ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Problem-Solving Skills to Adults
Author: Jozwiak, Jim
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Students,Problem Solving,Adult Learning,Concept Teaching,Teaching Methods,Literature Reviews,Vocational Education,Employer Attitudes,Teacher Attitudes,Intermode Differences,Comparative Analysis,Teacher Role,Educational Needs,Education Work Relationship,Corporate Education

College teachers have done an excellent job over the years of teaching technical concepts, but they may not have done as good a job of teaching their adult students to be a good problem-solvers. Nine representatives from the technical industry and academia were interviewed in this study for their expert opinions on the subject of teaching problem-solving skills to adult college students. Part I of the study defines problem-solving and explains the importance of teaching it. Part II summarizes some selected problem-solving methods from the available literature in an effort to understand what each has to offer. Part III offers recommendations for teaching problem-solving skills in vocational/technical classes at the college level.
Revisiting Adults' Perceptual Learning Style and Their Educational Level: A Replication Study
Author: Koch, Kourtland R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Cognitive Style,Educational Attainment,Learning Strategies,Replication (Evaluation),Job Performance,Competence,Adults,Test Reliability,Test Validity,Psychometrics,Measures (Individuals),Scores,Schematic Studies

This study is a replication of an original study conducted by James and Blank (1991) which examined the relationship between educational attainment and adult performance using the Multi-Modal Paired Associates Learning Test-Revised (MMPALT-II) (Cherry, 1981). The MMPALT-II was designed to measure an individual's demonstrated perceptual modality preferences. This study provides further evidence that a relationship exists among MMPALT-II subtests scores and educational attainment. However, the findings do not support the James and Blank (1991) conclusions that MMPALT-II results could be used for educational program planning, counseling, and instruction. This study concludes that the reliability and validity of MMPALT-II to measure perceptual modalities of individuals remains suspect. Further study is recommended concerning the redesign of the MMPALT-II. (Contains 5 tables.)
WebCT Can Benefit You and Your Students
Author: Hagler, Barbara E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Courseware,Database Management Systems,Technology Uses in Education,Teaching Methods,Instructional Effectiveness,Program Effectiveness,Computer Software Evaluation,Electronic Learning,Educational Practices

Teachers should consider using web-based platform, such as WebCT, to enhance their regular face-to-face classes. WebCT and other similar systems offer many benefits to teachers and students in traditional settings. Students can benefit by being able view slides or notes they missed in the regular classroom. They can also benefit from the increased rapport established in threaded discussions and chat features. Visual learners can benefit from the extra opportunity to see and review PowerPoint presentations or other materials used in class. Teachers benefit because they can use WebCT to help them stay on schedule if they must miss a class. Teachers can easily provide self-check questions or other extra material. WebCT can also make testing and receiving assignments easier for the teacher. Teachers can learn to use WebCT effectively in a short amount of time and with little effort.
An Evening Teacher Certification Program Designed for Adults Learners
Author: Lintner, Timothy
Date: 2004-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Adult Students,Teacher Certification,Teacher Education Programs,Course Descriptions,Formative Evaluation,Evening Programs,Educational Innovation,Performance Factors

As more and more teachers leave the classroom, states are looking to actively recruit the returning adult learner into the teaching profession. This study examines an innovative teacher certification program in South Carolina whose goal is to do just that. Issues such as planning and scheduling are presented that offer insight into the design and delivery of this unique and responsive certification program. Though this program is unique to South Carolina, it is applicable to all who seek to recruit the adult learner.
What Do Adult Learners Experience in a Teacher Certification Program?
Author: Walsh, Foster
Date: 2005-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Teacher Education Programs,Adult Learning,Adult Students,Teacher Certification,Learning Experience,Questionnaires,Check Lists,Interviews,Student Teacher Attitudes,Rating Scales,Student Experience

The field of teacher education has seen a significant rise in the number of non-traditional students entering teacher preparation programs. Research shows these learners come to teaching with varying attitudes, motivations, and dispositions. This qualitative study examined a population of adult, non-traditional learners who have chosen a 22-month Master in Initial Teaching (MIT) program. The findings suggest non-traditional MIT students differ from traditional students regarding motivation and learning readiness, expectations of self and university personnel, demands for practical information, time demands, and placement expectations. The implications section makes eight recommendations for teacher education programs who work with adult non-traditional students.
An Evening Teacher Certification Program Designed for Adults Learners
Author: Lintner, Timothy
Date: 2005-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Adult Students,Teacher Certification,Evening Programs,Teacher Education Programs,Educational Innovation,Program Descriptions,Program Effectiveness

