ethanporcaro/eric-fulltext-meta huggingface dataset:
Bringing Technology to Students' Proximity: A Sociocultural Account of Technology-Based Learning Projects
Author: Mukama, Evode
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Documentaries,Electronic Learning,Student Projects,Focus Groups,Educational Technology,Proximity,Sociocultural Patterns,Communities of Practice,Problem Solving,Social Environment,Reflection,Concept Formation,Service Learning,Qualitative Research,Observation

This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students' sociocultural proximity, the more focused the learners' attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students' sociocultural proximity, that is, taking into consideration students' physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.
Youth Residing in Out-of-Home Placements: Examination of Behavior and Academic Achievement
Author: Lewis, Calli G.
Date: 2016-06-00
Type: Journal Articles
Subjects: Children,Adolescents,National Surveys,Check Lists,Child Behavior,Academic Achievement,Behavior Problems,Student Behavior,Suspension,Expulsion,Foster Care,Multiple Regression Analysis

A data set from the National Survey of Child and Adolescent Well-Being II was analyzed to determine if significant relationships existed between participants' internalizing and externalizing scores on the Child Behavior Checklist (CBCL) and their (a) scores on assessments of academic achievement and (b) behavior problems leading to suspension or expulsion. Results indicated that participants' scores on the CBCL were not predictive of their academic achievement but were predictive of their numbers of behavior problems leading to suspension or expulsion.
Examining the Quality of Secondary Transition Plans against Research-Based Criteria in Preparing Students with Disabilities for Postsecondary Success
Author: Miller-Warren, Vickie
Date: 2015-06-00
Type: Journal Articles
Subjects: Individualized Transition Plans,Disabilities,Rural Schools,High School Graduates,Special Education,Mixed Methods Research,Rating Scales,Evaluation Criteria,Readiness,Educational Legislation,Equal Education,Federal Legislation

As required by law a transition plan is supposed to be designed to clearly define a student's postsecondary goals by addressing the strengths, needs, and interests of the student in order to develop an appropriate curricular plan and community-based instruction necessary to meet the student's outlined postsecondary goals (Collet-Klingenberg &amp; Kolb, 2011; IDEA, 2004). This study examined the secondary transition plans of students with disabilities, who graduated in 2011 from a small rural school district, for quality based on a set of research-based criteria in preparing the students' to meet their desired postsecondary goals. Although the majority of the transition plans were found to be inadequate in quality according to the set research-based criteria taken from a combination of sources including the National Secondary Transition Technical Assistance Center (NSTTAC, 2008) Indicator 13 checklist, the Individuals with Disabilities Act (IDEA, 2004) regulations, and Johnson's (2003) &quot;Parent and Family Guide to Transition Education and Planning,&quot; implications for practice were discussed.
Finnish Vocational Education and Training in Comparison: Strengths and Weaknesses
Author: Virolainen, Maarit
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Vocational Education,Employment Potential,Outcomes of Education,Secondary Education,Higher Education,Educational Trends,Participation,Graduation Rate,Employment Patterns

The study investigates how the Finnish model of providing initial vocational education and training (IVET) has succeeded in terms of enhancing educational progress and employability. A relatively high level of participation in IVET makes the Finnish model distinctive from those of three other Nordic countries: Denmark, Norway and Sweden. All four Nordic countries have well-organised labour markets and universal types of welfare states. Priority is given to goals related to equal opportunities and social inclusion. At the same time, these countries have different models of IVET. While the study compares the Finnish model of organising IVET to those of other Nordic countries, it also examines the German and UK models, which represent differing societal approaches to IVET. The differences in the outcomes of the IVET systems are described and analysed through reviewing secondary data provided by Eurydice and Eurostat, along with country reports produced in a Nordic comparative project, Nord-VET.
The Technological Barriers of Using Video Modeling in the Classroom
Author: Marino, Desha
Date: 2015-06-00
Type: Journal Articles
Subjects: Special Education,Teaching Methods,Barriers,Technology Uses in Education,Video Technology,Modeling (Psychology),Autism,Intervention,Special Education Teachers,Mixed Methods Research,Surveys,Likert Scales,Focus Groups,Teacher Competencies,Time Factors (Learning)

The purpose of this investigation is to identify the technological barriers teachers encounter when attempting to implement video modeling in the classroom. Video modeling is an emerging evidence-based intervention method used with individuals with autism. Research has shown the positive effects video modeling can have on its recipients. Educators working with individuals with autism have encountered numerous barriers when implementing video modeling as an intervention strategy. Therefore, this project attempts to discover potential barriers on the topic of video modeling and possible solutions to the problem.
Relationships between Risk Factors, Perceptions of School Membership and Academic and Behavioral Engagement of Students Who Attend an Alternative School for Behavioral and Emotional Challenges
Author: Ahn, Sunyoung
Date: 2013-05-00
Type: Journal Articles
Subjects: At Risk Students,Grade 7,Grade 8,Grade 9,Behavior Problems,Correlation,Student School Relationship,Student Behavior,Learner Engagement,Nontraditional Education,Individualized Education Programs,Questionnaires,Student Attitudes,Gender Differences,Minority Groups,Socioeconomic Status,Extracurricular Activities,Juvenile Justice,Grade Point Average,Attendance,Suspension,Racial Differences,Ethnic Groups,Emotional Disturbances,Statistical Analysis

