ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses
Author: Jiao, Qun G.
Date: 2011-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Time Management,Graduate Students,Courses,Research Methodology,Academic Achievement,Group Dynamics

This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group variability pertaining to levels of procrastination predicted the group product (i.e., quality of article critique). However, cooperative groups that attained the highest levels of procrastination due to task aversiveness, on average, tended to be those with the lowest levels of performance on the group product. Groups with the lowest levels of achievement tended to be those containing students who reported procrastinating most frequently on performing administrative tasks (26.4% of the variance explained), keeping up with weekly reading assignments (8.8% of the variance explained), and writing term papers (11.8% of the variance explained). These three procrastination variables together explained 46.9% of the variance in performance. This finding suggests that level of academic procrastination appears to play an important role among graduate students with respect to the performance of cooperative learning groups. (Contains 1 figure.)
Case Report Writing in a Doctor of Physical Therapy Education Program: A Case Study
Author: Fillyaw, Michael J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Occupations Education,Doctoral Programs,Case Records,Technical Writing,Writing Instruction,Distance Education,Courses,Clinical Experience,Instructional Effectiveness,Case Studies

Case reports are an established form of scholarship used for teaching and learning in medicine and health care, but there are few examples of the teaching and learning activities used to prepare students to write a case report. This report describes the implementation of two courses that prepare physical therapy students to write and disseminate a patient/client centered case report. The first course is taught in a distance-learning format and is taken concurrently with a 12-week clinical experience where the student collects case data from a patient/client who consents to be the subject of the report. The second course is campus-based and supports the student's dissemination of the case report as a manuscript and oral and poster presentations. After three years, we have experienced widespread support from the students, patients/clients, and clinics. Factors that may have contributed to the students' positive experiences include course organization, student engagement, and support of the instructor, peers, and clinical community. This information can assist educators in all professional health care disciplines to establish or modify courses that prepare students to write case reports. (Contains 3 tables.)
The Development of Early Academic Success: The Impact of Direct Instruction's &quot;Reading Mastery&quot;
Author: Stockard, Jean
Date: 2010-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Reading Skills,Direct Instruction,Primary Education,Reading Achievement,Reading Fluency,Whole Language Approach,Instructional Effectiveness,Kindergarten,Grade 1,Grade 2,Grade 3

Data from two different sites were used to examine how exposure to a highly academic curriculum is related to growth in beginning literacy and early reading skills from kindergarten through the end of third grade. In one site students in one school used the Direct Instruction (DI) program, &quot;Reading Mastery (RM)&quot;, from kindergarten through grade 3, while students in a nearby school with similar demographic characteristics and entry skills had &quot;Open Court&quot;. In the other site, comparisons were made between one cohort that had a whole language kindergarten experience and began the &quot;RM&quot; program in first grade with two other cohorts who had &quot;RM&quot; throughout their K-3 career. In both sites, students exposed to RM had significantly greater growth in Nonsense Word Fluency scores from mid-kindergarten through the end of first grade. In addition, in both sites Oral Reading Fluency scores at the middle of first grade exhibited strong differences in favor of the &quot;RM&quot; students. For students in the Pacific Northwest site these differences persisted with very little change through the end of third grade. However, for those in the Midwestern site, where all cohorts had &quot;RM&quot; in grades 1-3, the differences gradually declined, although differences remained in favor of the &quot;RM&quot; group at the end of third grade. (Contains 5 tables and 4 figures.)
Evaluation of the Effects of Social Cue Cards for Preschool Age Children with Autism Spectrum Disorders (ASD)
Author: Caballero, Amberly
Date: 2010-00-00
Type: Journal Articles
Subjects: Stimuli,Autism,Communication Skills,Cues,Pervasive Developmental Disorders,Observation,Child Behavior,Program Effectiveness,Behavior Change,Maintenance,Generalization,Social Development,Preschool Children,Intervention

