ethanporcaro/eric-fulltext-meta huggingface dataset:
Satisfaction with Individualized Education Programs among Parents of Young Children with ASD
Author: Slade, Nicole
Date: 2018-04-00
Type: Journal Articles
Subjects: Parent Attitudes,Satisfaction,Individualized Education Programs,Young Children,Autism,Pervasive Developmental Disorders,Program Effectiveness,Parent School Relationship,Family Income,Teaching Experience,Socioeconomic Status,Special Education,Predictor Variables,Student Characteristics,Teacher Characteristics,Semi Structured Interviews,Parent Surveys,Language Tests,Oral Language,Diagnostic Tests,Observation,Cognitive Development,Intelligence Tests,Correlation,Structural Equation Models

We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c) perceived level of agreement between the IEP document and the services actually provided, and (d) effectiveness of the IEP team. For each domain, just over half of families reported moderate to high satisfaction, whereas 61% of parents were dissatisfied with at least one of the four facets. Overall IEP satisfaction was positively associated with parent--school connectedness and family financial resources but was unrelated to child characteristics. Contrary to expectation, IEP satisfaction was negatively associated with teachers' years of experience. Findings demonstrate the importance of parent-school relationships and highlight socioeconomic disparities in special education satisfaction.
A 16-Year Review of Participant Diversity in Intervention Research across a Selection of 12 Special Education Journals
Author: Sinclair, James
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Diversity,Special Education,Intervention,Sampling,Periodicals,Racial Differences,Ethnicity,Disabilities,Sexual Orientation,Sexuality,Sexual Identity,English Language Learners,Disproportionate Representation,Educational Research,Coding,Statistical Analysis,Socioeconomic Status,Individual Characteristics,Literature Reviews

Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student populations (e.g., race, ethnicity, disability, sexual orientation, English language learner status) were included in published intervention research. We analyzed 495 intervention articles (9.6%) out of 5,180 total articles. Results revealed that progress has been made in the inclusion of diverse participants in special education intervention research compared with previously conducted reviews, yet some racial and ethnic populations are still underrepresented. We discuss strategies for recruitment and retention of underrepresented diverse populations.
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Author: Ennis, Robin Parks
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 3,Elementary School Mathematics,Elementary School Teachers,Faculty Development,Learner Engagement,Correlation,Intervention,Program Effectiveness,At Risk Students,Behavior Problems,Emotional Problems,Behavior Disorders,Screening Tests,Intelligence Tests,Rating Scales,Interpersonal Relationship,Feedback (Response),Student Motivation,Student Participation

Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student's academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student's academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Possible reasons for a lack of treatment effect on student academic engagement are discussed.
Examining Behavioral Consultation plus Computer-Based Implementation Planning on Teachers&apos; Intervention Implementation in an Alternative School
Author: Long, Anna C. J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education,Nontraditional Education,Special Schools,Behavior Problems,At Risk Students,Behavior Modification,Evidence Based Practice,Planning,Program Implementation,Teacher Competencies,Consultants,Program Effectiveness,Educational Technology,Computer Uses in Education,Classroom Techniques,Fidelity,Secondary School Teachers,Secondary School Students,Adolescents,Urban Schools,Interviews,Check Lists,Rating Scales

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers' implementation, and thus also on student disruptions.
Self-Evaluation of Parental Competence--Differences between Parents with Pedagogical and Non-Pedagogical Professions
Author: Vukušic, Anita Mandaric
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Parenting Skills,Parent Background,Minimum Competency Testing,Professional Identity,Specialization,Self Efficacy,Preschool Children,Job Satisfaction,Correlation,Preschool Education,Influences,Statistical Analysis,Elementary School Students

Parental competence is closely related to various factors, which can directly or indirectly influence parental behaviour. One of these factors is the level of education, and more recent research show that the parents' choice of profession can be favourable for the development of certain parental skills and experience of parental competence. The aim of this research was to determine if there is a difference in the sense of parental competence among parents of pedagogical professions. Research was conducted on a sample of 544 parents of pedagogical (N = 247) and non-pedagogical professions (N = 297). The results show that parents of pedagogical professions (kindergarten and elementary school teachers), more so than parents of other professions, estimate their parental Efficacy as better, but that is not the case with Satisfaction. This result can serve as confirmation to previous research about the positive connection between pedagogical and parental competence, and can contribute to understanding the connection of some pedagogical skills and abilities necessary for the development of parental competence.
Investigation of Prospective Teachers&apos; Beliefs towards Authentic Assessment
Author: Kinay, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Performance Based Assessment,Student Attitudes,Student Surveys,Teacher Role,Student Role,Foreign Countries,Measures (Individuals),Schools of Education,Statistical Analysis