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and behavioral and academic engagement among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All subjects had an Individualized Education Plan (IEP). A 25 item school membership questionnaire adapted from existing school membership surveys was used to assess students' perceived school membership. The study participants reported a moderately positive school membership score. The findings indicated that commonly known risk factors, such as being a male, minority, low [socioeconomic status] (SES), no participation in extracurricular activities, and a history of involvement with the juvenile justice system did not negatively affect study participants' perceptions of school membership. The relationships between students' school outcomes and the risk variables were also analyzed. The findings indicated that the above-mentioned risk variables did not result in significantly negative effects on school outcomes (GPA, number of missed school days, hours spent for in-school suspension, and days spent for out-of-school suspension). Instead, academic and behavioral school outcome variables were found to be closely related with each other, and also with some demographic factors, including race/ethnicity and grade levels. Implications for planning academic and behavioral interventions for students with emotional and behavioral challenges are discussed.
Support from Teachers and Trainers in Vocational Education and Training: The Pathways to Career Aspirations and Further Career Development
Author: Hofmann, Claudia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Occupational Aspiration,Career Development,Apprenticeships,Structural Equation Models,Data Analysis,Longitudinal Studies,Teacher Influence,Ability,Self Concept,Education Work Relationship,Special Education,Social Support Groups,Young Adults,Learning Disabilities,Hypothesis Testing

Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET-companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
Risk and Resilience in Beginning Special Education Teachers
Author: Belknap, Bridget
Date: 2015-06-00
Type: Journal Articles
Subjects: Special Education Teachers,Beginning Teachers,Risk,Resilience (Psychology),Semi Structured Interviews,Teaching Experience,Team Teaching,Self Contained Classrooms,Teacher Role,Secondary School Teachers,Middle School Teachers,Caseworkers,Qualitative Research

Special education teachers leave the field at a rate that outpaces their general education teacher counterparts, with special education teaching positions unfilled at a rate 5.5 times greater than general education positions (Boe, 2006). This study identified perceptions of risk and resilience in nine first year special education teachers in order to identify how to best support and retain them. Through semi-structured interviews the teachers described their experiences in the following roles (1) co-teaching, (2) self-contained, (3) case management, and (4) &quot;other&quot; (e.g., coach, tutor). Participants identified and positively or negatively ranked six &quot;feeling&quot; words they experienced in each role, which resulted in a portrait of risk and resilience. Results indicated that participants felt the most positive in an &quot;other&quot; and self-contained teaching role with less positive feelings in co-teaching and case management roles. When participants felt supported and perceived that they were making a difference, they felt the most resilient. When participants felt isolated and underprepared, they felt the least resilient. Implications for school-based supports and teacher preparation are discussed.
The Effects of Fluency Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Males with Reading Risk
Author: Gibson, Lenwood, Jr.
Date: 2012-11-00
Type: Journal Articles
Subjects: Language Fluency,Oral Language,Grade 1,Elementary School Students,At Risk Students,Reading Achievement,African American Students,Males,Urban Schools,Intervention,Program Effectiveness,Observation,Emergent Literacy,Reading Fluency,Reading Tests

This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first-grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys attending an urban school district. The results of this study demonstrated that the intervention was successful in increasing the ORF of all four participants but results were much more robust for two of the four students. Although ORF increased for all of the participants, gains in comprehension and on formal measures were less evident. The results and implications for classroom implementation as well as directions for future research are discussed.
Assessment of Prior Learning in Adult Vocational Education and Training
Author: Aarkrog, Vibe
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prior Learning,Adult Vocational Education,Student Evaluation,Transfer of Training,Credits,Evaluation Methods,Validity,Reliability,Competence,Skilled Workers,Food Service,Service Occupations,Job Skills,Role Playing

The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learning: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students' knowing that and knowing why the assessment is based on a scholastic perception of the students' needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers' assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.
Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries
Author: Kaufmann, Katrin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Nonformal Education,Comparative Education,Adult Education,Training,Participation,Stakeholders,Multivariate Analysis,Corporate Education,Regression (Statistics),Educational Finance,Financial Support

This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.
Examining Interrater Agreement Analyses of a Pilot Special Education Observation Tool
Author: Johnson, Evelyn S.
Date: 2012-11-00
Type: Journal Articles
Subjects: Interrater Reliability,Pilot Projects,Special Education,Special Education Teachers,Teacher Evaluation,Observation,Teacher Effectiveness,Test Reliability,Teaching Methods,Generalizability Theory,Statistical Analysis,Video Technology,Evidence Based Practice,Faculty Development,Coding