The purpose of this study was to develop and investigate the effects of Social Cue Cards on the social communication skills of three preschool age children with Autism Spectrum Disorders (ASD). Using a multiple-baseline across-participants design, Social Cue Cards were implemented and direct observations of participants' identified target behaviors were conducted. The results indicated that Social Cue Cards were effective for improving the rates of social communication behaviors for all participants. In addition, all three participants demonstrated maintenance of skills at a two-week follow-up. Generalization of skills was also assessed. This research adds evidence that Social Cue Cards may be a beneficial intervention for children with ASD in the general education environment. (Contains 2 figures.)
The Effects of Self-Monitoring with a MotivAider[R] on the On-Task Behavior of Fifth and Sixth Graders with Autism and Other Disabilities
Author: Legge, Dina Boccuzzi
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Management,Autism,Grade 6,Grade 5,Males,Student Behavior,Time on Task,Mathematics Instruction,Assistive Technology,Prompting,Program Effectiveness,Disabilities,Cerebral Palsy,Intervention

This study examined the effects of self-monitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider[R] that vibrated at pre-set time schedules prompting the students to self-record whether or not they were on task. A multiple baseline across students design demonstrated a functional relationship of the self-monitoring procedure on increasing on-task behavior. Additionally, all three students maintained high percentages of on-task behavior after the self-monitoring procedure was discontinued. (Contains 1 figure.)
A Guiding Framework for Integrating the Consultation Process and Behavior Analytic Practice in Schools: The Treatment Validation Consultation Model
Author: Andersen, Melissa N.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Psychology,Psychological Services,Consultation Programs,Program Validation,Child Behavior,Behavior Modification,Models,Evaluation,Outcomes of Treatment,Technological Advancement,Elementary School Students

Since behavioral consultation (BC) was introduced over 30 years ago, the core procedures and assumptions of the model have remained largely unchanged in spite of its widespread popularity in practice. This article presents the Treatment Validation Consultation (TVC) model, which addresses limitations of BC and integrates recent technological innovations that are lacking in the traditional BC model. Two detailed cases are described to illustrate the procedures associated with the TVC model. Guidelines for evaluating the consultation process and outcome variables across cases are provided as a framework for consultants to self evaluate their services as a part of the TVC model. Finally, aggregated data across five consultant trainees are presented to illustrate how to validate consultation services across cases and offer preliminary data on outcomes associated with the model. (Contains 9 tables and 11 figures.)
The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?
Author: Benner, Gregory J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Design,Emotional Disturbances,Intervention,Behavior Problems,Behavior Change,Teacher Effectiveness,Role

The two purposes of the pre-post naturalistic research design were to: 1) Investigate the impact of positive behavioral interventions and supports (PBIS) on the behavioral functioning of students with emotional disturbance (ED) (N = 37) served in self-contained settings; and 2) examine the extent to which teacher fidelity of PBIS implementation influenced student changes in behavioral functioning over the course of a school year. Results revealed significant reductions in externalizing and total problem behaviors for the students. Additionally, teacher fidelity to PBIS played a large and statistically significant role in improving the behavior of students with emotional disturbance. Limitations of the design and implications of the findings are discussed. (Contains 3 tables.)
Models of Change: The Future of Design Education
Author: Baynes, Ken
Date: 2010-00-00
Type: Journal Articles
Subjects: Design,Technology Education,Overpopulation,Pollution,Natural Resources,Locus of Control,Context Effect,Goal Orientation,Theory Practice Relationship,Aesthetics,Value Judgment,Learning Activities,Educational Objectives,Imagination

This paper discusses design and design education in the context of four major social and environmental concerns identified by Bruce Archer in 1973: overpopulation; pollution; depletion of natural resources; control. It argues for the social and economic importance of design education in primary and secondary schools. It identifies "designerly thinking" as an aspect of cognitive modelling directed towards imagining viable alternative futures. The paper then reviews the potential of design educational activity, focusing on seven themes: (1) The aims of design education; (2) The significance of practical education; (3) Encouraging the imagination; (4) The creative value of aesthetic awareness; (5) The value of learning through making; (6) The creative relationships between designing and making; and  (7) The educational purpose of doing design projects. Research agenda are identified in key areas: the nature of imaginative activity and its significance in education; graphicacy and cognitive modelling in design.
The Transient and the Timeless: Surviving a Lifetime of Policy and Practice in Assessment
Author: Kimbell, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Educational Policy,Educational Philosophy,Student Attitudes,Conflict,Design,Government School Relationship,Politics of Education

