ethanporcaro/eric-fulltext-meta huggingface dataset:
Picture Exchange Communication System (PECS). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Pictorial Stimuli,Augmentative and Alternative Communication,Communication Strategies,Communication Skills,Preschool Education,Early Intervention,Elementary Secondary Education

Similar to sign language and picture boards, Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) system. AAC systems are used to help individuals who do not have typical verbal skills to communicate with others. PECS is a behavior based intervention that teaches the learner to use visual-graphic symbols to communicate with others. Learners with Autism Spectrum Disorder (ASD) are taught to give a picture or graphic symbol of a desired item to a communicative partner in exchange for the actual item through a six phase process. Each phase of PECS instruction builds upon the previous phase. This evidence-based practice (EBP) overview on PECS includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Pivotal Response Training (PRT). EBP Brief Packet
Author: Suhrheinrich, J.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Child Development,Applied Behavior Analysis,Autism,Pervasive Developmental Disorders,Behavior Modification,Training,Responses,Feedback (Response),Preschool Education,Early Intervention,Elementary Secondary Education

Pivotal response training (PRT) is an intervention that integrates principles of child development with those of applied behavior analysis (ABA). This means that facilitating a PRT interaction involves a simultaneous consideration of the learner with Autism Spectrum Disorder's (ASD's) developmental levels and progression, along with the intentional progression through the antecedent-behavior-consequence (ABC) pattern of behavior that is familiar in other behavioral interventions. This means that throughout a PRT session, there are many times where the practitioner cycles through this 3-part sequence: (1) delivery of clear opportunities to respond (antecedent); (2) the learner with ASD exhibiting a behavior; and (3) the practitioner providing feedback to the learner with ASD (consequence). This evidence-based practice (EBP) overview on PRT includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
New York&apos;s Excelsior Scholarship: Does It Help Students with Limited Financial Means Afford College?
Author: Poutre, Alain
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Ability,Paying for College,Scholarships,Low Income Students,Tuition,Educational Finance,College Programs,Fees,State Universities,Two Year Colleges,Federal Aid,Grants,Student Financial Aid,State Programs,State Aid,Student Costs,Public Colleges,College Students,Two Year College Students

Launched in 2017, New York's Excelsior Scholarship makes the state's public colleges tuition-free for low- and middle-income state residents who meet several conditions. The program, championed by New York Governor Andrew Cuomo, is billed as a middle-class program that aims to make City University of New York (CUNY) and State University of New York (SUNY) colleges more accessible while requiring beneficiaries to stay in the state after graduation. But program details matter. This analysis of Excelsior examines the effects of the program's design and recommends further enhancements that will redirect program resources to help low-income students pay for college.
Advanced English Students&apos; Perceptions on Grammar Usage
Author: Santana, Isaias
Date: 2019-00-00
Type: Reports - Research
Subjects: Advanced Students,Second Language Learning,English (Second Language),Student Attitudes,Grammar,Undergraduate Students,Language Attitudes,Communicative Competence (Languages),Foreign Countries,Language Proficiency,College Faculty,Teacher Attitudes

Universidad Autónoma de Santo Domingo (UASD) has an English program for the bachelor's degree in Modern Language with concentration on English. Students in this program are trained to work in the fields in which English is used, such as education, translation, interpreting, tourism, and so on. For this reason, students must struggle to perform in learning this language communicatively. The purpose of this study was to: (a) Determine the extent English language students perceive their grammatical competence; (b) Assess Students' self-perception about their English grammatical competence; (c) Explore professors' perceptions about students' English grammar proficiency; and (d) Interpret students' perceptions about their classmates' English grammar competence in the Advanced level I class in the modern language program at UASD during Term 2019-1. The data in this research study was collected though qualitative method approach. The study used focus group interviews to collect qualitative information. Only students and professors in Advanced level I classes were included in the study.
Why Did Rwanda Shift from Knowledge to Competence Based Curriculum? Syllabuses and Textbooks Point of View
Author: Ndihokubwayo, Kizito
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Curriculum Development,Course Descriptions,Textbooks,Teacher Attitudes,Teaching Methods,Inservice Teacher Education,Faculty Development,Curriculum Evaluation,Elementary School Teachers,Secondary School Teachers,Knowledge Economy,Developing Nations,Trainers,Textbook Preparation

