ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Tactics That Facilitate Inclusion: Are We Doing Successful Inclusion in Secondary Classrooms?
Author: Bender, William N.
Date: 2008-00-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Special Education Teachers,Secondary School Teachers,Teacher Attitudes,Special Education,Questionnaires,Educational Strategies,Elementary School Teachers,Middle School Teachers,Correlation,Disabilities,Likert Scales

While inclusive educational placements have become the bedrock of national policy, there are questions concerning support for inclusion among both general and special educators. Further little is known concerning what instructional tactics teachers are actually using in their classes to facilitate inclusion. Ninety-one teachers from grades kindergarten through high school, teaching in either general or special education positions, completed three questionnaires; (a) a demographics measure, (b) a questionnaire on their use of effective instructional strategies that facilitate inclusion, and (c) an attitude scale. Results suggest that attitudes toward inclusion among both general and special educators are less than positive, indicating that special educators may not be strong advocates of inclusive class practices. However, more positive attitudes toward inclusion among middle school teachers were related to increased use of instructional tactics much less frequently than elementary school teachers, suggesting that additional professional development on effective inclusion tactics may be necessary for teachers in the higher grade levels in order to facilitate effective inclusion.
Master's Level Teacher Preparation for Educating Immigrant Students with Special Needs in US Schools
Author: Hoover, John J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Immigrants,Special Needs Students,At Risk Students,Masters Programs,Special Education,Graduate Study,Institutional Characteristics,Special Education Teachers,Correlation,Course Content,Accreditation (Institutions),Statistical Analysis,School Surveys,Field Experience Programs

This article provides results from a research project investigating how Master's level teacher training programs address the education of immigrant students at-risk and those with special needs. We surveyed Master's programs in nine states with significant populations of immigrant students. Results suggest that graduate level programs in special education emphasize selected immigrant special education training and competency areas to a limited-moderate degree. Our findings reveal that teacher training was similar among schools that differed in size and type of degree granting institution (Master's vs. Master's and Doctoral). Within-school analyses found the training area of Assessment was emphasized the most while training in Collaboration was the least emphasized. We share results from this study and also provide suggestions for future research.
Feasibility of Training Early Childhood Educators in a Community Child Care Setting Using a Caregiver-Mediated Intervention for Toddlers with Autism Spectrum Disorder
Author: Brian, Jessica
Date: 2017-05-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Feasibility Studies,Early Childhood Education,Child Care,Caregiver Training,Intervention,Toddlers,Early Intervention,Fidelity,Educational Strategies,Teaching Skills,Community Education,Relevance (Education),Teacher Workshops,Coaching (Performance),Protocol Analysis,Foreign Countries,Statistical Analysis,Workshops

Parent-mediated intervention programs have demonstrated benefits for toddlers with autism spectrum disorder (ASD). Interest is emerging in other community-level models, such as those that can be integrated into child care settings. These programs have the potential to reach a wide range of high-risk toddlers who spend the majority of their day in child care. The objective of this study was to translate and evaluate the feasibility of the &quot;Social ABCs&quot; caregiver-mediated intervention program into a community child care setting by training front-line early childhood educators (ECEs). Twenty-two ECEs attended a workshop on early intervention and ASD, and six ECEs and one special needs resource consultant received hands-on intervention training. Nineteen participants completed a workshop quiz, with significant mean improvement of 22.26% from pre- to post-workshop. After 12 weeks of live coaching (4 weeks in one case), participants attained a high level of fidelity in implementing the intervention strategies (&gt; 80%), which was maintained after a 3-month period of non-contact with the training team. Nine of ten specific strategies were mastered after the 12-week training period, with only one technique failing to reach a mean fidelity level of 75%. Findings reveal that the model of training front-line child care staff in a community child care setting is feasible using a relatively short-term training approach.
Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings
Author: Özokcu, Osman
Date: 2017-04-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Effectiveness,Interpersonal Competence,Intellectual Disability,Mainstreaming,Interviews,Check Lists,Criterion Referenced Tests,Help Seeking,Time on Task,Moral Values,Foreign Countries,Grade 5

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This study used the model of multiple-probe design between subjects which takes place in the research methods of single-subject design. The researchers carried out this study with one 12-year-old male student and two female students, ages 12 and 11. To collect study data, this study used the teacher interview form, the social skills checklist, criterion-referenced measurement tools and data record tables. Graphical analyses were used to analyze data. To use target social skills (skills of apologizing, asking for help and finishing a task on time) in education, instructional plans that included acting as a model, guided practice and independent practice steps, which are the basic stages of the direct instruction approach, were prepared. In the social skills program, teaching sessions were held separately and conducted 3 days per week. At the end of the teaching sessions, generalization sessions took place. After this study, it was seen that the social skills teaching program based on the direct instruction approach was effective on the ability of three mentally retarded students to gain the target social skills and to generalize these abilities.
Bullying: University Students Bring a Moral Perspective to Middle School Students
Author: Webber, Mary A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Middle School Students,College Students,Student Attitudes,Ethics,Moral Development