In this article, the author discusses the challenge of the "transient" and the "timeless" problems of educational assessment and describes how to survive a lifetime of policy and practice in assessment. He first presents a personal retrospective from 1960s to 2000. Then he talks about assessment in transition and conflicting philosophies. Next, he discusses variables in the evolution of assessment and identifies some of the sources of conflict that lie inside one's every changing world of assessment. The list has arisen partly from his experience and partly from looking up "assessment" in dictionaries and thesauri. Lastly, the author looks at assessment through the lens of a post-modern critique.
Designerly Learning: Workshops for Schools at the Design Museum
Author: Charman, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Design,Museums,Workshops,Course Content,Educational Environment,Cognitive Processes,Interviews,Constructivism (Learning)

This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in view of its relevance to respondents' accounts of the social, intersubjective nature of learning within the workshops. Based on findings from five semi-structured interviews, the localised nature of the case study considers the distinctive characteristics of learning within a typologically specific museum amidst debate in the cultural sector over the role and status of museum learning more generally. A brief literature review summarises features of professional design practice and of &quot;design thinking&quot; salient to the study, in particular the proactive engagement of design in its real-world context, and a systemised account of designers' cognitive processes. The interview data is then presented across three themes. These themes are: shared perspectives on the &quot;content&quot; of learning; on the &quot;environment&quot; for learning; on the &quot;processes&quot; of learning. Key findings from the interviews are synthesised into an outline of an &quot;ideal-type&quot; workshop which sets out the core phases and behaviours therein. The term &quot;designerly learning&quot; is coined as a concept that can be adopted to &quot;organise the experience of learning&quot; in the school workshops at the Design Museum (Pring, 2000:10). Notably, designerly learning seeks to model characteristics of design thinking and practice to the learner through the experience of a workshop using the museum's handling collections. Arguably, it is a concept particular to this institution, rooted in its distinctive disciplinary context of design. In conclusion a note of caution is sounded regarding the theoretical abstraction of the concept of designerly learning, notwithstanding its educational and professional value as an &quot;adequate, simplifying paradigm&quot; of learning (Cross, 1992). (Contains 3 figures.)
Comparative Analysis of Master of Industrial Design Education in Turkey
Author: Erkarslan, Onder
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Degrees,Masters Programs,Comparative Analysis,Industrial Arts,Design,Technology Education,Postsecondary Education as a Field of Study,College Faculty,Teacher Effectiveness

This research focused on the masters degree programme in industrial design (ID), which is research and practice oriented in the light of current themes and design principles. It argued that a masters degree in industrial design would help graduates specialise in the related field and improve their skills. Therefore, institutional and academic structures of the seven programmes offering masters degrees' in ID in Turkey were analysed in this study. In addition to this, two survey studies were carried out among the teaching staff in order to find out the current status of the programmes in terms of their strengths and weaknesses. As a result of the field study, problems concerning the academic staff of masters programmes came into prominence as the most important weaknesses despite positive progress witnessed in the increasing number of programmes. In addition, the required improvements of Higher Education Council criteria for the discipline were also found to be a critical situation for the future of programmes. (Contains 4 figures, 10 tables, and 8 online resources.)
An Effective Introduction to Technology and Design in Norwegian Primary Education
Author: Kirkeby, Pal J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Elementary Education,Technological Literacy,Design,Case Studies,Grade 1,Introductory Courses,Elementary School Students,Elementary School Science,Science Activities

How can young pupils get &quot;An effective introduction&quot; to technology and design at the primary level in the Norwegian context? This question is highlighted with examples based on case studies at five classes in two schools doing their first technology and design project at grades 1 or 2 (age 6-8 years). The project was about air rockets. The discussion in this article covers five aspects of introducing technology and design at the primary level: technological literacy, design, motivation, teaching and assessment. The discussion is based on a very small sample. That is not a safe basis for drawing general conclusions about what the best introduction of technology and design education might be. There are of course many different effective ways of introducing technology and design education. Most of the pupils reached the actual curricular competence aims. The designing process and making process were interwoven and the pupils were eager to take their initial idea directly to making at the cost of reflective thinking. It seems however, that this simple but spectacular project did develop interest and enthusiasm for designing and making artefacts. The discussion identifies several characteristics of &quot;An effective introduction&quot;. (Contains 3 figures and 1 table.)
A Paradigm for Promoting Visual Synthesis through Freehand Sketching
Author: Lane, Diarmaid
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Freehand Drawing,Synthesis,Design,Technology Education,Cognitive Processes,Problem Solving,Visualization,Models,Geometric Concepts,Secondary School Students