The aim of this study is to examine the prospective teachers' beliefs toward authentic assessment in relation to various variables. The survey method has been used in this study and the sample of the study is comprised of 612 prospective teachers 368 (60.1%) of whom are female and 244 (39.9%) of whom are male. The &quot;Authentic Assessment Belief Scale&quot; (AABS) comprised of 17 items and 3 subscales and developed by the researcher has been used as a data collection tool. As for the analysis of the data SPSS 20.0 package program has been preferred. The prospective teachers' beliefs toward the authentic assessment in terms of gender variable has been analyzed with independent samples t-test and in terms of department and grade variables one way ANOVA has been used. 0.05 degree of significance is used for the analysis. In case of observing significant differences LSD postdoc test has been used to determine the source of difference and effect size has been calculated to determine the magnitude of the difference. So as to determine the level of prospective teachers' beliefs toward the authentic assessment, mean and standard deviation values have been calculated. According to the findings of the study, the prospective teachers' beliefs toward the authentic assessment have been observed to be high. Moreover prospective teachers' beliefs have been determined to differ significantly in terms of gender, grade and department variables.
School Community Connectedness and Family Participation at School
Author: Dove, Meghan K.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Community Relationship,Family Involvement,Family School Relationship,Partnerships in Education,Parent Participation,Parent Surveys,School Activities,Elementary School Students,Multiple Regression Analysis,Statistical Analysis

Family involvement in a child's education is a complex system that extends beyond the presence of partnerships between families, schools, and the community (Epstein, 2011). By measuring families' feelings of connectedness and membership to the school community, this study explores families' motivations for participating in their child's learning and development at school. Results suggest that a family's sense of connectedness to their child's school community may be related to their level of participation. Findings are discussed in terms of implications for educational communities emphasizing the power of families' community connectedness within the schools and expanding on the ways to enhance family involvement and participation.
Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal
Author: Poudel, Kamal Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Grammar,Faculty Development,Case Studies,Action Research,English Teachers,Observation,Qualitative Research

In Nepal, unlike elsewhere, local studies have almost continually suggested that there has not been adequate reflection of the teacher training output in the real classroom situation. English teachers commonly blame on the unfavourable environment as the main obstacle to the successful classroom application of their knowledge and skills needed for teaching English as a foreign language (EFL) gained from professional development programmes. The pre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for this research. Stemming from the case study, three techniques were used as a process of action research: i) the need-based refresher training (along with other participants) as an intervention ii) the post-training class observations (in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine through action research germinating from a case study, whether (and to what degree), the output of the Teachers' Professional Development refresher training (TPD refresher) would be transferred to the actual classroom situation. The pre-training and post-training observations were compared and contrasted to reach the conclusion. The results suggest that the output would be reflected to a large degree in the classroom provided that the training is need-based. Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professional knowledge and skills through need-based training, (foreign) language classes are very likely to be transformed as desired.
Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language
Author: Girli, Alev
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Pervasive Developmental Disorders,Autism,Nonverbal Communication,Foreign Countries,Children,Adolescents,Psychological Patterns,Mixed Methods Research,Comparative Analysis,Clinical Diagnosis,Student Surveys,Photography,Pictorial Stimuli

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder (ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sample consisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides, consisting of black and white photographs, were used to assess participants' ability to identify feelings--3 sets for facial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographs on the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant difference between the total scores that children received from each of the face and body language slide sets. It was observed that the children with LD usually looked at the whole photo, while the children with ASD focused especially around the mouth to describe feelings. The results that were obtained were discussed in the context of the literature, and suggestions were presented.
A Case Study on Reducing Children&apos;s Screen Time: The Project of Screen Free Week
Author: Kara, Hatice Gözde Ertürk
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Computer Use,Handheld Devices,Television Viewing,Attention Control,Case Studies,Data Collection,Content Analysis,Parent Child Relationship,Psychological Patterns,Time on Task,Parent Surveys,Parent Education,Structured Interviews,Qualitative Research

The current study aims to direct children to alternative activities within a week period by applying the project of screen free week to voluntary families. The ultimate aim of the study is to reduce children's screen time. The instrumental case study method; one of the qualitative research methods, was employed. Five children attending the preschool class of an elementary school in the Kartal district of Istanbul and their families voluntarily participating in the project of screen free week constituted the study group in the current research. Documents and structured interview form were used to collect data. The document used to collect data is the weekly chart in which the families noted the activities they performed during the week spent without screen. The structured interview form was developed by the researcher by reviewing the related literature. Content analysis was conducted on the data collected in the current research. As a result of the families' participation in the project of screen free week, they recognized the importance of family-child interaction, that their children are happier when they spend time with them, that they can decide on programs to be watched and games to be played together with their children and that this decision should not be taken as a rule rather as a routine of the family. At the end of the project of screen free week, it was seen that a great majority of the families set a limit to the time spent in front of the screen suitable for the age and developmental level of their children. In light of the findings of the current study, it can be suggested that the project of screen free week should be made more widespread and more families and children should be reached. In addition to this, training programs can be organized for families to learn how to select quality programs/applications.
Effective Participation and Motivation: An Investigation on Secondary School Students
Author: Tasgin, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Participation,Student Motivation,Student Surveys,Grade 6,Grade 7,Grade 8,Foreign Countries,Measures (Individuals),Multivariate Analysis,Learner Engagement,Emotional Response,Turkish,Mathematics Instruction,English (Second Language),Second Language Learning,Statistical Analysis,Gender Differences

