ethanporcaro/eric-fulltext-meta huggingface dataset:
Intensifying Innovation Adoption in Educational eHealth
Author: Rissanen, M. K.
Date: 2014-03-00
Type: Reports - Research
Subjects: Educational Innovation,Health Education,Criticism,Interdisciplinary Approach,Instructional Design,Educational Quality,Educational Technology,Consumer Science,Guidelines,Electronic Learning,Organizations (Groups),Cost Effectiveness,Information Dissemination,Literature Reviews

In demanding innovation areas such as eHealth, the primary emphasis is easily placed on the product and process quality aspects in the design phase. Customer quality may receive adequate attention when the target audience is well-defined. But if the multidimensional evaluative focus does not get enough space until the implementation phase, this means a delay. The study examines how the adoption and diffusion processes of educational eHealth innovations could be enhanced from the viewpoint of design. Explorative, critical analysis of the multidisciplinary literature with a pragmatic approach serves this aim. The prerequisites identified in general adoption models and theories refer to several quality aspects. When designers understand the meaning of versatile quality framing in the early design phase, this may ease the adoption processes of eHealth. Questioning that focuses on the quality of eHealth innovations rather than on adaptation problems is more fruitful from the viewpoint of design. In demanding development areas, the maturation processes of products may be laborious, and therefore, rapid diffusion processes are not always possible and not even useful if these occur at the expense of quality.
Raising Standards through INQUIRE in Pre-Service Teacher Education
Author: Elster, D.
Date: 2014-03-00
Type: Reports - Research
Subjects: Standards,Science Education,Communities of Practice,Preservice Teacher Education,Hands on Science,Biodiversity,Climate,Environmental Education,Teaching Methods,Science Instruction,Science Teachers,Botany,Scientists,Teacher Education Programs,Foreign Countries,Program Descriptions,Pedagogical Content Knowledge,Secondary School Students,Course Evaluation,Questionnaires,Professional Development,Prior Learning,Student Teacher Attitudes,Pretests Posttests

Raising standards through inquiry-based science education (IBSE)--what are the challenges for pre-service teacher education? What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-on and hands-on IBSE activities in the classroom? What do they learn &quot;beyond&quot; IBSE? The Bremen teacher education course &quot;INQUIRE for Teacher Students--inquiry-based learning in the context of biodiversity loss and climate change&quot; aims to raise standards in teacher education using IBSE methods in an innovative manner. Science educators, botanists and botanic garden educators support Learning Communities of ongoing and active teachers in the development of IBSE school projects for students of the lower secondary level. The evaluation the course measures the professional growth of the participating teacher students regarding their PCK and subject knowledge, the successfulness of the Learning Communities and the implementation of the course in the regular teacher education program. The course is part of the European FW7 project INQUIRE (http://www.inquirebotany.org/en).
Preparing Elementary and Secondary Pre-Service Teachers for Everyday Science
Author: Evagorou, Maria
Date: 2014-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Science Instruction,Teaching Methods,Guidelines,Social Problems,Foreign Countries,Learning Modules,Environmental Education,Science and Society,Evaluation Methods

The purpose of the paper is to present the framework and design of modules aiming to teach socio-scientific issues and the related pedagogy to pre-service teachers. Specifically, the work presented in this paper is part of the PreSEES project, a Comenius/LLP project with the main aim of engaging elementary and secondary pre-service teachers in critical discussions of everyday science through socio-scientific issues (SSI) and prepare them to teach SSI. We first present the aims of our project, and a framework designed around learning to teach SSI, including pedagogical and theoretical aspects concerning teaching SSI. Finally we present three modules that were designed based on the framework aiming to present these guidelines to pre-service teachers (primary and secondary). The emphasis of the modules is on presenting pedagogical issues related to SSI, with an emphasis on the nature of SSI issues, and pedagogical implications of teaching and assessing SSI. The aforementioned issues are presented in various contexts, such as global warming and edible insects.
Science Camps in Europe--Collaboration with Companies and School, Implications and Results on Scientific Literacy
Author: Lindner, M.
Date: 2014-03-00
Type: Journal Articles
Subjects: Science Instruction,Foreign Countries,Networks,Organizations (Groups),Best Practices,Career Choice,Workshops,Surveys,Summer Programs,Learning Experience,STEM Education,Educational Research,Self Concept,Program Design,Elementary School Students,Secondary School Students