The present study aimed at analyzing the goodness of competence-based curriculum and usability of textbooks related to this curriculum. It accommodated a sample of 44 national teachers' trainers (NTs) on Rwandan new competence-based curriculum. The study accommodated a mixed research design where inferential statistics was used and qualitative data were analyzed thematically. Using a t-test, the comparison between Knowledge Based Curriculum (KBC) and Competence Based Curriculum (CBC) was found to be statistically significant (at 0.05 level of significance) in a favour of Competence-Based Curriculum in form of practicability to teachers' needs and interests, well organization and timing, appropriateness of activities, competences of curriculum developers, carrier guidance as well as market orientation. However, it was found to be loaded as it is in the former knowledge-based curriculum. The textbooks were also compared in form of structure, illustration as well as content. Activities in CBC textbooks were found learner based. Therefore, learners interact and work together in acquiring skills; however, some contents are too heavy for learners' level; so activities needed to be broken down to fit learners' ability and engagement.
The Transition from School to Work -- The NEET (Not in Employment, Education or Training) Indicator for 15 to 19 Year Olds in Canada. Education Indicators in Canada: Fact Sheet
Author: Statistics Canada
Date: 2018-02-22
Type: Reports - Research
Subjects: Educational Indicators,Late Adolescents,Unemployment,Out of School Youth,Foreign Countries,Labor Market,Education Work Relationship,At Risk Persons,Gender Differences,Employment Patterns,High School Graduates,Educational Attainment,Comparative Education,Secondary School Students,College Students,Youth Employment,Compulsory Education,Training

This fact sheet explores the education and labour market situation of young Canadians aged 15 to 19. In this paper we find that: (1) The proportion of 15 to 19 year old Canadians who are not in employment, education or training (NEET) has fallen over time; (2) In general, countries with lower NEET rates for this age group tend to have a higher typical age of high school graduation; (3) The 15 to 19 year old group is a heterogeneous one with younger Canadians aged 15 and 16 being much more likely to be in school and older youth in this group starting their first transition to postsecondary education or the labour market; and (4) There was very little provincial variation in terms of NEET rates that was statistically significant in 2016.
Prompting (PP). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Prompting,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Teaching Methods,Early Intervention,Elementary Secondary Education,Intervention

Prompting (PP) includes any help given to a learner that assists the learner in using a specific skill or behavior. Sometimes referred to as an &quot;errorless learning method,&quot; prompting reduces incorrect responding as learners acquire new skills. Prompting is a foundational practice that is used with other evidence-based practices (such as, time delay and reinforcement) and as part of the protocols for evidence-based practices (such as discrete trial training, pivotal response training, and video modeling). This evidence-based practice (EBP) overview on prompting includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Reinforcement (R+). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Reinforcement,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Behavior Modification,Behavior Problems,Skill Development,Early Intervention,Elementary Secondary Education

Reinforcement (R+) is used to teach target skills and increase desired behaviors. Other evidence-based practices (for example, prompting, pivotal responses training) draw upon components of reinforcement. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. The relationship between the learner's use of a skill/behavior and the consequence is only reinforcing if the consequence &quot;increases&quot; the likelihood the learner performs the skill or behavior. This evidence-based practice (EBP) overview on R+ includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Quick Guide: Career and Technical Education &amp; Secondary Students with Disabilities
Author: Rowe, Dawn A.
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Students,Students with Disabilities,Student Certification,Education Work Relationship,Employment Potential,Common Core State Standards,College Readiness,Career Readiness,Educational Benefits,Information Sources,Web Sites,Regular and Special Education Relationship,Educational Administration,Vocational Rehabilitation

Students with disabilities continue to lag behind their peers without disabilities in post secondary education and employment. Outcomes of youth with disabilities are influenced by many factors, including but not limited to parent expectations and services received to support individual needs. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education. The National Technical Assistance Center on Transition (NTACT) assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. This report provides a sample program of study for student on track to receive an alternate diploma reflecting CTE. After graduation from high school, the student discussed in this report will be able to work 20 or more hours as a sous chef in the deli of a local grocery store. Described in this report are resources that can prove useful for students, administrators, special education practitioners, and vocational rehabilitation counselors.
Quick Guide: Universal Design for Learning in Secondary Education
Author: Terrell, Misty
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Strategies,Professional Development,Information Sources,Secondary Education,Evidence Based Practice,Parent Education,Educational Administration,Learning Disabilities

The Center for Applied Special Technology (CAST, 2010) defines Universal Design for Learning (UDL) as &quot;a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.&quot; UDL has three guiding principles which include; provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement. This quick guide provides resources for additional information of UDL strategies, research professional development, and case studies.
Scripting (SC). EBP Brief Packet
Author: Griffin, W.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Evidence Based Practice,Scripts,Autism,Pervasive Developmental Disorders,Interpersonal Communication,Expressive Language,Receptive Language,Cues,Intervention,Program Implementation,Check Lists,Data Collection,Elementary School Students,Secondary School Students,Progress Monitoring,Communication Skills,Skill Development,Educational Benefits

A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of scripts as an intervention capitalizes upon the strengths of learners with ASD by providing specific, appropriate models for language and/or social behavior in a structured way that will support the learner in engaging in a communicative interaction with a partner. This evidence-based practice (EBP) overview on scripting includes the following components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Self-Management (SM). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Self Management,Evidence Based Practice,Autism,Pervasive Developmental Disorders,Student Behavior,Intervention,Program Implementation,Check Lists,Data Collection,Elementary School Students,Secondary School Students,Information Sources,Functional Behavioral Assessment,Progress Monitoring,Rewards,Educational Benefits

