (Composition),Mathematics Skills,Observation,Video Technology,Coding,Student Participation,Silent Reading,Teacher Role,Reading Aloud to Others,Lecture Method

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during instruction. In addition, some student behaviors such as no academic response, no task management, writing, and self-stimulation were not affected by instructional grouping while the attention behaviors of the students were found to be affected by no instruction, no task, no activity, and paper-pen activity conditions. On the other hand, the writing behaviors of the students increased in math and decreased in the discussion condition. All the findings were discussed based on the Turkish mainstreaming system along with the difficulties of the mainstreaming implementation.
Parental Involvement in the Individual Educational Program for Israeli Students with Disabilities
Author: Hebel, Orly
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Qualitative Research,Phenomenology,Parent Attitudes,Severe Disabilities,Individualized Education Programs,Interviews,Self Efficacy,Student Needs,Parent Teacher Cooperation,Trust (Psychology),Data Analysis

The purpose of this qualitative phenomenological study is to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about their involvement in the Individual Education Program (IEP) process. Data collection in this study involved interviewing 20 parents whose children study in special education schools in the Tel Aviv area in Israel. Through analysis of parents' responses, two main themes related to the involvement of parents in the IEP process become apparent: A child-centered focus and parents' self-efficacy. Positive parent teacher collaboration enhanced the sense of parents' efficacy with respect to the IEP process and resulted in plans that were individualized to students' needs. The main conclusion of the research is parental involvement and the collaboration of parents with teachers is a process that teachers and parents must nourish daily. Parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools
Course Redesign: An Evidence-Based Approach
Author: Nomme, Kathy
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Design,Evidence,Curriculum Development,Biology,College Science,College Freshmen,Nonmajors,Scientific Concepts,Concept Teaching,Global Approach,Active Learning,Learning Strategies,Student Attitudes,Student Surveys,Feedback (Response),Focus Groups,Interviews,Teaching Methods,Course Content,Student Motivation,Learning Experience,Instructional Development,Foreign Countries

A first year non-majors biology course, with an enrollment of around 440 students, has been redesigned from a course of traditional content and teaching style to one that emphasizes biological concepts in current global issues and incorporates active learning strategies. We were informed by the education literature incorporating many aspects of established curriculum redesign principles and extended its application to a biology course. Systematic measurement of student attitudes and collection of student feedback through a series of surveys as well as focus group interviews proved to be invaluable in the course redesign process. The information gathered over a two-year period enabled us to fine-tune the course content and teaching strategies effectively to better meet the interests of students in the non-majors course as was documented by the evidence gathered in this research.
Perceptions of Disability and Access to Inclusive Education in West Africa: A Comparative Case Study in Dakar, Senegal
Author: Drame, Elizabeth R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Access to Education,Accessibility (for Disabled),Inclusion,Comparative Analysis,Case Studies,Attitudes toward Disabilities,Poverty,Student Centered Curriculum,Teacher Education,Teacher Improvement,Special Needs Students,Needs Assessment,Focus Groups,Classroom Observation Techniques,Interviews,Content Analysis,Position Papers,Teacher Attitudes,Administrator Attitudes,Public Opinion,Educational Quality,Delivery Systems,Cultural Influences,Social Influences,Elementary Secondary Education,Foreign Countries

Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
Prevalence, Diagnosis, Treatment and Research on Autism Spectrum Disorders (ASD) in Singapore and Malaysia
Author: Neik, Tina Ting Xiang
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Incidence,Educational Diagnosis,Intervention,Educational Research,Comparative Analysis,Comparative Education,Journal Articles,Literature Reviews,Meta Analysis,Familiarity,Knowledge Level,Foreign Countries

