ethanporcaro/eric-fulltext-meta huggingface dataset:
A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs
Author: Cannon, Joanna E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Evaluation,Inclusion,Preservice Teacher Education,Regular and Special Education Relationship,Teaching Skills,Special Needs Students,Career Readiness,Pretests Posttests,Student Surveys,Student Teacher Attitudes,Graduate Students,Practicums,Beliefs,Educational Practices,Attitudes toward Disabilities,Training Methods,Teaching Models,Statistical Analysis

The purpose of this study was to evaluate a program using an inclusive model (e.g., course work in special education and special education liaison support) on the beliefs, practices, and skills of pre-service middle and secondary general education teachers (n = 26) regarding their preparedness to work with students with special needs. A pre- and post-survey, adapted from the General Education Teachers' Beliefs and Attitudes toward Planning for Mainstreamed Students (G-TBAP; Schumm, Vaughn, Gordon, &amp; Rothlein, 1994) survey, was administered to participants in an urban research university in the Southeast. The graduate students were resurveyed while they were completing their practicum experiences. Statistically significant results were found in the post-survey indicating the inclusive model was effective for this program. Multiple dependent t-test analyses indicated that the overall beliefs, practices, and skills were improved for participants, &quot;t&quot;(25) = -4.156, p = 0.000. Limitations and future directions are discussed.
Mobilization and Adaptation of a Rural Cradle-to-Career Network
Author: Zuckerman, Sarah J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,Networks,Social Capital,School Community Relationship,Rural Development,Qualitative Research,Case Studies,Place Based Education,Social Isolation,Poverty,Brain Drain,Social Action,Planning,Stakeholders,Semi Structured Interviews,Focus Groups

This case study explored the development of a rural cradle-to-career network with a dual focus on the initial mobilization of network members and subsequent adaptations made to maintain mobilization, while meeting local needs. Data sources included interviews with network members, observations of meetings, and documentary evidence. Network-based social capital facilitated mobilization. Where networks were absent and where distrust and different values were evident, mobilization faltered. Three network adaptations were discovered: Special rural community organizing strategies, district-level action planning, and a theory of action focused on out-of-school factors. All three were attributable to the composition of mobilized stakeholders and this network's rural social geography. These findings illuminate the importance of social geography in the development and advancement of rural cradle-to-career networks.
Striking Out on Their Own: Lessons Learned from Student Teaching during and after the Chicago Teachers Union Strike
Author: Horn, Brian
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Unions,Preservice Teachers,Teacher Strikes,Teacher Education,Teacher Education Programs,Urban Teaching,Faculty Development

This study looks at the experiences of pre-service teachers who began their student teaching assignments amidst the 2012 Chicago Teachers Union strike. Four yearlong student teachers reflected on their understandings of teaching, unionism, and activism before, during, and after the strike. Findings suggest pre-service teachers need greater opportunities to a) learn about the politics of school, b) work with families and community members outside of school, and c) develop as truth-telling political activists.
Reevaluating Bloom's Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning
Author: Stanny, Claudia J.
Date: 2016-12-00
Type: Journal Articles
Subjects: Verbs,Taxonomy,Web Sites,Heuristics,Outcomes of Education,College Faculty,Thinking Skills,Teaching Methods,Correlation,College Students,Computational Linguistics,Academic Degrees,Educational Attainment,Word Lists

Faculty and assessment professionals rely on Bloom's taxonomy to guide them when they write measurable student learning outcomes and describe their goals for developing students' thinking skills. Over the past ten years, assessment offices and teaching and learning centers have compiled lists of measurable verbs aligned with the six categories that comprise Bloom's taxonomy. The author analyzed 30 compilations posted on web sites and evaluated how well these verbs aligned with categories in Bloom's taxonomy. The author discusses the value of Bloom's taxonomy as a heuristic for writing student learning outcomes and other factors faculty should consider when they articulate learning outcomes to describe levels of expertise attained by students who complete an associate's, bachelor's, or graduate degree.
Factors Contributing to the Resilience of Middle-Adolescents in a South African Township: Insights from a Resilience Questionnaire
Author: Mampane, Motlalepule Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Questionnaires,Adolescent Development,Factor Analysis,Performance Factors,Locus of Control,Self Efficacy,Goal Orientation,Social Support Groups,Achievement Need,Urban Youth,Youth Problems,Disadvantaged Youth,Adolescent Attitudes

