ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Methodology in a &quot;Large Power Distance&quot; Classroom: A South Korean Context
Author: Jambor, Paul Z.
Date: 2005-07-31
Type: Opinion Papers
Subjects: Foreign Countries,Classroom Environment,Cultural Differences,Teacher Student Relationship,Peer Relationship,Power Structure,Gender Differences,Age Differences,Theory Practice Relationship,Instructional Effectiveness,Group Dynamics,Sharing Behavior,Student Motivation,Cultural Background,Language Usage,Confucianism,Individualism,Conflict of Interest,Teaching Methods,English (Second Language),Second Language Instruction

This paper looks at South Korea as an example of a collectivist society having a rather large power distance dimension value. In a traditional Korean classroom the teacher is at the top of the classroom hierarchy, while the students are the passive participants. Gender and age play a role in the hierarchy between students themselves. Teaching methods and methodologies need to be carefully weighed and examined before applying them to the Korean classroom setting as there are many determining factors that need to be taken into consideration before they can be used effectively in the second language classroom. Examples of these determinants are student motivation, cultural background and the intended use of the L2 (Second Language). Effective and ineffective teaching methods and methodologies for the Korean L2 classroom are both examined. The Korean classroom setting will be used as an example, as it is set in a collectivist environment with a history of Confucian influence, facilitating a large power distance teacher-student and student-student relationship. (Contains 1 figure.)
Life Journey through Autism: An Educator&apos;s Guide to Asperger Syndrome
Author: Myles, Brenda Smith
Date: 2005-00-00
Type: Guides - Classroom - Teacher
Subjects: Individualized Education Programs,Asperger Syndrome,Individualized Programs,Individualized Instruction,Special Needs Students,Inclusive Schools,Mainstreaming,Student Needs,Transitional Programs,Parent School Relationship,Social Support Groups,Cooperative Planning,Sensory Training,Behavior Problems,Behavior Modification,Social Development,Peer Relationship,Teacher Responsibility,Socialization,Teaching Methods,Classroom Environment,Cognitive Ability,Communication Skills,Classroom Techniques,Regular and Special Education Relationship

The purpose of this guide is to help educators understand and be able to respond effectively to the needs of children with Asperger Syndrome in an inclusive classroom setting. This guide is meant to orient educators to the challenges and skills of students with Asperger Syndrome and outline strategies that can be easily implemented to meet their needs. The heart of this document is a six-step plan educators and their team can use to prepare for the inclusion of a child with Asperger Syndrome in their classroom. Information is also given to help teachers address the sensory needs of children with Asperger Syndrome and work with parents and other educational professionals to develop Individualized Education Programs (IEPs) and plan for transitions related to school and later life. Five appendices are included: (1) Addressing Sensory Needs; (2) Academic and Environmental Supports; (3) Tips for Talking with Parents; (4) Social Supports; and (5) IEP and Transition Planning. (Contains 54 resources and 6 online resources.) [This guide was produced with Danya International, Inc.]
Life Journey through Autism: An Educator&apos;s Guide
Author: Organization for Autism Research
Date: 2004-00-00
Type: Guides - Classroom - Teacher
Subjects: Autism,Teacher Competencies,Special Needs Students,Inclusive Schools,Classroom Environment,Teamwork,Teacher Collaboration,Planning,Guides,Family School Relationship,Journal Writing,Individualized Education Programs,School Schedules,Symptoms (Individual Disorders),Student Characteristics,Teacher Qualifications,Peer Relationship,Interpersonal Competence,Behavior Modification,Behavior Problems

The goals of this guide are to: (1) Educate teachers and help them prepare for having a student with autism in their classroom; (2) Emphasize the critical importance of communication and collaboration with the parents of their student with autism; (3) Support the creation of an inclusive environment for all the learners in their classroom; and (4) Help them collaborate with the team supporting the child with autism. The heart of this document is a six-step plan teachers and their team can use to prepare for the inclusion of a child with autism in their classroom. Each of these steps is supported and amplified by the resources provided in the Resource Listing. Appendices include: (1) Important Questions to Ask Families; (2) Daily/Weekly Journal; (3) Classroom Map; (4) Developing Objective and Measurable IEP Goals for Learners With Autism; and (5) IEP Calendar. (Contains 22 resources.)
Life Journey through Autism: A Parent&apos;s Guide to Research
Author: Rao, Patricia A.
Date: 2003-00-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Autism,Parents,Child Rearing,Parent Education,Access to Information,Research Utilization,Data Analysis,Worksheets,Journal Articles,Clinical Diagnosis,Web Sites,Databases,Online Searching,Search Strategies,Evaluation Methods,Biology,Genetic Disorders,Behavioral Science Research,Intervention,Etiology,Early Intervention,Special Needs Students,Student Needs,Social Support Groups,Social Services,Equal Opportunities (Jobs),Quality of Life,Inclusive Schools,Special Schools