This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system (1) ensuring teacher quality and (2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate video observations of special education instructional practice from the 2011-2012 school year. The teacher coders received an introductory training session to the RESET OT, and participated in two whole-group coding sessions before completing individual coding assignments. The results of the interrater agreement analysis report weak to no agreement within specific instructional practices, indicating the need for (1) additional research and development on the RESET OT (2) repeating the data coding session using a group of teacher coders who have received in-depth training on the RESET OT and evidence-based instructional practices, and (3) further investigation into the specific components of evidence-based instructional practice and how these might be applied across settings.
Single Subject Research: A Synthesis of Analytic Methods
Author: Alresheed, Fahad
Date: 2013-05-00
Type: Journal Articles
Subjects: Synthesis,Research Methodology,Research Design,Intervention,Visual Aids,Statistical Analysis,Outcome Measures,Electronic Journals,Literature Reviews,Educational Research,Research Problems,Evaluation Methods

Historically, the synthesis of single subject design has employed visual inspection to yield significance of results. However, current research is supporting different techniques that will facilitate the interpretation of these intervention outcomes. These methods can provide more reliable data than employing visual inspection in isolation. This article compares the different techniques, compares the benefits of utilizing these techniques in addition to visual inspection, the limitations of each technique being reviewed, and evidence for combining traditional statistical measures with visual inspection.
Universal Design for Learning in K-12 Educational Settings: A Review of Group Comparison and Single-Subject Intervention Studies
Author: Crevecoeur, Yvel C.
Date: 2014-12-00
Type: Journal Articles
Subjects: Access to Education,Elementary Secondary Education,Intervention,Comparative Analysis,Literature Reviews,Educational Environment,Educational Principles,Educational Practices,Fidelity,Evidence Based Practice,Special Education,Instructional Design,Cluster Grouping,Research Methodology

This literature review on Universal Design for Learning (UDL) included articles from January 1984 through June 2014. We (a) investigated the UDL educational framework without the inclusion of other major K-12 educational frameworks in learning environments, (b) reported researchers' scope and depth of use of the UDL principles, and (c) focused our investigation on two research methods: group comparison and single-subject. We used the quality indicators for evidence-based practices (EBPs) in special education to review, not rate, the final pool of five peer-reviewed articles. Results included analyses of the incorporation of UDL principles in all identified studies, highlighting the need for caution in promoting conceptual frameworks until sufficient empirical evidence is available to validate pedagogical utility in educational environments. We conclude that the UDL framework has merit but researchers must conduct studies that use group comparison and single-subject studies to independently test the UDL principles, guidelines, and checkpoints to increase the likelihood of causation in treatment outcomes.
A Teacher's Use of Video to Train Paraprofessionals in Pivotal Response Techniques
Author: Murphy, Adria
Date: 2016-12-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Behavior Modification,Video Technology,Interpersonal Relationship,Evidence Based Practice,Autism,Pervasive Developmental Disorders,Cerebral Palsy,Down Syndrome,Severe Disabilities,Elementary School Students,Elementary School Teachers,Fidelity,Student Behavior,Training,Instructional Effectiveness

Research has shown that students with moderate-severe disabilities need direct and frequent social instruction in order to communicate and play with their peers. At the same time, there is little commensurate support for the paraprofessionals tasked with providing this support. It is imperative, then, that paraprofessionals have effective strategies in their repertoire of practices to facilitate social interaction. This investigation examined one classroom teacher's use of video to train two paraprofessionals in Pivotal Response Treatment (PRT), an evidence based practice for students with autism. Findings suggest that the teacher-provided video training was effective in improving paraprofessionals' PRT implementation, and subsequently, the social interactions of their students with disabilities other than autism, namely cerebral palsy and Down's syndrome. Findings along with future directions for video-based training in the school setting are discussed.
The Effects of &quot;Handwriting without Tears®&quot; on the Handwriting Skills of Appropriate Size, Form, and Tool for a Four Year-Old Boy with a Developmental Delay
Author: Meyers, Colleen
Date: 2015-12-00
Type: Journal Articles
Subjects: Handwriting,Writing Instruction,Instructional Effectiveness,Preschool Children,Males,Developmental Delays,Naming,Self Contained Classrooms,Outcomes of Education,Writing Achievement,Alphabets,Written Language,Pretests Posttests,Writing Tests,Chalkboards,Scoring

The ability to write one's own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a four year-old how to write his first name using proper size, form, and tool. The participant was a four year-old boy in a self-contained preschool setting. A multiple baseline design across letters was employed. The overall outcomes indicated improvement through the use of Handwriting without Tears® materials. The participant enjoyed the procedure and improved his academic skills.