Factors that contribute to resilience are key to the positive development of youths, and knowledge of such factors is essential for promoting resilience in schools through both policy and practice. This study reports on the results of an item and factor analysis of the Resilience Questionnaire for Middle-adolescents in Township Schools (R-MATS) that was used to survey 291 Grade 9 middle-adolescent learners from two black-only township secondary schools. The majority of respondents indicated an overall sense of contending with various stressors, especially the exposure to violence, and academic challenges. Respondents attributed their buoyancy to individual and environmental factors, such as self-confidence, an internal locus of control, a tough personality, commitment, being achievement-oriented, as well as positive identification of and access to social support.
The Ability-Achievement Model versus the Response to Intervention Model: Which Model Is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?
Author: Camp-McCoy, Debra
Date: 2012-00-00
Type: Journal Articles
Subjects: Response to Intervention,Models,Learning Disabilities,Diagnostic Tests,Ability Identification,Maximum Likelihood Statistics,Test Reliability,Test Validity,Comparative Analysis,Correlation,Accuracy

The Ability-Achievement Model is reviewed for efficacy in comparison to the Response to Intervention Model when diagnosing students with possible learning disabilities. The research will address the success of Ability-Achievement Model versus the Response to Intervention Model when successfully diagnosing students with learning disabilities was used to draw such conclusions as are listed throughout this paper. Studies on both models have shown inconsistencies in reference to correctly diagnosing students as having a learning disability. In the field of education, the inconsistencies in the data is troubling due to the sensitive nature that surrounds the incorrect diagnosis of a student as having an actual learning disability or not having said disability. Due to these findings, both models of identification are suitable only if used together over a specific period of time in the accurate diagnosis of establishing if a learning disability is present.
Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents
Author: Aksela, Maija
Date: 2016-00-00
Type: Journal Articles
Subjects: Relevance (Education),Large Group Instruction,Online Courses,Sustainable Development,Energy,Adolescents,High School Students,Conservation Education,Student Attitudes,Student Surveys,Power Technology,Electronic Learning,Content Analysis,Instructional Design,Case Studies

Sustainable energy is one of the biggest global challenges today. This paper discusses how we can promote adolescents' learning of sustainable energy with the help of an international massive open online course (MOOC). The aim of this case study is to understand: (1) What do the adolescents find relevant in the MOOC course about sustainable energy? and (2) What are the opportunities and challenges of the MOOC for the adolescents to learn sustainable energy? In our study, 80 voluntary adolescents around the world, who were at least 15 year old, took part in two surveys. The themes of our MOOC course were, e.g., sustainable growth, solar power, wind power, biofuel production and smart power generation. This 38 work-hour, free of charge, online course includes an introduction video, interviews of specialists, lecture videos, reading materials of the newest research and multiple choice questions on the topics. Research data was classified by using content analysis. The study indicates that adolescents feel that both the MOOC course and sustainable energy as a subject are relevant to them. Their decision to take part in an online course was mostly influenced by individual relevance and partly influenced by both societal and vocational relevance, according to the relevancy theory used. The MOOC was experienced to be relevant for the three following reasons: (1) good content (e.g., energy production) and implementation of the course; (2) the course makes it possible to study in a new way; and (3) the course is personally useful. The characteristics of the MOOC, such as being available anywhere and anytime, free access, and online learning, bringing out a flexible, new way of learning and thus promoting Education for Sustainable Development (ESD) in the context of sustainable energy at school level around the world. This MOOC provided the school students with choice-based learning and expanded their learning opportunities in understanding sustainable energy. In the designing of MOOCs for studying sustainable energy, it is important to take the following things into consideration: (1) the balance between theory and practical examples; (2) the support for interaction; and (3) other support (e.g., technical and learning strategies) for students. Communication with other learners and getting feedback from teachers and tutors remain the vital challenges for the developers of MOOCs in the future.
Students with Multiple Sclerosis Participating in Recess
Author: Lucas, Matthew D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Neurological Impairments,Comorbidity,Recess Breaks,Student Participation,Student Characteristics,Special Education,Definitions,Epidemiology,Educational Legislation,Symptoms (Individual Disorders),Academic Accommodations (Disabilities),Adapted Physical Education,Disabilities,Federal Legislation,Equal Education