Parents of children with autism face many challenges that arise from the practical, day-to-day issues of living with autism. The specific goals of this guide are to help parents: (1) Find information about autism; (2) Distinguish between research-based and non-research-based information; (3) Become savvy consumers of information by giving them the tools to identify reputable research; (4) Evaluate research studies using a guiding uniform framework; and (5) Interpret and apply research findings to their individual situation and needs. Appendices include: (1) Theoretical Perspectives on Autism; (2) Participating in Research Studies; (3) Sample Research Articles; and (4) Worksheets. A glossary; roster of major national autism organizations, foundations, and resources; and list of 16 recommended readings are included. (Contains 3 tables, 6 figures, and 1 footnote.) [This publication is the product of a collaborative effort between the Organization for Autism Research (OAR) and Danya International, Inc.]
Life Journey through Autism: A Parent&apos;s Guide to Assessment
Author: Gavin-Evans, Karen M.
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Autism,Parents,Evaluation Methods,Guides,Pervasive Developmental Disorders,Definitions,Research Utilization,Individual Characteristics,Adjustment (to Environment),Speech Skills,Functional Behavioral Assessment,Interpersonal Competence,Occupational Therapy,Physical Therapy,Emotional Development,Student Placement,Referral,Student Behavior,Student Evaluation

&quot;A Parent's Guide to Assessment&quot; is the fifth volume in the &quot;Life Journey through Autism&quot; series published by the Organization for Autism Research (OAR). It is intended to remove the mystery surrounding assessment, provide parents with a practical understanding of the assessment process, equip them as a parent with the knowledge and confidence to become a key participant in the process, and help them learn to use assessment outcomes to improve services and interventions for their child. The information contained in this guide, however, has utility for everyone engaged in supporting individuals with an autism spectrum disorder (ASD) in their efforts to develop higher skills and attain greater degrees of personal competency. The topics covered in this guide include: (1) Definition, purposes, and uses of assessment; (2) Strengths and weaknesses of the assessment process; (3) Types of assessments and what each tool measures; (4) Finding the right assessment professional; and (5) Translating the language of assessment into their child's life plan. This guide begins with a general overview of what assessment is, how the process is supposed to work, and why it is important. It then describes the types of assessments that parents and their child may encounter, the purposes of each, and the different skills and abilities that various instruments assess, including cognitive abilities, speech and language skills, and social functioning. It progresses to describe the assessment process, the people who conduct the assessments, and what happens during an actual assessment. Finally, the guide will suggest ways in which parents can use assessment results to improve the services their child receives. Six appendices are included: (1) Overview of Assessment Terms; (2) Questions to Ask Before and After an Assessment; (3) How to Prepare for an Assessment; (4) Frequently Used Standardized Assessments; (5) Evaluation Review Chart; and (6) Resources for Parents. Individual chapters contain references. (Contains 1 figure, 9 resources, and 8 online resources.) [This publication is a product of the collaborative effort between the Organization for Autism Research (OAR), the Southwest Autism Research &amp; Resource Center (SARCC), and Danya International, Inc. (Danya), with support from The Doug Flutie, Jr. Foundation for Autism. Suzanne Letso authored the section of this guide titled &quot;Evaluation for Educational Placement.&quot;]
Life Journey through Autism: A Guide for Transition to Adulthood
Author: Holtz, Kristen D.
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Transitional Programs,Education Work Relationship,Autism,Pervasive Developmental Disorders,Young Adults,Parent Child Relationship,Federal Legislation,Disabilities,Individual Needs,Disability Discrimination,Career Planning,Career Guidance,Postsecondary Education,Social Agencies,Daily Living Skills,Long Range Planning,Trusts (Financial)

The transition from school to adulthood is a pivotal time in the lives of all students. For a student with Autism Spectrum Disorder (ASD), change of any kind can be challenging. A transition as momentous as this can seem daunting indeed. Thoughtful planning, good information, and open communication will help parents work with their young adult and his transition team to create a solid transition plan that leads to success. It is the goal of this guide to support families with this process. This Guide is designed to give parents, teachers, and other education professionals an introduction to the transition to adulthood process. This guide is divided into seven chapters: (1) Agency Help/Legal Information; (2) Transition Plan; (3) Student-Centered Transition Planning; (4) Vocation and Employment; (5) Postsecondary Education; (6) Life Skills; and (7) Looking Ahead. Individual chapters contain resources. (Contains 9 footnotes.) [This publication is the product of a collaborative effort between the Organization for Autism Research (OAR), the Southwest Autism Research &amp; Resource Center (SARCC), and Danya International, Inc. (Danya).]
Family Reflections on the District of Columbia Opportunity Scholarship Program: Final Summary Report
Author: Stewart, Thomas
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Low Income Groups,Access to Education,School Choice,Focus Groups,Demonstration Programs,Parents,Exhibits,Educational Change,Scholarships,Phenomenology,Educational Vouchers,Student Attitudes,Parent Attitudes,Interviews,Private Schools,Educational Environment,Satisfaction,Equal Education,Educational Quality,Federal Legislation,Educational Legislation

