ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Students with Moderate/Severe Disabilities for Employment
Author: Dragula, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Job Skills,Special Education,Individualized Education Programs,Curriculum,Barriers,Severity (of Disability),Disabilities,Literature Reviews,Public Schools,Access to Education,Job Training

Under United States federal law, students who are in special education are guaranteed the right to attend school, but their education will vary depending upon their disability and their independent goals that are developed in a contract between the school and the parents called an Individual Educational Plan or IEP. Students with moderate/severe disabilities are guaranteed within their IEP a section that is devoted to helping them to transition from entitlement to eligibility services. This section is called the Individual Transition Plan or ITP. Ideally, these students are working on life, social, and work skills that will help them to take care of themselves as independently as possible. However, for most people who are unfamiliar with this population there are questions: (1) Why are we preparing students with moderate/severe disabilities for employment? (2) What is the curricular sequence of preparation for employment? (3) What are the common roadblocks? (4) Are there any possible solutions? and (5) What are the ideal solutions? This paper looks to answer these questions by looking at available research articles that have dealt with these issues in the past, as well as the author's own past experiences working with the moderate/severely disabled in a Special Education Class for the past four years.
&quot;Being Hit Was Normal&quot;: Teachers' (Un)Changing Perceptions of Discipline and Corporal Punishment
Author: Govender, D. Sagree
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discipline,Punishment,Teacher Attitudes,Student Behavior,Experience,Qualitative Research,Semi Structured Interviews,Elementary School Teachers,Power Structure,Educational Policy,Self Control,Case Studies

Global and national concerns that corporal punishment is still being used, openly in certain milieus and surreptitiously in others, suggests that education stakeholders need to take cognisance of teachers' perceptions and experiences that influence their classroom discipline in the context of changing curriculum policies and legislation. This study was guided by research objectives that explored, firstly, teachers perceptions of their past experiences of corporal punishment and, secondly, their perceptions of their disciplinary techniques since the abolition of corporal punishment. Through a qualitative research methodology of semi-structured interviews, data were collected from seven primary school teachers in KwaZulu-Natal. Teachers' perceptions of their experiences and practices of corporal punishment were explored through two dimensions of the Foucauldian concept of bio-power, namely, disciplinary power and governmentality. The findings show that although all teachers experienced corporal punishment negatively when they were pupils, their responses to the abolition of corporal punishment were varied, multiple and complex. Recommendations for further research include exploring the resilience of authoritarian teaching approaches and teacher professional development of learner-centred approaches to curb teacher frustration that contributes to their use of corporal punishment.
The Roles of Social Support in Promoting Adolescents' Classroom Cognitive Engagement through Academic Self-Efficacy
Author: Sahil, Sharifah Azizah Syed
Date: 2011-00-00
Type: Journal Articles
Subjects: Role,Social Support Groups,Adolescents,Self Efficacy,Foreign Countries,Academic Support Services,Case Studies,Structural Equation Models,Correlation,Social Theories,Surveys,Student Surveys,Secondary School Students,Parent Teacher Cooperation,Cognitive Development,Learner Engagement,Factor Analysis

Purpose: The main aim of the present investigation was to examine the role of teacher, peer, and parental academic and emotional support in predicting adolescent cognitive engagement, especially within the context of ESL classrooms. Method: The present study examined the availability of academic and emotional support from teachers, classmates and parents as perceived by adolescents, via instruments which were adapted from a number of established measures. This cross-sectional study utilized the survey method, and a total of 450 adolescents from 11 secondary schools in Malaysia, representing early and middle adolescence, took part in the survey. The study assessed each source of support namely teacher, peers and parents within one model. Findings: Findings from the structural equation modelling suggest that both teacher and parental support are significantly related to adolescent cognitive engagement through their academic efficacy, thus lending support for a full mediation model while peer support was directly related to cognitive engagement. Significance: Even though parents and teachers played important roles in influencing adolescent cognitive engagement (as suggested by previous studies), this study suggests that the relationship was through academic efficacy, which had served as a mediating variable. One of the contributions of this study is that its findings supported the inclusion of student motivational beliefs in explaining the relationship between support factors and engagement. This study had also examined the unique contribution of emotional support. Additionally, it was found that research should not disregard the importance of peers in promoting cognitive engagement directly.
Resistance to Change: Overcoming Institutional and Individual Limitations for Improving Student Behavior through PLCs
Author: Maag, John W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Resistance to Change,Academic Achievement,Student Behavior,Positive Behavior Supports,Program Implementation,Zero Tolerance Policy,Professional Development,Communities of Practice,Teacher Effectiveness,Models,Behavior Problems,Discipline,Discipline Policy,Student Improvement