As more and more teachers leave the classroom, states are looking to actively recruit the returning adult learner into the teaching profession. This study examines an innovative teacher certification program in South Carolina whose goal is to do just that. Issues such as planning and scheduling are presented that offer insight into the design and delivery of this unique and responsive certification program. Though this program is unique to South Carolina, it is applicable to all who seek to recruit the adult learner.
Exploring Processes that Help Adult Learners Become Culturally Responsive
Author: Kambutu, John
Date: 2005-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Education,Urban Schools,Urban Areas,Preservice Teacher Education,Teacher Education Programs,Cultural Awareness,Preservice Teachers,Self Efficacy,Multicultural Education,Field Experience Programs

&quot;I don't know if I could teach in an urban area because I have never been to a school in the city and I don't know how I would react,&quot; stated a student in a teacher education program. Other students had similar concerns prior to visiting schools on an American Indian reservation. Two field experiences were organized for the students in the elementary education program. An urban school in Denver and schools on the Wind River Indian Reservation in Wyoming were visited. Through the analysis of surveys completed by the students before and after the trips, it was found that the field experiences were in fact successful in heightening students' confidence and cultural awareness.
Stuck in the System? Lack of Progress in Adult Basic Education
Author: Ebert, Olga
Date: 2005-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Welfare Recipients,Questionnaires,Teacher Attitudes,Educational Strategies,Academic Achievement,Professional Development,Teaching Methods,Low Achievement,Student Motivation

The purpose of the study was to better understand reasons why some welfare recipients in adult basic education (ABE) programs do not appear to advance their skill levels and to identify strategies to help them make progress. A questionnaire was returned by 117 ABE teachers in welfare programs, who rated the frequency of occurrence of various reasons for their students' lack of progress. These reasons are complex and often related to life circumstances. Teachers described strategies they find effective to engage non-advancing students in learning and increase progress. Implications for practice and professional development are included. (Contains 2 tables.)
Informing Lesson Design with Human Information Processing
Author: Gagel, Charles W.
Date: 2005-00-00
Type: Journal Articles
Subjects: Instructional Design,Instructional Effectiveness,Cognitive Psychology,Information Processing,Cognitive Processes,Models,Pattern Recognition,Selection,Short Term Memory,Long Term Memory

Designing effective instruction is the goal of any instructional designer. This article discusses how lesson design can be enhanced by incorporating certain fundamentals of cognitive psychology. The stages of human information processing and a typical four-step lesson are integrated in a model that can inform instructional design. (Contains 1 figure.)
Communication Improvement through Music: The Case of Children with Developmental Disabilities
Author: Krikeli, Vasiliki
Date: 2010-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Metabolism,Music,Quality of Life,Developmental Disabilities,Measures (Individuals),Psychology,Music Therapy,Television,Communication Skills,Anxiety,Outcomes of Treatment

This paper investigates the effect of music on the communication improvement of children with developmental disabilities. Forty subjects (18 boys and 22 girls) 7-12 years old, were divided into an experimental group (n = 20) which participated in music therapy activities and a control group (n = 20) which was discussing and watching television, both for one hour. The State-Trait Anxiety Inventory Scale for children was used to measure state and trait anxiety respectively. In addition, heart rate response to music therapy was monitored for assessing probable music therapy effect. Findings from paired t-tests revealed that the State Anxiety Inventory Scale score was significantly influenced by the music therapy (t = 5.36, p less than 0.001) as well as it was not significantly influenced by the discussing and  watching television session (t = 1.02, p greater than 0.05: NS). Besides, heart rate alteration analysis revealed that music therapy helps calm young children with developmental disabilities. Consequently, music therapy could lead not only to significant improvements in young CWDD's psychological and physical well-being but also could produce mental benefits, and should constitute a part of therapeutically programs that aim both to the improvement of young CWDD's psychological state and quality of life. (Contains 3 tables and 3 figures.)
Efficacy of Enrichment Triad and Self-Direct Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria
Author: Fakolade, Olufemi Aremu
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Strategies,Experimental Groups,Control Groups,Secondary School Students,Academically Gifted,Academic Achievement,Foreign Countries,Statistical Analysis,Special Education Teachers,Probability,Teaching Methods,Pretests Posttests,Scores,Gender Differences,Models

Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. Considering the enormity of what is expected to reinforce the education of the gifted, this study investigated the efficacy of Enrichment Triad and Self-Directed learning models on the academic achievement of selected gifted students in some secondary schools in Nigeria. The study used the pre-test, post-test, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 Senior Secondary School gifted students from eight secondary schools in Nigeria. Multi-stage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores. There was no significant main effect of gender. The study also indicated that gifted male subjects exposed to Enrichment Trial and Self-Directed models had higher mean score (x = 80.93) than their female counterparts exposed to the same treatment. Since the Enrichment Triad and Self-Directed models are capable of facilitating gifted students' educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement for their gifted students. (Contains 2 tables.)
The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation
Author: Filippatou, Diamanto
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Instructional Effectiveness,Grade 4,Elementary School Students,Learning Disabilities,Student Attitudes,Self Efficacy,Academic Achievement,Motivation,Teamwork,Experiential Learning,Environmental Education,Peer Acceptance,Learner Engagement,Foreign Countries

This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school mainstream classrooms with ninety-four pupils of mixed learning abilities. An eight-week project was implemented within the curriculum area of environmental studies with a topic of &quot;sea animals&quot;. The methodology applied in this study was a combination of a pre-experimental design (the one group pre- post-test design) and the case study research design. In the present study data were used only for pupils with learning difficulties in those classes. The findings of the present study support that pupils with learning difficulties can gain benefits through project based learning in academic performance, motivation (self-efficacy and task value in terms  of environmental studies) and group work (acceptance in the group and engagement in the learning process). The students also preferred experiential learning to traditional teaching. The implications of our findings for the design of project-based learning programmes in the environmental studies with pupils with learning difficulties are also discussed. (Contains 3 tables.)
Developmental Hierarchy of Arabic Phonological Awareness Skills
Author: Tibi, Sana
Date: 2010-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Research,Intervention,Syllables,Phonological Awareness,Phonemic Awareness,Rhyme,Cognitive Processes,Foreign Countries,Reading Achievement,Elementary Education,Comparative Analysis,Statistical Analysis,Phonemes

Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a developmental hierarchy of four Arabic phonological awareness tasks. The participants were 140 native Arabic speaking students from elementary grades one to three. They were administered four different phonological awareness tasks. One-way ANOVA and multiple comparisons were used to analyze the data of the study. The results revealed differences across phonological awareness tasks among different grade levels. Results of this study indicated that the four phonological awareness tasks ranged from easy to difficult in the following; rhyme, initial sound identification, syllable deletion and phoneme segmentation. Significant differences were found in two tasks, identifying the initial sound of the word in favor of grade two and syllable deletion in favor of grade three. However, there were no significant differences in the grade performances regarding the rhyme oddity task and the phoneme segmentation task. This study supports English language research in the sense that there is a hierarchical order behind phonological awareness development. This means that when phonological awareness tasks are trained, they must follow an order. Phonological awareness skills are complicated and place demand on cognitive processes and, therefore, should not be considered randomly. (Contains 2 tables.)
Special Education Paraprofessionals: Perceptions of Preservice Preparation, Supervision, and Ongoing Developmental Training
Author: Breton, William
Date: 2010-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Special Education,Educational Needs,Supervision,Training,Public Schools,Rural Schools,Employee Attitudes

Many studies have investigated the adequacy of the preservice preparation of special education teachers but few studies have investigated the preparation of special education paraprofessionals. This study investigated one rural state that does not have an identified system of formal preservice training programs for special education paraprofessionals. Special education paraprofessionals in Maine were queried regarding their perceptions of (1) the adequacy of their training, (2) the effectiveness of their supervision, and (3) their current training needs in order for them to successfully meet their mandated role responsibilities to serve students with disabilities. Findings indicated that most respondents perceived that they were inadequately prepared for their duties and received minimal supervision. Findings also suggested that a very high level of consistency existed among the respondents with respect to their current most critical training needs. Findings further suggest that a major need exists for states and individual school districts (1) to develop and enforce competency based requirements for the employment of special education paraprofessionals, (2) to provide opportunities for quality professional development for these individuals, and (3) to ensure that special education teachers are adequately trained to fulfill their mandated supervisory responsibilities with respect to paraprofessionals. (Contains 7 tables and 1 figure.)
A Special Education Teacher's Networks: A Finnish Case
Author: Tuomainen, Jenna
Date: 2010-00-00
Type: Journal Articles
Subjects: Network Analysis,Special Education Teachers,Social Networks,Special Education,Foreign Countries,Social Influences,Teacher Collaboration,Teaching Conditions,Socialization,Interviews,Questionnaires