The prevalence of bullying and cyber-bullying in younger age groups has led to the inclusion of bullying in school-level curricula to address the seriousness of this issue and the prevention of these types of behavior. Higher education in its philosophy curricula can play a significant role in this regard as well. Proposed in this paper is an undergraduate ethics course &quot;Bullying and Moral Responsibility&quot; in which bullying is addressed from a moral perspective. This course has an academic-service learning component whereby this moral perspective is introduced to middle school students by university students. Peer learning of this sort might be of assistance in anti-bullying efforts.
Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers
Author: Ozfidan, Burhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Comparative Education,Science Teachers,Educational Change,Foreign Countries,Teacher Attitudes,Statistical Analysis,Public Schools,Teacher Surveys,Control Groups,Experimental Groups

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers' beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers' beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers' beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers' beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers' beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.
Examining Risk-Taking Behavior and Sensation Seeking Requirement in Extreme Athletes
Author: Agilonu, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Athletics,Risk,Gender Differences,Females,Males,Adventure Education,Correlation,Recreational Activities,Aquatic Sports,Statistical Analysis

Extreme sports are sport branches which include actions, adventures, risks and difficulties more rather than other sports. Special materials are used in sport branches such as surfing, kite surfing, sailing, snowboarding, paragliding, diving, mountaineering, motor sports and adrenaline release is more rather than in other sport branches. On the contrary, the situation for being eager to seek excitement and take risks with a view to having new experiences has been observed. It has been considered whether sensation seeking requirement and risk-taking behavior had effects upon each other. The aim of the study was to analyze sensation seeking and risk-taking behavior in extreme athletes. Total 101 extreme athletes including 31 females, 70 males with an age average of 22.03 ± 6.77 participated in the research. In order to determine athletes' sensation seeking levels, &quot;Arnett Inventory of Sensation Seeking&quot; developed by Arnett (1994) and in order to determine their risk-taking behavior, &quot;Risk Involvement and Perception Scale&quot; developed by Siegel et al. (1994) were used. In evaluation of research data, frequency analysis, independent t test, in determination of relation between risk-taking and sensation seeking, correlation test were utilized. In conclusion, significant differences were found in risk-taking behavior, sensation seeking requirement and gender variable among the extreme athletes. In the male athletes sensation seeking requirement and risk-taking behavior had higher averages than the female athletes. Among the extreme athletes, significant relations were determined between risk-taking behavior and sensation seeking requirement. When risk-taking behavior values were high, sensation seeking requirement values were regarded to be high.
The Effect of Information Literacy on Teachers' Critical Thinking Disposition
Author: Saglam, Aycan Çiçek
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Critical Thinking,Foreign Countries,Secondary School Teachers,Multiple Regression Analysis,Thinking Skills,Cognitive Processes,Factor Analysis

The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information literacy. The study was conducted in line with relational survey model. The study group of the research is comprised of 626 secondary school teachers working in 22 secondary schools located in the Sehzadeler province of the city of Manisa in Turkey. The scales were administered to all the teachers in the study group. However, the total number of teachers sampled resulted in 473 (75.56%) usable survey protocols. In the collection of the research data, Turkish adaptation of California Critical Thinking Disposition Inventory (CCTDI-T) and Information Literacy Scale were used. The findings of the study revealed that the teachers' critical thinking disposition and their information literacy levels are &quot;low.&quot; Besides, it was found that there is a significant, positive and bilateral relationship between the teachers' critical thinking disposition and information literacy. Moreover, the regression analysis results indicate that the dimensions of information literacy level explain 15% of critical thinking.
Prospective Teachers' Opinions Concerning Children's Rights
Author: Faiz, Melike
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Childrens Rights,Foreign Countries,Phenomenology,Student Attitudes,Preschool Teachers,Preservice Teacher Education,Structured Interviews,Content Analysis,Qualitative Research,Elementary School Teachers,Social Studies,Equal Education

Consideration of the child as a social being and his/her not having the power of self-protection have propounded the significance of children's rights. Teachers are important to educate the individual. Prospective teachers who will be teachers of the future will have a considerable amount of presidency. Thus, the main objective of this research is to reveal the opinions of prospective teachers regarding children rights. Among the qualitative research methods, phenomenological research method has been adopted in this study. Among the participants of the study were 30 prospective teachers who were senior students from three different teacher education programs from a university placed in Turkey. Participants were from the departments of preschool teacher education (n = 10), primary school teacher education (n = 10) and social studies teacher education (n = 10). Data were collected through a structured interview and analyzed by means of content analysis method. According to the findings, most prospective teachers believe that children possess differences in their educational settings, family life, economical situations and their environment that they are being raised. Hence, almost all of them stated inequality among children. Regarding implementation of child rights in the families, all prospective teachers have regarded child at an important position within the family; however, they have mentioned that families did not pay required attention to children's right. According to prospective teachers, families should realize child as an individual, look after their rights and pay respect to children's opinions. Furthermore, implementation of children's rights at schools highlighted two views: The first one stress that schools are not provided required sensitivity to children's rights, and secondly children show discipline problems in school due to limitless freeness provided for them. Regarding helping children for comprehending their rights, prospective teachers mentioned importance of reaching the large masses by means of mass media and raising the awareness of families through activities such as seminars.
Managing in a Culture of Debate: Enhancing Administrative Effectiveness through Procedural Fairness
Author: Moshavi, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Effectiveness,Administrative Principles,Administrative Policy,Debate,Organizational Culture,Governance,Justice,College Administration,Case Studies,Vignettes,Administrator Guides