The paper informs on the characteristics of a Comenius Network of seven organizations, who are collaborating in exchanging best practice on science camps. This exchange includes evaluation results on more science camps of European organizations, which will deliver information on organization, collaboration with companies, pedagogical aspects, as well as sustainability on career decisions. The results will be distributed online, and in a series of workshops. First results of a pan-European survey on Science Camps and on participants of a German science camp are reported.
Environmental Education through Inquiry and Technology
Author: Markaki, Vassiliki
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Environmental Education,Inquiry,Technology Uses in Education,Foreign Countries,Learning Activities,Conservation (Environment),Career Development,Curriculum,Science Education

In the transformative world of today, the role of environmental education has become a much-debated issue. The experience from various EU countries shows lack of a concrete policy for the advancement of those strategic skills that correspond to the identified need for the connection of environmental education to green career choices. This paper discusses the process being currently followed by the GreeNET project for the promotion of innovative and engaging activities that underline the scientific aspect of environmental education, to provoke interest on green sciences among students, and thus contribute to the increased number of students choosing science-related subjects. The goal is to form a concrete framework for the collection and exchange of exceptional yet limited and non-associated good practices in the area of environmental education and green career counselling, and teacher training. For this reason, a European network of teachers is formed and trained to develop the competencies necessary to educate their students according to cutting-edge approaches in environmental education.
Usage of Thin-Client/Server Architecture in Computer Aided Education
Author: Cimen, Caghan
Date: 2014-04-00
Type: Journal Articles
Subjects: Client Server Architecture,Computer Uses in Education,Computer System Design,Cost Effectiveness,Program Development,Program Implementation,Educational Technology,Technology Integration

With the advances of technology, thin-client/server architecture has become popular in multi-user/single network environments. Thin-client is a user terminal in which the user can login to a domain and run programs by connecting to a remote server. Recent developments in network and hardware technologies (cloud computing, virtualization, etc.) have made the thin-client/server architecture more efficient with respect to total cost of ownership, administration, maintenance, security and power consumption. Therefore, the usage of thin-client/server architecture in computer-aided education has scaled up exponentially since 2010. In this study, we present our architecture in a Public College with 270 user terminals and 9 servers. We describe the planning, design, testing and implementation phases of the new architecture and analyze the outcomes of this implementation in regard to students and staff.
ADHD in Indian Elementary Classrooms: Understanding Teacher Perspectives
Author: David, Neena
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention Deficit Hyperactivity Disorder,Intervention,Teacher Attitudes,Mainstreaming,Inclusion,Attitudes toward Disabilities,Elementary School Teachers,Elementary School Students,Interviews,Observation,Vignettes,Student Behavior,Behavior Problems,Discipline,Parenting Styles,Environmental Influences,Qualitative Research

ADHD in India is culturally viewed as a school specific condition. Parents perceive accessing child psychiatric services as stigmatizing and prefer educational interventions for ADHD. There is a crucial need for research that restructures information and intervention paradigms about ADHD within a school context. The objectives of the present study were to understand teacher perspectives in relation to ADHD behaviours as they present in mainstream elementary classrooms. Located in Bangalore Urban district, India, the purposive sample consisted of teachers and students from the elementary section of 5 regular schools. Data was obtained through in-depth interviews, classroom observations and responses to vignettes. Responses were qualitatively analysed for themes and main concepts. Results indicate that teachers use a framework model to locate the construct of ADHD in a developmental context. ADHD behaviours are attributed to parent disciplining styles and environmental factors such as over exposure to electronic media. Teachers respond to classroom challenging behaviours using directive and heuristic strategies. The study highlights the need to recognize cultural complexities in understanding the ADHD construct.
An Inter-Correlational Study of the Reading Components in Profiling and Generating a Cognitive Equation for the Reading Performance of Students with Autism
Author: Elangovan, Saranya
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Skills,Autism,Correlation,Word Recognition,Sentences,Reading Comprehension,Reading Attitudes,Experience,Elementary School Students,Reading Processes,Decoding (Reading),Reading Motivation,Knowledge Level,Environmental Influences,Mainstreaming,Foreign Countries,Phonics

Reading is a multifaceted process consisting of many interacting components. A plethora of research is available on reading. Yet, there is inadequate exploration, which ascertains the effects of the interaction of different reading components and how they affect the reading performance of students with autism. This inter-correlational research study examined how five different components, namely, Reading Experience, Word Reading, Sentence Reading, Reading Comprehension and Reading Attitude interrelate with each other. We proposed a cognitive equation of reading process that illustrated the effects of these components on 17 Primary 4 students (13 boys and 4 girls, aged between 9 and 10 years) with high-functioning autism, currently attending mainstream schools. Among the five components, the inter-correlation reliability coefficient between Word Reading and Sentence Reading showed significant and positive relationship. Word Reading and Reading Comprehension which showed moderate reliability followed this. Reading Experience correlated reliably with Reading Comprehension. However, Reading Attitude was least correlated with the other components of the reading process. We recommended pedagogical interventions based on the results of this study.
Digital Games and Assistive Technology: Improvement of Communication of Children with Cerebral Palsy
Author: Ferreira, Maria Inês Jesus
Date: 2013-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Nonverbal Communication,Children,Cerebral Palsy,Multiple Disabilities,Communication Problems,Assistive Technology,Foreign Countries,Hearing Impairments,Observation,Computer Games,Interviews,Communication Strategies,Help Seeking,Educational Technology