Research (Fish, 2004) suggests that everybody should be taught how to freehand sketch and utilise it as a tool for supporting the visualising instinct. A fundamental shift in philosophy of the technology education system in Ireland towards design driven subjects brought with it a need to develop practising teacher's technological capabilities. This paper is concerned with the exploration and development of freehand sketching as a support tool for visual synthesis and creative discovery during design driven activities. The fundamental hypothesis tested was whether a set of empirically derived activities ranging from observation to imagination, improved the ability of students with novice sketching ability to develop, manipulate and synthesise graphical libraries through the medium of freehand sketching. 124 students of an Initial Technology Teacher Education programme participated in a journey through the activities as part of a third year undergraduate Design and Communication Graphics module. The study was carried out over a four week period, it involved eight hours of classroom based instruction and the sketching ability of all students was measured pre and post-instruction. Results from the study reveal a statistically significant increase in student's ability to freehand sketch with notable improvement in their fluency and ability to synthesise concepts and geometries. Overall, the novel and original activities have a notable effect on student's ability to form, manipulate and synthesise visual information and communicate this through freehand sketching. The model presented has potential to be successively implemented by other teachers in a variety of educational settings and student populations. (Contains 34 figures.)
Multi-Disciplinary Interaction in Learning Led Design
Author: Trebell, Donna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Development,Adolescents,Interdisciplinary Approach,Case Method (Teaching Technique),Interaction,Focus Groups,Models,Creativity,Cooperation

The purpose of the study reported here was to investigate the iterative design development of an Academy for 11-18 year olds focusing on the following research question: &quot;What are the features of the multi-disciplinary interactions and associated modelling techniques, which lead to the development of an Academy proposal which meets its Education Brief?&quot; A case study approach bounded by time and focus group was adopted (Cresswell, 1998). This approach was adopted in order to create a rich picture of the social setting and to illustrate the complexity of the process referred to as &quot;learning led design&quot; from in depth analysis of the education brief, through iterative development in consultation with key stakeholders to the presentation of final proposals. Findings illustrate that collaborative interactions are an important feature of effective design development with cross disciplinary creative collaboration being the key to the development of successful outcomes. (Contains 15 figures and 4 tables.)
The Stem Advisory Forum: A Means of Allowing People to Influence the Government's STEM Initiatives
Author: Onion, Alice
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Federal Government,STEM Education,Government School Relationship,Social Influences,Agenda Setting,Advisory Committees,Educational Change,Engineering,Mathematics,College Admission

This paper gives a short overview of the UK government's STEM agenda and then considers one aspect in depth--the STEM Advisory Forum. It explains how the Forum operates to draw together views from across the STEM community through online discussions and face-to-face events. Four examples are given of topics that have been dealt with by the Forum. Firstly the topic of engineering, enrichment and engagement is covered through samples of various events and discussions. A major issue covered is the number of young people taking A Level mathematics. The background to the issue is explained and how views expressed on the Forum might have had some influence upon the Government's advanced level target and may yet impact on admissions behaviour in universities. A third short example of impact on the number of university places for STEM subjects is given and the piece finishes with an example of impact at local level in schools. (Contains 4 figures.)
Supporting the T and the E in STEM: 2004-2010
Author: Harrison, Matthew
Date: 2011-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering Education,Technology Education,Needs Assessment,Course Content,Curriculum,Secondary Education,Professional Development,Learning Activities,Interprofessional Relationship,Communities of Practice,Action Research,Research Opportunities,Engineering,Students,Public Education

Engineering, the &quot;E&quot; in STEM, is seldom taught as a distinct curriculum subject in English and Welsh schools to pupils under the age of 14 years. This contrasts with design and technology (D&amp;T), taken in this paper to represent the largest contributor to the &quot;T&quot; in STEM (the remainder being taken to be the computing and digital communications aspects of ICT), which is currently taught to all pupils up to the age of 14 and remains a very popular option thereafter. The UK Government STEM programme (with sister projects: the LSIS 16+ STEM programme, the London Engineering Project and the 14-19 Diploma in Engineering) has provided large-scale action-research opportunities to better understand the nature of the T and E in STEM. This paper describes how the T and E in STEM have been found to be subjects in their own right and also to provide practical context for other STEM subjects. Some effective-practice guidelines have been established as a result, and these are discussed, but the paper concludes there is still much to do to fully establish the identity and character of the T and the E in STEM. Ideas for how this might develop are offered. (Contains 3 figures.)