The aim of this study is to examine the relationship between the secondary school students' level of effective participation and their motivation. This study employs a survey consisting of 251 secondary school students from the schools located in Igdir and Erzurum, in East of Turkey. The data of the study were gathered through &quot;Effective Participation Scale&quot; and &quot;Intrinsic-Extrinsic Motivation Scale&quot;. The analysis of the obtained data showed that female secondary school students are academically more engaged than the male students and male secondary school students are more disaffected than the female students. It has been found that students engage in English and Turkish lessons more than Mathematics and they are disaffected with Mathematics at most. It has been determined that academically engaged students' intrinsic motivations increase in the positive direction while that of the disaffected students' decrease as the class levels increase.
Key Components of Collaborative Research in the Context of Environmental Health: A Scoping Review
Author: Wine, Osnat
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperation,Research,Health,Interdisciplinary Approach,Literature Reviews,Resource Allocation,Time Management,Relationship,Participation,Barriers,Best Practices,Technology Transfer

In a collaborative research process, the participation of interdisciplinary researchers and multi-sectoral stakeholders supports the co-creation, translation, and exchange of new knowledge. Following a scoping review methodology, we explored the collaborative research processes in the specific context of environment and human health research. Initially, our literature search strategy identified 1,328 publications. After several phases of reviewing and applying screening criteria to titles, abstracts, and full text, 45 publications were selected for final review. Data were charted by different topics and then collated, summarized, and analyzed thematically. From the different experiences and research approaches analyzed, we identified comprehensive details of the key components, facilitators, challenges, and best practices that impact the collaborative research process. Specifically, we identified the following seven emerging themes: (a) allocating time and resources, (b) addressing disciplinary and sectoral issues, (c) building relationships, (d) ensuring representation, (e) embedding participation in the research, (f) supporting ongoing collaboration, and (g) developing knowledge translation and exchange. [This article was co-written with the DoMiNO Team.]
Doing Peer Review: Reflections from an International Group of Postdoctoral Fellows
Author: Merry, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Postdoctoral Education,Peer Evaluation,Reflection,Fellowships,Trainees,Research Skills,Skill Development,Educational Practices,Expectation,Training Methods

There is very little written regarding developing the skills of doing peer reviews. In this piece we use our own experience as postdoctoral fellows to offer our reflections on how to get the most out of doing peer reviews as a trainee researcher. We touch upon the variety and complexity of peer reviews, the debates concerning the nature and validity of peer reviews, the issue of conflict of interest, the menace of predatory journals, but also the potential gain from doing peer reviews. In sharing our reflections, we hope that future graduate students and postdoctoral fellows may be better prepared to do peer reviews and benefit from the experience.
Ethical Issues in Designing Internet-Based Research: Recommendations for Good Practice
Author: Gupta, Shikha
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Research Design,Design Requirements,Internet,Electronic Learning,Definitions,Research Methodology,Research Problems,Interviews,Confidentiality,Online Surveys,Information Security,Computer Mediated Communication,Foreign Countries

This article presents an overview of internet-based research, highlighting the absence of a standard terminology to define and classify such research. The label internet-based research or online research can cover a diverse range of research designs and methods, involving different degrees of ethical concern regarding privacy, transparency, confidentiality, and security. Although the basic principles of human research ethics (such as respect, integrity, justice, and beneficence) are still applicable in this context, interpreting and applying these principles correctly and protecting the interests of the research participants effectively are not easy to ensure. While the nature of the internet poses challenges of user authentication and confidentiality, the diversity of national laws and codes of ethics poses additional challenges. The article refers to relevant Canadian laws, with which the author is familiar. Finally, a set of recommendations are offered to mitigate the ethical challenges of internet-based research. These include ethical practices such as ensuring transparency while recruitment, considering participants' expectations about privacy, ensuring legal compliance, using secure communication protocols, obtaining informed and knowledgeable consent, offering participants the opportunity to withdraw from the research and retract their data, and ensuring that data are not used for subsequent non-research purposes.