Many public schools currently have organizational structures that form barriers for dealing more effectively with students' challenging behaviors even though positive school-wide approaches exist and provide empirical support for their use. Nevertheless, resistance to change occurs at both institutional and individual levels. Improving student behavior and learning requires a paradigm shift away from teachers working in isolation to working together. Professional growth also must shift away from oneshot inservices to more intense and long-term training. One method for achieving this type of paradigm shift is through the use of professional learning communities (PLCs). Through these communities, schools can challenge existing paradigms and explore the possibilities that positive supports offer to dealing with students' challenging behaviors. Therefore, the purpose of this article is to describe prominent and misconceived beliefs that contribute to institutional and individual resistance and suggest professional learning communities (PLCs) as a means for moving past this resistance in a collaborative and empowering way to improve student behavior and learning.
Case Study on Persuasiveness of Argument Texts Written by Proficient and Less Proficient Malaysian Undergraduates
Author: Ting, Su-Hie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Case Studies,Persuasive Discourse,Writing (Composition),English (Second Language),Language Proficiency,Text Structure

Purpose: Research has shown that university students, particularly non-native speakers of English, encounter difficulties with various academic text-types and often lack the ability to organise the information in a structure considered effective by the discourse community or to use the significant language features of the text-type effectively to achieve the intended purpose. The study examined the persuasiveness of argument texts written by proficient and less-proficient undergraduates in a Malaysian university. The aspects examined were the organisational structure of the text and the language features significant for fulfilling the persuasive purpose of the text. Method: Forty argument texts were analysed: 22 written by undergraduates who were more proficient in English, and 18 by less-proficient undergraduates. The analysis focused on the organisation of the content of the argument text as well as selected language features, namely, connectors, modal verbs and passive voice. Findings: The results showed that the proficient undergraduates used the structure considered effective for argument texts but the writing of the less-proficient group was characterised by unclear or absence of statement of stance and restatement of stance. To achieve the persuasive purpose of the text, the proficient undergraduates made use of connectors, modal verbs and passive voice more than the less-proficient group. However, the connectors &quot;because&quot;, &quot;so&quot; and &quot;besides&quot; were often used in a manner similar to spoken language, and there was an overdependence on the modal verbs &quot;can&quot; and &quot;will&quot;. The lack of conditionals and nominalisations was obvious for both groups, suggesting that these are more difficult language features to master and greater pedagogical attention is needed. Significance: The paper explores differentiated focus in the teaching of academic writing at university level for students with high and low proficiency in English.
Integration of Educational Methods and Physical Settings: Design Guidelines for High/Scope Methodology in Pre-Schools
Author: Izadpanah, Shirin
Date: 2014-00-00
Type: Journal Articles
Subjects: Guidelines,Preschool Education,Educational Methods,Design Preferences,Physical Environment,Space Utilization,Interior Design,Teaching Methods,Early Childhood Education,Classroom Design,Class Organization,Educational Practices

Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/Scope settings and shape their designs accordingly.
Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field
Author: du Preez, Petro
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum,Educational Theories,Ambiguity (Semantics),Graduate Students,Masters Theses,Meta Analysis,Foreign Countries,Educational Research,Expertise,Discourse Analysis,Trend Analysis,Scholarship

Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies)? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012) conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.
Teachers' Knowledge and Understanding of the Malaysian School-Based Oral English Assessment
Author: Sidhu, Gurnam Kaur
Date: 2011-00-00
Type: Journal Articles
Subjects: Oral English,English (Second Language),Language Tests,Secondary School Teachers,Knowledge Base for Teaching,Knowledge Level,Questionnaires,Semi Structured Interviews,Content Analysis,Compliance (Legal),Fidelity,Program Implementation,Demography,Barriers,Teacher Attitudes,Foreign Countries,Qualitative Research,Statistical Analysis

Purpose: The paper sought to investigate TESL teachers' knowledge and understanding of the Malaysian School Based Oral English Assessment (SBOEA) after five years into its implementation in upper secondary ESL classrooms in Malaysian public schools Method: The descriptive study involved a total of 80 TESL trained teachers from the 19 schools located in a district in Selangor, Malaysia. The study employed a three-prong strategy to collect data which included a questionnaire, semi structured interviews and document analysis. Findings: The findings of the study indicated that there was a low compliance (58.7%) rate among teachers to the procedures laid out in the SBOEA Manual with regards to the implementation of SBOEA. The teachers also acknowledged their lack of knowledge and understanding of the SBOEA and a half of the teachers in the study admitted having problems with the scoring criteria. Some teachers highlighted that they felt the SBOEA lacked reliability and validity within and outside the schools. Significance: The paper explores the possible implications of the study to the enhancement of the implementation of the School Based Oral English Assessment in Malaysian public schools.
Pre-Service Teachers' Perception toward Environmental Knowledge, Attitudes and Behaviours
Author: Borhan, Mohamad Termizi
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Environmental Education,Knowledge Level,Student Behavior,Statistical Analysis,Questionnaires,Likert Scales,Chemistry,Methods Courses,Climate,Etiology,Correlation,Change Strategies,Foreign Countries

Purpose: The study investigated the environmental knowledge, attitudes and behaviours exhibited by the pre-service teachers and determined if there was any significant relationship between environmental knowledge, attitudes and behaviours. Method: This descriptive study adopted a quantitative approach using questionnaires to obtain information on environmental knowledge (53 items with true/false responses), environmental attitudes (11 items with a 4-point Likert scale) and environmental behaviours (11 items with a 4-point Likert scale) of 173 3rd-year students enrolled in the Chemistry Teaching Methods course. Data were analysed using both descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (correlation coefficient). Findings: The low total mean score on the environmental knowledge component indicated the respondents' lack of knowledge on environmental issues especially in climate change, However, the respondents exhibited high positive environmental attitudes based on their responses to the relevant attitude items especially on items that related to adopting significant actions. Most of the items in the environmental behaviours component yielded considerably high mean scores which indicated a strong willingness on the part of the pre-service teachers to take pro-environmental behaviours. The findings also showed that there was no significant relationship between knowledge, attitudes and behaviours. Significance: The study highlighted the need to review the curriculum on environmental education in teacher-training courses so as to provide pre-service teachers with knowledge on environmental issues, as well as to develop favourable attitudes and behaviours of students regarding environmental issues.
Community-Researcher Liaisons: The Pathways to Resilience Project Advisory Panel
Author: Theron, Linda C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Participatory Research,Partnerships in Education,Case Studies,Advisory Committees,Cooperation,School Community Relationship,Resilience (Psychology),Qualitative Research