This paper aims to analyze the frequency of occurrence of different forms of communication in nonspeaking children during activities with digital games. The participants in this study were three children with multiple disabilities, whose limitations were due to cerebral palsy. All the children had severe oral communication disabilities. Three digital games were developed by the Research Group of Computational Modeling of SENAI/CIMATEC for this population: Food Safety, Public Safety and Sustainable City. This research group has qualified people who have different areas of training and experience. From analysis of the footage, by recording the observation, it was possible to identify the occurrence of five categories of communication; vocal and non-verbal was the one that stood out. Additionally, we analyzed the expansion of the children's communication individually in each session, thus allowing us to identify the ongoing progress of this variable. The digital games encouraged the use of different forms of communication in nonspeaking children with multiple disabilities resulting from cerebral palsy. This paper discusses the importance of analyzing the different possibilities of expression for these children with cerebral palsy in order to plan more effective treatments in the area Augmentative and Alternative Communication, using digital games and assistive technology.
Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait
Author: Tannir, Abir
Date: 2013-00-00
Type: Journal Articles
Subjects: Values Education,Self Esteem,Elementary School Students,Grade 3,Ability Grouping,Intelligence Quotient,Pretests Posttests,Intervention,Experimental Groups,Control Groups,Achievement Gains,Learning Activities,Gender Differences,Attitude Measures,Program Effectiveness,English Instruction,English (Second Language),Intermode Differences,Foreign Countries

This research study investigates effects of character education activities on the self-esteem of intellectually able and less able students in the lower elementary level in Kuwait. The participants were 39 students in grade three with an average age of eight years old. Students were first divided into two ability subgroups (intellectually able vs. intellectually less able), based on their IQ scores on the Kuwaiti Raven Standard Progressive Matrices (RSPM). The Rosenberg Self-Esteem Scale (RSS) was also administered before and after a five-week implementation of the program. The experimental group received character education, and the control group received traditional English lessons with no specific character education. The results revealed that the intellectually able students who received character education showed a higher self-esteem rating than the intellectually less able. The character education program had benefited the intellectually able more than the intellectually less able students.
Family Quality of Life from the Perspectives of Individual Family Members: A Korean-American Family and Deafness
Author: Hong, Joo Young
Date: 2013-00-00
Type: Journal Articles
Subjects: Quality of Life,Family Environment,Hearing Impairments,Mothers,Parent Attitudes,Korean Americans,Fathers,Qualitative Research,Interviews,Interaction,Family Relationship,Child Rearing,Well Being,Religion,Social Support Groups,Access to Education

Beginning in the mid-to-late 1980s, the focus on individual quality of life expanded to family quality of life (FQOL) in the field of intellectual disabilities. However, few studies examined FQOL for families who have children with hearing loss. Furthermore, most studies focused on mothers' perceptions of FQOL. The purpose of this study is to understand how different members of a family experience FQOL when there is a member with hearing loss and how those experiences contribute to aggregated FQOL perception as a family unit. Three Korean- American family members, including the father, mother, and individual with hearing loss, participated and presented diverse perceptions of their FQOL. Results indicated each family member described diverse perceptions in seven (58%) of the 12 indicators categorized in four of the five FQOL domains. Implications for future research were described.
Evaluating the Phonology of Nicaraguan Sign Language: Preprimer and Primer Dolch Words
Author: Delkamiller, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Phonology,Foreign Countries,Sign Language,Syntax,Grammar,Language Research,Deafness,English,Spanish,American Sign Language,Word Frequency,Hearing Impairments,Contrastive Linguistics