The contestability of ideas is at the heart of a healthy academic institution. As a result, administrators face the challenge of making and implementing difficult decisions in an environment that is designed to explicitly create thoughtful discord. We argue that procedural fairness--explaining how and why important decisions are made--is an important tool for academic administrators to utilize in order to successfully manage in this arena. We present four brief cases that showcase the benefits of utilizing procedural fairness and the costs of ignoring it.
Presidential Compensation in Public Higher Education Institutions: Is There Pay for Performance?
Author: He, Lerong
Date: 2017-00-00
Type: Journal Articles
Subjects: College Presidents,Compensation (Remuneration),Public Education,Merit Pay,Incentives,School Statistics,Correlation,Statistical Analysis,Institutional Characteristics,Job Performance,Salary Wage Differentials

This paper discusses the theoretical background of the pay-for-performance incentive as well as its implication for administrators in higher education institutions. Using pay data of a large state university system in the U.S., the paper finds that presidents in public research universities receive significantly higher pay than their counterparts in comprehensive or liberal arts colleges. Presidential pay in public colleges is also positively related to college ranking, admission selectivity, and student entrant exam scores, and is higher on larger campuses as well. In addition, newly hired presidents earn more than their peers remaining in the post. We conclude the paper by discussing hidden costs of rewarding college administrators based on campus performance as well as policy implications of such a compensation design.
The &quot;Commodification of Higher Education&quot; Myth
Author: Chaplin, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Commercialization,Role of Education,Higher Education,Misconceptions,Tuition,Educational Demand,Private Colleges,Church Related Colleges,State Universities

Despite concerns over the commodification of higher education in North America, Great Britain, and Oceania (Shumar, 1997; Sappey, 2005; Kaye, Bickel &amp; Birtwistle, 2006; Lewis, 2010) the evidence does not justify such fears. Drawing on price elasticity of demand data and enrollment patterns for public, elite private (Ivy League) and Council for Christian Colleges and University member schools, it is clear that the market for higher education is anything but commodified. That is, the very low price elasticity of demand across time and types of schools, as well as the thriving of each of the following categories of colleges and universities point to a richly-differentiated, monopolistically-competitive market in which there is room for all college and university types to flourish. We provide an appealing middle ground between those who see no future for higher education in its traditional form and the very micro-oriented studies of price-elasticity of demand for particular schools or categories of schools.
Strategic Planning for Academic Administrators; Panning in a College of Business: The Case of Nikita College of Business
Author: Simyar, Farhad
Date: 2015-00-00
Type: Journal Articles
Subjects: Strategic Planning,Business Administration Education,Deans,College Administration,College Faculty,Institutional Advancement,Models,Institutional Mission,Accreditation (Institutions),Feedback (Response),Organizational Objectives

In the face of stiff completion for scarce funds to effectively navigate the affairs of business schools, college deans have to come up with strategic plans to ensure that various opinions and inputs of stake holders including faculty and staff are accommodated. Additionally, such deans are expected to come up with goals and objectives designed to strengthen their colleges, and at the same time satisfy the internal and external constituents about the feasibility of such a plan. One of the popular approaches used is through strategic plan as deployed by Nikita college of business.
Assessing the Effectiveness of the Promotion and Tenure Processes
Author: Rizvi, Syed A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Effectiveness,College Faculty,Faculty Promotion,Tenure,Teacher Evaluation,Decision Making,Models,Universities,Teacher Effectiveness,Standards,Committees,Educational Benefits,Program Implementation

Promotion and tenure considerations are equally important steps both for the faculty and institution. For faculty, it's a matter of being able to exercise academic freedom without the fear of repercussion and potentially losing the job. For institutions, it's a matter of how to keep and nourish the best candidates and avoid making a lifetime commitment with a wrong candidate. The key goals of the Promotion and Tenure (P&amp;T) processes are to: (1) keep the processes fair and timely, (2) ensure faculty excellence, and (3) ensure that consistent standards are applied to every candidate during P&amp;T evaluations. Most research focuses on developing effective strategies to evaluate faculty portfolios as well as what faculty should do to develop a good portfolio. However, the underlying processes to make promotion and tenure decisions are usually taken for granted. Many times a decision is going to be as good as the underlying process that was used to reach that decision. This paper focuses on the processes that are used to make promotion and tenure decisions, examines the potential flaws and weakness of those processes, and suggests the three P&amp;T models. The paper also examines the existing processes in several universities across the United States. The review of their P&amp;T processes suggests that in most universities in the United States, these processes are tilted towards either ensuring faculty excellence or applying consistent standards on all candidates. It further demonstrates how those processes can be configured to achieve the desired balance between ensuring faculty excellence and that consistent standards are applied to every candidate during the P&amp;T processes.