The prevalence of autism is increasing globally. While most of the published works are done in the Western and European countries, the trend in autism research is shifting towards the Asian continent recently. In this review, we aimed to highlight the current prevalence, diagnosis, treatment and research on Autism Spectrum Disorders (ASD) in Singapore and Malaysia. Based on database searches, we found that the awareness about autism among lay and professional public is higher in Singapore compared to Malaysia. The special education system and approach towards autism treatment is also different between both societies although the culture is similar and the geographic location is close. Main findings and implications were discussed in this review. The lack of study on autism prevalence in this part of the world commands a critical need for further research. Perhaps more collaborative work between both countries could be done to expand the knowledge in autism.
A Graduate Course on Teaching and Learning in Higher Education: Influences on Conceptions of Teaching and Learning
Author: Leger, Andrew B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Educational Philosophy,Teaching Assistants,Instructional Effectiveness,Facilitators (Individuals),Teacher Attitudes,Course Evaluation,Student Attitudes,Evaluators,Course Descriptions,Student Surveys,Interviews

This paper reports on the effects of a graduate course on teaching and learning on graduate teaching assistants' conceptions of teaching and on the teaching philosophy statements that arose from those conceptions. Effects are interpreted from three perspectives: 1) course facilitators' reports of their perceptions of course participants' conceptual change; 2) an independent assessors' ratings of the evidence of change through blind review of course participants' initial philosophy statements and final statements; and 3) participants' own perceptions of change and identification of the course components and learning activities that were most significant in their conceptual development. Findings suggest that graduate teaching assistants' perceptions of conceptual change differ significantly from those of both the course facilitators and the independent assessor.
The Work of Teacher Aides in Australia: An Analysis of Job Advertisements
Author: Stephenson, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Aides,Occupational Information,Staff Role,Publicity,Content Analysis,Occupational Surveys,Special Education,Web Sites,Geographic Isolation,School Location,Cohort Analysis,Tenure,Job Analysis,Occupational Clusters,Elementary Secondary Education,Early Childhood Education

Although teacher aides are often employed in schools to provide support for students with disabilities and special education needs, there is limited Australian research on their work and employer expectations. This article provides an analysis of advertisements for teacher aide positions, and compares the content of advertisements with role statements and teacher aide reports of their work. Employment for teacher aides is likely to be casual and short-term and qualifications are rarely required. A very wide range of criteria was identified and the most frequently mentioned criterion was generic, such as the ability to work in a team. Criteria relating to the actual work aides report they perform or to education department role statements were less frequent. Concern is expressed about the effects of generally poorly defined roles, the lack of required qualifications and the precarious nature of many positions on the education of students with special education needs.
Bahamian Teachers' Perceptions of Inclusion as a Foundational Platform for Adult Education Programs
Author: Newton, Norrisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Teacher Attitudes,Qualitative Research,Educational Practices,Educational Policy,Adult Education,Misconceptions,Attitudes toward Disabilities,Barriers,Educational Resources,Faculty Development,School Support,Role of Education,Teacher Education,Phenomenology,Semi Structured Interviews,Performance Factors,Change Strategies,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Despite the paradigm shift globally regarding the adoption of inclusive education, teachers still have varying preconceived misconceptions about its successful implementation and practices in the general education classroom. This qualitative study focused on teachers' perception of adapting inclusive education policies and procedures in The Bahamas and its implication for adult education. The participants of the study were teachers (n-18) in the K-12 educational system in The Bahamas. The findings from this study revealed that there was a vast misconception of the definition of inclusive education. Secondly, five overarching factors that influenced teachers' perception of inclusive education were (a) lack of training, (b) insufficient resources and (c) administrative support, (d) teachers' attitudes and (e) inadequate /misconception of information regarding inclusive education. The study further provides an overview for implications for education and training of general education teachers charged with the resp
Quality of Life of Students with Disabilites Attending Jordanian Universities
Author: Al-Zboon, Eman
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality of Life,College Students,Undergraduate Students,Religion,Cognitive Ability,Scores,Severity (of Disability),Symptoms (Individual Disorders),Statistical Significance,Statistical Analysis,Gender Differences,Surveys,Student Characteristics,Mental Health,Physical Health,Social Influences,Educational Environment,Likert Scales