This case study analyzed a special education (SE) teacher's activity within his workplace community and external professional network in a Finnish special education context. The nature of the SE teacher's networks and his networking role were examined using an interview and a questionnaire, completed by the teachers working in the community investigated; the methods of social network analysis (SNA) were employed. In addition, the SE teacher's social embeddedness to his new workplace community was investigated, using event sampling and three interviews. The data were analyzed by qualitative content analysis. The results indicated that the principal participant utilized an SE-related multi-professional network and had very significant roles both as a knowledge source and collaborator. The results also revealed various challenges and obstacles related to his professional portrait, the new workplace and his position within the teacher community. It was concluded that this SE teacher may be characterized as a networked expert, who appears to work at boundary zones between school communities and the outside world, and to rely on hybridized expertise. The study also presents an innovative methodology that can facilitate researchers' collection of data from SE teachers' professional communities and complex environments. (Contains 1 table and 4 figures.)
Changes in Exclusionary Discipline Rates and Disciplinary Disproportionality over Time
Author: Noltemeyer, Amity L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Discipline,African American Students,White Students,Disproportionate Representation,Student Behavior,Public Schools,Incidence,Racial Differences

Exclusionary discipline involves the use of suspensions, expulsions, and other disciplinary action resulting in removal from the typical educational environment; it is frequently used as a consequence for inappropriate student behavior. Because this form of discipline is associated with detrimental outcomes, it is of concern that in the United States of America the frequency of use of exclusionary discipline is consistently higher for the racial-minority group of African American students than for the majority racial group. This investigation utilized current district-level data from public schools in the state of Ohio to replicate previously documented findings of disciplinary disproportionality, to examine changes in overall use of exclusionary discipline over time, and to examine changes in disciplinary disproportionality over time. Results of repeated measures multivariate analyses confirm that African American students continue to be overrepresented as recipients of exclusionary discipline. Limitations of this investigation, implications related to public policy, and future directions for research are proposed. (Contains 3 tables and 7 figures.)
A Model for the Education of Gifted Learners in Lebanon
Author: Sarouphim, Ketty M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Gifted,Standardized Tests,Identification,Foreign Countries,Models,Scores,Educational Strategies,Intelligence

The purpose of this paper is to present a model for developing a comprehensive system of education for gifted learners in Lebanon. The model consists of three phases and includes key elements for establishing gifted education in the country, such as raising community awareness, adopting valid identification measures, and developing effective curricula. An important consideration is to embed the model in non-traditional views of intelligence and giftedness so that programs are diversified and identification is not limited to high scores on standardized tests. As such, the model is based on DISCOVER, a non-traditional system for identifying and educating gifted learners. Research is needed to determine the effectiveness of such a model for Lebanon. The model could be emulated by other Arab countries where it can be adopted and adapted to the unique needs and particulars of each culture. (Contains 1 figure,)
A Study of the Experiences of Parents with Home-Schooled Pre-Adolescent Children with Severe Multiple Health Problems
Author: Obeng, Cecilia
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Needs,Coping,Home Schooling,Preadolescents,Child Health,Chronic Illness,Parents,Parent Attitudes,Personal Narratives,Severe Disabilities,Child Rearing,Stress Variables

This study examines the difficulties encountered by parents caring for pre-adolescent children who have severe multiple health problems. Working within the frameworks of narrative psychotherapy (Spence, 1982; Viederman & Perry, 1980; Vitz, 1992; Benjamin, 1998), the researcher examined parents' discourses and identified the strategies they employed to deal with their situations (Maynard, 2003). The results show that the participants' ability to tell their stories to others who empathize with them provided an essential therapeutic function (Obeng, 2008). The most important discourse strategy identified was the use of words that have strong implications for dealing with emotional valence.