During the spring of 2004, the first federally funded voucher program--the District of Columbia Opportunity Scholarship Program (OSP)--was established. The School Choice Demonstration Project (SCDP) recognized that publicly-funded school vouchers represent a relatively new and unstudied approach to school choice and education reform. To address  this need, the SCDP requested and received funding from the Annie E. Casey Foundation to capture the &quot;Parent and Student Voices on the OSP.&quot; A total of 110 families, representing 180 students, that applied during the first two years of the Program volunteered to participate in this study. As the last installment in a four-part annual series that began in 2005, this report summarizes key findings from the previous reports and provides a general overview of the respondents' &quot;reflections&quot; upon their three or four years in the Program. Using a phenomenological approach, which includes focus groups, personal interviews and keypad polling information gathering techniques, participants were given multiple opportunities to share or describe their experiences. A consumer framework was often used to contextualize the families' experiences. Their insights continue to shape the scope and direction of the OSP, and they will help inform other efforts to provide low income families with access to quality school options. Appended are: (1) Calendar and Composition of Focus Group Sessions, 2004-2008; (2) 2004 Fall Parent Focus Group Moderator's Guide; (3) 2005 Parent Personal Interview Moderator's Guide; and (4) 2008 Focus Group and Polling Questions. (Contains 26 exhibits.)
The Muzzled Dog That Didn't Bark: Charters and the Behavioral Response of D.C. Public Schools
Author: Sullivan, Margaret D.
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Choice,Focus Groups,Competition,Principals,Public Education,Interviews,Surveys,Educational Improvement,Teacher Attitudes,Administrator Attitudes,Politics of Education,School Districts,Leadership Responsibility,Administrator Role,Enrollment Trends,Labor Turnover,Educational Finance,Educational Quality,Educational History,Educational Vouchers,School Policy,Teacher Competencies,Barriers,Urban Schools,Federal Legislation

As of the 2006-2007 school year, 19,733 students attended charter schools in the District of Columbia, representing over a quarter of the District's total public school student population and one of the largest charter school markets in the country. It is under such circumstances,  some suggest, that choice will spur competition, ultimately leading to the improvement of public education. Yet, surprisingly little research has evaluated the behavioral response of public schools in D.C. to this source of competition. Most research to date on school choice in D.C. and elsewhere focuses on the largely positive &quot;participant effects&quot; that school choice programs have on choosers. By looking at the issue from the ground level of one of the most choice-prevalent districts in the United States, we seek to closely examine the causal dynamics of &quot;systemic effects&quot; induced by competition from within the D.C. education  establishment. The present study consists of a series of interviews, focus groups, and surveys along three levels: District elites, principals, and teachers. The investigation suggests that market forces that might otherwise be expected to spur a competitive response to school choice in D.C. are watered down by a lack of commitment to a truly competitive model that incorporates non-trivial consequences for failure. Efforts to enforce such  a competitive model are hampered by political dynamics and burdensome regulations. District leaders preoccupied with politics, leadership problems, and administrative headaches have left individual schools to respond to charter school competition on their own. Meanwhile, D.C. principals are not responding to competition from charter schools in the ways that elites  expected because they do not have the appropriate autonomy and resources to do so. Furthermore, the study suggests that the schools most affected by the exodus of students to charter schools continue to be mired with dysfunction. (Contains 6 figures, 4 tables, and 50 footnotes.)
The Evolution of School Choice Consumers: Parent and Student Voices on the Second Year of the D.C. Opportunity Scholarship Program. SCDP Report 0701
Author: Cornman, Stephen Q.
Date: 2007-05-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Pilot Projects,School Choice,Focus Groups,Economically Disadvantaged,Scholarship Funds,Educational Vouchers,Interviews,Scholarships,School Restructuring,Educational Opportunities,Consumer Economics,Barriers,Parent Attitudes,Student Attitudes,Program Attitudes,Educational Assessment,Educational Indicators,Change Strategies,Educational Change