Over the past 30-years linguists have been witnessing the birth and evolution of a language, Idioma de Señas de Nicaragua (ISN), in Nicaragua, and have initiated and documented the syntax and grammar of this new language. Research is only beginning to emerge on the implications of ISN on the education of deaf/hard of hearing children in Nicaragua. The purpose of this comparative exploratory field study was to evaluate preprimer and primer Dolch sight words and sign language frequency between English, American Sign Language (ASL), Spanish and Idioma de Señas de Nicaragua (ISN). The research focused on word and sign frequencies between the languages and used Stokoe's parameters of location, hand shape, and movement to study the phonology of the signs. ISN has been closely evaluated over the first few decades of its existence. This study is meant to serve as a foundation for examining the use of ISN as a means toward achieving literacy for deaf/hard of hearing students in Nicaragua.
Exploring the Nature of Effective Word Study Instruction for Struggling Readers: Practical Applications for Broader Perspective of the Simple View of Reading
Author: Park, Yujeong
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Instructional Effectiveness,Reading Difficulties,Models,Reading Achievement,Phonological Awareness,Phonics,Decoding (Reading),Spelling Instruction,Vocabulary,Morphology (Languages),Reading Research,Teaching Methods,Elementary School Students

Effective reading instruction plays an important role in improving students&apos; outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers&apos; word study knowledge for instructing both typically developing readers and struggling readers. Scientific studies on the developmental relationships between component reading skills and reading achievement and classroom strategies to facilitate effective word study instruction are discussed in the context of this model.
Nearly Two Decades after the Implementation of Persons with Disabilities Act: Concerns of Indian Teachers to Implement Inclusive Education
Author: Bhatnagar, Nisha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Legislation,Educational Policy,Teacher Attitudes,Program Implementation,Secondary School Teachers,Special Needs Students,Questionnaires,Teacher Characteristics,Likert Scales,Predictor Variables,Educational Practices,Disabilities

This study examined the concerns of regular secondary school teachers in Delhi, India in order to work with students with disabilities in inclusive education settings. A total of 470 teachers responded to a two-part questionnaire. Part-one of the questionnaire collected information related to personal and professional characteristics of the teachers. Part-two was a Likert scale which required the teachers to indicate their concerns on a list of statements related to inclusion. Data was analyzed using descriptive statistics and &quot;t&quot;-tests. The data indicated that the teachers in Delhi, overall, had a moderate level of concerns to implement inclusive education in their schools. These teachers were however not concerned about their increased workload due to inclusion. In addition, an overwhelming majority (95%) of the teachers indicated that they had not received training in special education. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education.
Sexual Behavior in Male Adolescents with Autism and Its Relation to Social-Sexual Skills in the Kingdom of Saudi Arabia
Author: Huwaidi, Mohamed A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sexuality,Males,Autism,Social Behavior,Foreign Countries,Young Adults,Questionnaires,Teachers,Asperger Syndrome,Pervasive Developmental Disorders,Severity (of Disability),Correlation,Interpersonal Competence,Individual Differences

The present study aimed to identify common sexual behavior among adolescents with autism, where parents and teachers of sixty-one male adolescents from twelve to twenty-one years of age were recruited from three cities in the Kingdom of Saudi Arabia. They were asked to respond to a sexual behavior questionnaire, and a social-sexual skills questionnaire. Only teachers were asked to respond to a screening questionnaire for Asperger syndrome and other high functioning autism spectrum disorders to determine the functional level of the adolescents with autism in the sample. This resulted in thirty-two adolescents selected from the main sample; fifteen of them with high functioning autism, and seventeen with low functioning autism. Overall, both parents and teachers reported inappropriate sexual behavior expressed by the adolescents with autism. The results also showed significant correlations between both the social-sexual skills and reported sexual behaviors in all subtests and total scores. The high functioning adolescents with autism displayed significantly less inappropriate sexual behavior and significantly more social-sexual skills when compared to adolescents with low functioning autism.
The Effects of Video Self-Modeling on Children with Autism Spectrum Disorder
Author: Schmidt, Casey
Date: 2013-00-00
Type: Journal Articles
Subjects: Video Technology,Pervasive Developmental Disorders,Autism,Self Concept,Behavior Modification,Intervention,Program Effectiveness,Time on Task,Comparative Analysis,Pretests Posttests,Teacher Attitudes,Student Behavior,Middle School Students,Hypothesis Testing,Maintenance,Likert Scales

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and appropriate transitions. Participants were two children who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. Using an alternating treatment design over a 20 day time period, participants received 10 days of VSM and 10 control days in a random order. Results indicated that for the first child on-task behavior significantly increased on VSM days compared to control days and maintenance was established by the increasing of on-task behavior during the weeks of implementation. For the second child, appropriate transitions significantly increased on VSM days compared to control days but maintenance was not established. Additionally, teachers' ratings of participants' behavior improved from a pre-test given before the intervention to the post-test conducted at the conclusion. Practical suggestions for implementing VSM are provided, in addition to suggestions for future research.