The participation of a student with Multiple Sclerosis (MS) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with MS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of MS will be presented. This will be followed by a brief discussion of MS in regards to special education law. Next, the benefits of the recess setting for all students will be addressed. The paper will then address the modifications for specific MS symptoms in the recess setting. Lastly, specific methods of proactively including a student with MS in three recess activities will be discussed.
Like a Phoenix Rising: The Pedagogy of Critically Reclaiming Education--An Autoethnographic Study
Author: McMillan, Sally
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Higher Education,Ethnography,Personal Narratives,Educational Change,Critical Thinking,Knowledge Level,Teacher Educators,Knowledge Base for Teaching

In many institutions of higher education across the land, a resounding cry for reform echoes loudly, disrupting thriving projects and well-constructed programs. When our college's reform agenda left us little space for critical pedagogical interactions with our students and colleagues, we intuitively stepped away from the ashes of what we had known to engage in discussions that brought to light the critical processes of justice in education, not only for our students, but also for ourselves. We constructed guiding questions for our exploration to critically reclaim our professional lives: 1.) What insights can be gleaned from our experiences with reform in higher education for teacher educators who are confined by &quot;reform&quot; oriented, outcome-based educational cultures? 2.) What might our own interior narratives--woven with the writing of others--tell us about which characteristics and practices can potentially inform a more holistic critical pedagogy? We drew from writings on spirituality in education and Palmer's classic myth of objectivism for generating narrative and constructing thematic insights. We noted the need for increased, new spaces to rebuild an integrative critical pedagogy and wrote into particular loss-related happenings to reclaim spaces for critical thinking. Our narrative portrays our processes and discoveries--our tales of interiority--through collaboratively interweaving our individual meaning making with the voices and wisdom writings of others. The current writing grows out of the scarring and pain of the moral struggles over several years, yet builds on the belief that these experiences will encourage others with a message of hope to create new images that can move through intellectual time and space to open new integrative critical pedagogical interactions in education.
Work-Related Basic Need Satisfaction as a Predictor of Work Engagement among Academic Staff in Turkey
Author: Silman, Fatos
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Work Attitudes,Need Gratification,Multiple Regression Analysis,Correlation,College Faculty,Teacher Surveys,Teacher Attitudes,Job Satisfaction,Work Environment,Likert Scales,Work Ethic,Statistical Analysis

This study examines the relationship between work-related basic need satisfaction and work engagement. Data were obtained from a total of 203 academics who are employed in various universities of Turkey. In this research Work-Related Basic Need Satisfaction Scale and The Turkish Form of Utrecht Work Engagement Scale were utilized. The data were analysed through multiple regression and Pearson product-moment correlation coefficient analysis methods. The findings revealed that the sub-dimensions of work-related basic need satisfaction significantly predicted work engagement. Upper management should improve work conditions of their personnel, which are related with competency, autonomy, and relatedness needs of academics. This way, academic staff will have better efficiency in terms of work engagement, which will also result in higher work adaptation and participation.
Stepping up for Childhood: A Contextual Critical Methodology
Author: Kyriacopoulos, Konstantine
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Feminism,Hispanic Americans,Instructional Leadership,Action Research,Political Issues,Theories,Discourse Analysis,State Legislation

In this paper, we theorize a critical methodology for education centering community experiences of systemic injustice, drawing upon Critical Race Theory, critical educational leadership studies, Chicana feminism, participant action research and political theory, to refocus our work on the human relationships at the center of the learning and teaching endeavor. We propose a discourse analysis of the dominant, master narrative and incorporation of a community of memory to provide emancipatory counternarratives that provide members with avenues toward territorialization and reclamation of communal spaces such as public schools. Finally, we present four potential sites of this critical methodology to be activated in response to North Carolina's educational crises, including NC Senate Bill 8 (Charter School law), the Read to Achieve law, the Teacher of the Year awards, and NC General Statute 95-98.
Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme
Author: Modipane, Mpho
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Social Capital,Curriculum Development,Qualitative Research,Interviews,Observation,Trust (Psychology),Teacher Education Programs,Teacher Certification,Curriculum Implementation,Educational Principles,Educational Environment