The Pathways to Resilience Project is an ongoing, community-based participatory research (CBPR) project. Its express focus is the exploration of how at-risk youths use formal services and/or informal, naturally occurring resources to beat the odds that have been stacked against them, with the intent of partnering with communities to promote youth resilience. As part of this exploration, project researchers partnered with representatives of participating communities, or advisory panels (AP). However, in literature documenting the worth of participatory methodologies in knowledge generation and social change, there is little mention of how partnerships with AP support communities build on existing knowledge to effect meaningful change. Therefore, the aim of this article is to report the instrumental case study of the AP to the South African Pathways to Resilience Project, between 2008 and the present, in order to foreground the research-informing, knowledge-generating, and practice-shaping value of collaboration with an AP. Simultaneously, this case showcases the complexity of AP-researcher partnerships in order to sensitise CBPR researchers to the need for reflexive, flexible cooperations if communities are to cogenerate and implement local knowledge in enabling ways.
A Proposed Concentration Curriculum Design for Big Data Analytics for Information Systems Students
Author: Molluzzo, John C.
Date: 2015-01-00
Type: Journal Articles
Subjects: Curriculum Design,Data Analysis,Data Collection,Information Systems,Computer Science Education,College Students,Information Security,Privacy,Student Educational Objectives,Core Curriculum,Prerequisites,Textbooks

Big Data is becoming a critical component of the Information Systems curriculum. Educators are enhancing gradually the concentration curriculum for Big Data in schools of computer science and information systems. This paper proposes a creative curriculum design for Big Data Analytics for a program at a major metropolitan university. The design emphasizes expanded learning of business, mathematical and statistical, and presentation skills, in projects of teams, in addition to skills in technology. This paper will be beneficial to educators considering improvement of the curriculum for Big Data Analytics and to students desiring a more contemporary program.
Evaluating Business Intelligence/Business Analytics Software for Use in the Information Systems Curriculum
Author: Davis, Gary Alan
Date: 2015-01-00
Type: Journal Articles
Subjects: Computer Software,Information Systems,Technology Uses in Education,Educational Technology,College Students,Business,Data Collection,Data Analysis,Curriculum,Student Surveys,Statistical Analysis

Business Intelligence (BI) and Business Analytics (BA) Software has been included in many Information Systems (IS) curricula. This study surveyed current and past undergraduate and graduate students to evaluate various BI/BA tools. Specifically, this study compared several software tools from two of the major software providers in the BI/BA field. The participants in the study evaluated each software tool according to three key criteria: 1) functionality, 2) ease of use, and 3) learning effectiveness. The &quot;learning effectiveness&quot; criterion was used to determine which BI/BA tools provided the most effective learning of BI/BA concepts in the IS classroom. The three criteria were used to develop recommendations for including specific BI/BA software tools in the IS curriculum. Based on the findings of the study, the authors recommend that colleges and universities consider the use of the IBM-Cognos suite of tools as a viable means for teaching BI/BA concepts in their Information Systems curricula. The results of the study are relevant to any college or university that currently includes (or is considering the inclusion of) Business Intelligence / Business Analytics concepts in its Information Systems curriculum.
Using the Theory of Planned Behaviour (TPB) in Predicting the Intent to Use the Internet for Academic Purposes
Author: Bidin, Zainol
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Theories,Prediction,Intention,Internet,Technology Integration,Technology Uses in Education,Educational Technology,College Students,Foreign Countries,Surveys,Questionnaires,Student Attitudes,Statistical Analysis,Social Attitudes,Student Behavior,Likert Scales,Multiple Regression Analysis

Purpose: This study sought to investigate the factors that influence students' intention to use the Internet for academic purposes in Universiti Utara Malaysia. This study applies theory of planned behaviour (TPB) as the base model. The model employed the original variables from the theory i.e. attitudes, subjective norms, perceived behavioural control and intention. Method: A survey involving of questionnaires was conducted among 369 public university students. Multiple regression was employed to examine the factors influencing intention to use the Internet for academic purposes. Findings: Results revealed that the variables attitude, subjective norms, and perceived behavioural control are statistically significant in influencing intention to use the Internet for learning purposes. It was also found that 38% of the variance in students' intention to use the Internet is cumulatively explained by their attitude, subjective norms, and perceived behavioural control. Significance: The paper provides useful scientific insight into the relationships between attitude, subjective norms and perceived behavioural control variables towards intention to use the Internet for academic purposes. The findings can be used to promote the use of Internet among students in enhancing their learning experience.