In spite of increasing number of students with disabilities in universities, there is limited research on quality of life of these students. This study aimed to identify the quality of life level of undergraduate students with disabilities at Jordanian universities. The sample consisted of (147) students. A quality of life scale was constructed, then it was validated, and then it was administrated to the sample of the study. Results revealed that students with disabilities have a medium level of quality of life expressed in a total score of (3.48), meanwhile, the highest mean was for religious and spiritual domain (4.4) and the lowest mean was for cognitive/mental domain (2.93). Results also revealed no statistically significant differences in all domains of the scale and the total score due to disability type or severity. In addition, there are statistically significant differences in the total score due to gender in favor of females.
Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools
Author: Arrah, Rosemary Oneke
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inclusion,Disabilities,Secondary School Teachers,Secondary School Students,Public Schools,Private Schools,Teacher Surveys,Attitudes toward Disabilities,Educational Resources,Special Education,Teacher Competencies,Stress Variables,Anxiety,Classroom Environment,Teaching Conditions,Teacher Characteristics,Statistical Analysis

This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and ANOVA. The results show teachers' perceptions of students with special education needs were favorable; however specific areas of concern were noted that included insufficient resources for special education, lack of training to work with students with special education needs, additional stress and anxiety when teaching students with special education needs, and preventing the learning of other students. The discussion focuses on future direction for research and creation of awareness of special education needs of students in Cameroon secondary school.
The Effects of Explicit Instruction on the Writing Ability of a Student with Noonan Syndrome
Author: Asaro-Saddler, Kristie
Date: 2014-00-00
Type: Journal Articles
Subjects: Direct Instruction,Writing Instruction,Writing Ability,Instructional Effectiveness,Intervention,Genetic Disorders,Sentences,Grade 2,Elementary School Students,Writing Improvement

In this study, we sought to determine the effectiveness of a sentence creation intervention on the sentence writing ability of a young writer with Noonan Syndrome. Noonan syndrome is an autosomal dominant condition characterized by shortness in stature, with neck and ear anomalies, hypertelorism, ptosis of the eyelids, low set ears, and instances of cardiac anomalies that may impact motor skills, language, attention and memory. As a result of these characteristics, children with Noonan syndrome may have difficulty with academic tasks such as writing. Our purpose in this study was to increase the quality and structure of the student&apos;s sentences through practice with reading new words and applying those words within sentences. The intervention consisted of ten lessons that used sight words and picture prompts to help the writer create sentences that described the picture. Reassembly and copying tasks were also modeled and practiced. Two measures, sentence quality and construction, were used to document changes from baseline to post-treatment. A visual analysis of the means for holistic quality and number of words was used to compare baseline to post-treatment data for each student. In addition to this visual analysis, data were analyzed using the percentage of non-overlapping data (PND) procedure described by Scruggs, Mastropieri, and Casto (1987). Post intervention improvements in sentence quality and sentence structure were noted. Implications and recommendations for future research and practice are provided.
Reconstructing Faculty Roles to Align with Self-Authorship Development: The Gentle Art of Stepping Back
Author: Day, Deborah A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Teacher Role,Individual Development,Student Personnel Services,Cooperation,Teaching Methods,College Seniors,Service Learning,Student Development,Interviews,Student Surveys,Participant Observation

Student development has connections to important academic purposes in higher education (King, Baxter Magolda, Barber, Kendall Brown &amp; Lindsay, 2009). In particular, a growing body of work on self-authorship, a social-constructive theory of development, has demonstrated relevance to the purposes of higher education (Baxter Magolda, 2001; King &amp; Baxter Magolda, 2004). The conditions which support self-authorship development in academic settings have been studied in detail, drawing attention to what King et al. (2009) frame as developmentally effective educational experiences. Explorations of self-authorship development in academic settings have focused on students' experiences and outcomes. The classroom experiences of faculty, particularly those working outside institutional initiatives, to support self-authorship have received less attention. This study used a theory-driven (Baxter Magolda, 2001; Pizzolato, 2005), practice-based research framework, to explore a faculty-student affairs collaboration through participant observation as the collaborators sought to align their teaching practices with the tenets of self-authorship development in the context of a senior undergraduate course in Service-Learning. Four themes emerged, which have relevance for those who wish to consider student personal and academic development concurrently. We argue that individual faculty members can collaborate with student affairs professionals and use self-authorship theory to expand their constructions of what it means to be a &quot;good professor&quot; by approaching teaching as a mirror image of the self-authorship journey travelled by students.