This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design was adopted. Twenty teachers (two groups, of ten each) were recruited to form part of the study through a purposive sampling strategy. Data was collected through two methods: interviews and observations. The data collected was explicated using Hycner's (1999) model of data analysis. Data transcripts were re-read until categories and themes emerged. The study found that teachers were enthusiastic about implementing the programme as they participated actively in it through the implementation of CFS principles in their Life Orientation (LO) classrooms. The findings of this study have at least two implications for policy makers and researchers. The first is that the one-day workshops that teachers attend over a weekend appear to be inadequate, and could be used to complement more structured interventions such as that described in this article. The second is that teachers' social capital is critical in the implementation of curriculum development processes for an intervention to be effective.
Open Educational Resources, ICT and Virtual Communities for Content and Language Integrated Learning
Author: Cinganotto, Letizia
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Educational Quality,Second Language Learning,Course Content,Language of Instruction,Communities of Practice,Educational Trends,Trend Analysis,Computer Simulation,Foreign Countries,Informal Education,Faculty Development,Language Teachers

The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.
Planning Future Instructional Programs through Computerized L2 Dynamic Assessment
Author: Ebadi, Saman
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Second Language Learning,Second Language Instruction,Postmodernism,English (Second Language),Undergraduate Students,Scores,Computer Assisted Testing,Course Descriptions,Reading Comprehension,Intervention,Test Items,Language Tests,Profiles,Student Needs,Foreign Countries,Reading Tests,Language Teachers,Teacher Education,Program Design,Qualitative Research,Pretests Posttests

Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants' reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners' generated scoring profiles through CDA revealed that not only did the learners have varying problem areas but also they needed different amount of mediation for identical test items. These profiles reiterated the fact that learners with different zones of proximal development (ZPDs) require customized instructional programs to reflect their individualized needs.
Closing the Gender Gap in the Technology Major
Author: Jung, Laura
Date: 2017-01-00
Type: Journal Articles
Subjects: Gender Differences,Equal Education,Majors (Students),Females,STEM Education,Information Technology,Student Surveys,Social Influences,Role Models,Computer Science Education,Self Esteem,Programming

Technology makes up our daily lives and is a part of everything we do. The tech job market is expanding with more and more jobs needing to be filled by those with the necessary qualifications. Students are realizing the vast opportunities a career in technology can offer them and many are making the conscience decision to major in a technical field, such as computer science, management information systems, or information technology. However, women only make up a small percentage of those students who major in technical fields. With the job market in technology expanding and opportunities widely available, why is it that women hold only a small percentage of those students majoring in those fields? The purpose of this thesis is to show the influences that impact the choice of a woman's selection in a degree of study related to technology. This research is the result of survey prepared to explore the influences behind the gender gap. Survey questions were sent to and conducted on undergraduate students registered in Computer Science, Computer Information Technology, and Management Information System courses at the local university.
A Tale of Two Curricula: The Case for Pre-Requisites in the IS Model Curriculum
Author: Reynolds, John H.
Date: 2016-09-00
Type: Journal Articles
Subjects: Information Systems,College Curriculum,Prerequisites,Required Courses,Business Schools,Curriculum Design,Accreditation (Institutions),College Programs,Statistical Analysis

The most recent Information Systems (IS) Model Curriculum recommendations is IS2010. While the goal of this revision was to update the curriculum from IS2002, the end result was a change in curriculum design philosophy whereby a pre-requisite structure that fostered increasing depth of knowledge was flattened to make the curriculum easier to traverse for the student. At the same time, the number of core courses was reduced from ten to seven by either combining subject matter or eliminating content. This paper examines the usefulness of having perquisites to increase the student's &quot;depth of knowledge&quot; and explores how to analyze the need for those pre-requisites. The data show that five years after the release of IS2010, ABET accredited IS Programs in business schools seem to be embracing the underlying philosophy of IS2010. On the other hand, ABET accredited IS Programs outside business schools continue to embrace the curriculum design philosophy of IS2002. The IS community is now at a critical juncture due to these two differing curriculum design philosophies, both in terms of curriculum content and assessment methods.