Self-management systematizes self-regulation strategies for learners with autism spectrum disorder (ASD) in order for learners with ASD to learn the rules and norms needed to act appropriately in a given situation. Self-regulation strategies can include self-monitoring, self-reflection, and adapting to a given context. Self-management is both a tool to teach other skills/behaviors and an important skill in itself. Self-management teaches learners to: (1) Discriminate between appropriate and inappropriate behavior; (2) To accurately monitor and record their own behaviors; and (3) To reward themselves for appropriate behavior or use of skill. This evidence-based practice (EBP) overview on Self-management (SM) includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Social Skills Training (SST). EBP Brief Packet
Author: Griffin, W.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Interpersonal Competence,Social Development,Autism,Pervasive Developmental Disorders,Skill Development,Evidence Based Practice,Preschool Education,Elementary Secondary Education,Communication Skills,Behavior Modification

Social skills training (SST) refers to any adult-directed instruction in which social skills are targeted for improvement. SST typically occurs in either a group or individual format, and may also include facilitated practice in classroom settings. SST sometimes may co-occur with peer-mediated instruction and intervention (PMII) or some related use of peer models or tutors to support practice of targeted skills. This evidence-based practice (EBP) overview on SST includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Visual Support (VS). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Visual Aids,Cues,Visual Stimuli,Teaching Methods,Evidence Based Practice,Preschool Education,Elementary Secondary Education

Visual supports are concrete cues that are paired with, or used in place of, a verbal cue to provide the learner with information about a routine, activity, behavioral expectation, or skill demonstration. Visual supports might include: &quot;pictures,&quot; &quot;written words,&quot; &quot;objects,&quot; &quot;arrangement of the environment,&quot; &quot;visual boundaries,&quot; &quot;schedules,&quot; &quot;maps,&quot; &quot;labels,&quot; &quot;organization systems,&quot; &quot;timelines,&quot; and &quot;scripts.&quot; Individual types of visual supports might not have been shown to be as effective for learners with Autism Spectrum Disorder (ASD). For example, graphic organizers do not have as strong of evidence-base as individual visual schedules. The various types of visual supports can be divided into three categories: visual boundaries, visual cues, and visual schedules. This evidence-based practice (EBP) overview on Visual Support (VS) includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Kindergarten Teacher Students&apos; Experiences of Value Conflicts in Kindergartens as Educational Institutions
Author: Torsteinson, Helene
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Student Experience,Conflict,Foreign Countries,Values,Preservice Teacher Education,Student Attitudes,Reflection,Student Teachers,Inservice Teacher Education

According to the national guidelines for kindergarten teacher education in Norway, university campus-based teaching and practical training in in-service kindergartens are two mutually complementary learning arenas that facilitate student professional learning and development. This paper &quot;gives voice&quot; to first-year students regarding their experiences of practical training in kindergartens. The students' stories focus on conflicts between their own values and those presented during campus-based teaching as they experienced them in in-service kindergartens. This paper discusses how these can be handled at the institution levels of the campus and in-service kindergartens that are responsible for students' professional and personal growth.
How to Teach Kindergarten Teacher Education Students about Play? The Perspective of Academic Pedagogy Teachers
Author: Moe, Randi
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Play,Foreign Countries,Reflection,Preservice Teacher Education,Academic Achievement,Teaching Methods,Early Childhood Education,Teacher Educators,Teacher Attitudes,Learning Activities,Student Experience,Student Teachers,Inservice Teacher Education

This paper applies a cultural-historical approach to researching the perspective of academic pedagogy teachers on good, campus-based teaching practices in the arena of play following the reform of Norwegian early childhood teacher education. The research material comprises over three world café conversations with a total of 13 pedagogy teachers. The research material is analyzed using qualitative content analysis. The results reveal pedagogy teachers' understandings of certain teaching practices like: a) professional conversations about play, b) play activities, and c) any other practices that facilitate students' critical reflection on play. Each of the points is supported by several crucial elements that make these practices good for teaching about play. Since the reconstructed teaching practices and elements that make them into &quot;good practices&quot; balance between theoretical and situated learning, the paper discusses conditions for situated cognition that are crucial when linking the subject-related theoretical content with the personal, real-life experiences of the students.
The Role of the Educational Conversation in Succeeding in Undergraduate Kindergarten Teacher Education
Author: Ohm, Modgun
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Undergraduate Study,Kindergarten,Preservice Teachers,Preschool Teachers,Teacher Educators,Teacher Attitudes,Student Attitudes,Power Structure,Teacher Student Relationship,Trust (Psychology),Coping,Individual Development,Student Needs,Group Discussion

This paper investigates an institutional practice of the educational conversation that is a part of the undergraduate kindergarten teacher education program at a Norwegian university. The formal goal connected to this practice is to facilitate students coping with their courses of study. Thus, this paper reconstructs the perspectives of the teacher educators and the students regarding this practice and reconstructs its various supportive qualities. The core of the support derived from the educational conversation stems from transforming the formal, professional, and institutional expectations of the kindergarten teacher education program into the personal motivation of the students. Reflecting on better conditions for the educational conversation is connected to ethical reflections on the power relations and influence that face-to-face meetings with experienced teachers who listen can have on students particularly in the era of mass education.