On January 23, 2004, President Bush signed the DC School Choice Incentive Act into law. This landmark piece of legislation included $14 million in funding for what would come to be called the DC Opportunity Scholarship Program (OSP). The OSP is the first federally funded K-12 scholarship program in the country and is designed to provide approximately 1,700 low-income DC children with tuition scholarships worth up to $7,500 to cover the costs of attending participating K-12 nonpublic schools in the District. The pilot program is authorized to operate for five years and is being implemented by a group of non-profit organizations headed by the Washington Scholarship Fund (WSF). In addition to extending educational choices to an economically disadvantaged group of DC families, the OSP also provides the opportunity to learn more about what happens when more families have the opportunity and responsibility to choose a private school for their children. The U.S. Department of Education, through the Institute for Education Sciences, has contracted for the conduct of a rigorous experimental evaluation of the impact of the Program on a number of student outcomes including student achievement. In this report, the authors provide information from a separate, independent, qualitative assessment of how families are experiencing the Program, including why they are seeking choice, how they are selecting schools, what challenges they are facing, and how parents, students, schools, and the OSP are working to try to realize the goals of the Program. Included in the report is information about what seems to be working well, what problems have been encountered along the way, and recommendations from parents and students regarding how the Program can better serve their needs. The information presented in this report was gleaned from 28 personal interviews in the fall of 2005 and 12 focus groups conducted in the spring of 2006 with the parents and older students of approximately 100 families participating in the OSP. Appendices include: (1) Tables by family segments; and (2) Methodology. (Contains 4 tables, 2 figures and 160 footnotes.)
Satisfied, Optimistic, Yet Concerned: Parent Voices on the Third Year of the DC Opportunity Scholarship Program. SCDP Report 0702
Author: Stewart, Thomas
Date: 2007-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Pilot Projects,School Choice,Focus Groups,Economically Disadvantaged,Program Effectiveness,Scholarships,Scholarship Funds,Parent Attitudes,Student Attitudes,Followup Studies,Educational Vouchers,Federal Aid,School Restructuring,Institutional Characteristics,Participant Satisfaction,User Satisfaction (Information),Academic Achievement

On January 23, 2004, President Bush signed the DC School Choice Incentive Act into law. This landmark piece of legislation included $14 million in funding for what would come to be called the DC Opportunity Scholarship Program (OSP). The OSP is the first federally funded K-12 scholarship program in the country and is designed to provide approximately 1,700 low-income DC children with tuition scholarships worth up to $7,500 to cover the costs of attending participating K-12 nonpublic schools in the District. The pilot program is authorized to operate for five years and is being implemented by a group of non-profit organizations headed by the Washington Scholarship Fund (WSF). In addition to extending educational choices to an economically disadvantaged group of DC families, the OSP also provides the opportunity to learn more about what happens when more families have the opportunity and responsibility to choose a private school for their children. The U.S. Department of Education, through the Institute for Education Sciences, has contracted for the conduct of a rigorous experimental evaluation of the impact of the Program on a number of student outcomes including student achievement. In this report, however, the authors provide information that represents a separate and independent qualitative assessment of how families are experiencing the Program. This report continues a series that started two years ago. During the third year round of focus group discussions, which were held during the spring of 2007, parents and students were offered an opportunity to reflect upon their previous responses and explain why their views persist or have changed. This report presents information about the experiences of families participating in the District of Columbia Opportunity Scholarship Program (OSP) during its third year of operation. It seeks to augment statistical studies that focus on the impact of school choice by providing contextual detail that chronicles what participating families are experiencing as they take part in this first-ever federal school voucher program. Previously the authors reported on parent and student focus group responses regarding the initial implementation of the OSP. This study extends that analysis of the lived experiences of two different cohorts of families participating in the OSP: Cohort 1, which joined the program in 2004; and Cohort 2, which enrolled in 2005. Protocols for Third Year Focus Groups are appended. (Contains 16 tables and 55 footnotes.)
The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Baseline Reports. SCDP Milwaukee Evaluation Report #1
Author: Wolf, Patrick J.
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: School Choice,Longitudinal Studies,Research Reports,Program Evaluation,Educational Vouchers,School Restructuring,Educational Testing,Institutional Characteristics,Cost Effectiveness,Funding Formulas,Demonstration Programs,Program Descriptions,Research Design

This report provides an overview of the Milwaukee Parental Choice Program and the author's plan for evaluating it over a five year period. It also presents a brief summary of the main findings of the four distinct topical reports that the author and his colleagues have completed for 2006-07--the baseline year of the evaluation. Those four specialized reports are: (1) Fiscal Impact of the MPCP in Milwaukee and Wisconsin, 1993-2008 (Report #2); (2) Baseline Descriptive Report on Participating Schools (Report #3); (3) Annual School Testing Summary Report (Report #4); and (4) Longitudinal Educational Growth Study Baseline Report (Report #5). (Contains 1 figure, 1 table, and 15 footnotes.)