ethanporcaro/eric-fulltext-meta huggingface dataset:
Adventure Based Learning Experience (ABLE)
Author: White, Robert M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Adventure Education,Preadolescents,Early Adolescents,Teaching Methods,Outdoor Education,Student Attitudes,Self Esteem,Student School Relationship,Empathy,Emotional Response,Family Relationship,Experimental Groups,Control Groups,Semi Structured Interviews,Interpersonal Competence,Trust (Psychology),Secondary School Students,Program Effectiveness,Foreign Countries,Qualitative Research

For the purpose of this research project an outdoor education program was developed for students (aged between 10-14) displaying signs of emotional difficulties in engaging with school and family life. The project investigated the effective use of an Integrated Adventure Based Educational program delivered in a complimentary milieu of classroom, outdoor and &quot;wilderness&quot; venues. Participants of the Adventure Based Learning Experience (ABLE) program reported positive change. In interview, 86% of the students reported that their self-confidence had improved, 95% reported feeling more comfortable at school, and 64% believed that they had become more aware of the needs of others. Furthermore, 88% say that they have an increased ability to regulate their emotions, and 75% say they have experienced more positive interactions with their family since participating in the program. Outdoor education proponents have argued that a systematic approach to experiential learning through challenge can develop participants trust, social competence and group cohesion. This study demonstrates significant gains in social competence for 22 Year 8 students participating in the ABLE program as compared to the control groups.
Relationship between Service Coordinator Practices and Early Intervention Services
Author: Bruder, Mary Beth
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Equal Education,Disabilities,Cooperative Programs,Coordination,Predictor Variables,Role,Early Intervention,Individualized Family Service Plans,Coordinators,Young Children,Cooperative Planning,Multiple Regression Analysis,Individual Characteristics,Delivery Systems

The influence of six service coordination variables on the number, types, and intensity of early intervention services was examined in a study of 346 IDEA Part C program participants in 46 states. The study and selection of the predictor and criterion variables was guided by both previous research and current beliefs about the role service coordination plays in influencing the type, frequency, and amount of early intervention services. Results showed that only the number of persons developing children's IFSPs and how long service coordinators worked with families were related to the early intervention services measures. Findings are discussed in terms of the disassociation between service coordination and the provision of early intervention services.
Transition Planning: Improved Methods to Promote Student Success from High School to the Workforce
Author: Martin, Christopher
Date: 2007-00-00
Type: Journal Articles
Subjects: Transitional Programs,Disabilities,High School Students,Job Skills,Special Education Teachers,Individualized Education Programs,Equal Education,Educational Legislation,Federal Legislation,Student Evaluation,Interdisciplinary Approach,Cultural Relevance

Successful transition planning for students with disabilities from school into adulthood seems to be a complex and difficult process. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) promote the development of successful transition planning; however, research has shown that special educators are not likely to engage in behaviors during transition planning meetings to facilitate appropriate transition planning principles and guidelines (Thoma, Rogan, &amp; Baker, 2001). In this paper, we will provide an overview of the assessment process, integration approach, and the multicultural aspects as they relate to transition planning to assist the Individualized Education Plan (IEP) process in making secondary school decisions.
Individualized Interventions: When Teachers Resist
Author: Fasko, Sharla N.
Date: 2007-00-00
Type: Journal Articles
Subjects: Intervention,Individualized Instruction,Teacher Attitudes,Resistance (Psychology),Compliance (Legal),Teacher Responsibility,Special Education,Student Needs

One of the most frustrating situations encountered by special needs professionals is when teachers are unwilling to carry out individualized reinforcement plans for children. Though they are clearly required by law to comply, some individuals still resist our most determined efforts at advocacy. The purpose of this paper is to examine some possible causes of such resistance, and to offer some suggestions for working with these troublesome individuals.
No Child Left Behind's Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders
Author: Fitzpatrick, Michael
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Literature Reviews,Urban Schools,Emotional Disturbances,Behavior Disorders,Special Education,Accountability,School Safety,School Choice,Teacher Qualifications,Evidence Based Practice,Change Strategies,Student Needs

The No Child Left Behind Act (NCLB, 2002) has generated controversy and support since its inception. Parents, teachers, researchers, authors, advocates, protesters, and politicians have shared views and opinions based on &quot;political&quot; beliefs, biases, and anecdotal and research-based evidence that supports their stance. In attempt to sidestep political attacks or endorsements of NCLB, we reviewed the literature regarding NCLB's basic principles, its issues in urban school settings, and its impact on students identified as emotionally and behaviorally disturbed who receive special education services in urban school settings. We also discussed relevant recommendations, methods, and strategies to increase a school's capacity and student outcomes.
The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis
Author: Boon, Richard
Date: 2007-00-00
Type: Journal Articles
Subjects: Literature Reviews,High Stakes Tests,Learning Disabilities,Testing Accommodations,Alternative Assessment,Curriculum,Educational Change,Accountability

The purpose of this paper is to provide a review of the literature evaluating the impact of high-stakes testing for students with learning disabilities. In this review, 30 studies were obtained, reviewed, and synthesized. Findings discuss the definition and description of high-stakes testing, origins of high-stakes testing for students with disabilities, educational outcomes, effects on curriculum, and impact of high-stakes testing for students with learning disabilities. Results and limitations are discussed in relation to instructional practice and future research issues to extend the current literature findings.
School-Age Homeless Children: Crucial Transporters of Literacy Activities in the Shelter
Author: Warsi, Sadia
Date: 2007-00-00
Type: Journal Articles
Subjects: Homeless People,Emergent Literacy,Literacy Education,Preschool Children,Emergency Shelters,Children,Environmental Influences,Mothers,Role,Qualitative Research,Case Studies,Observation,Interviews,Documentation,Early Intervention,Peer Influence,Grounded Theory,Structured Interviews

While research on emergent literacy development provides a comprehensive picture of the factors that are conducive to children's early literacy development, environments of young preschool children living in overnight and residential shelters have not been investigated from an emergent literacy perspective. Results of my comprehensive study on the emergent literacy development of children living at a homeless shelter uncovered the role of older school-age children (among other factors) in providing unique opportunities for younger children's literacy interactions. This article aims to describe these children's activities in detail in an attempt to promote further research and discussion in the area of homeless children's educational and literacy development.
Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework
Author: Wingo, Nancy Pope
Date: 2017-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Online Courses,College Faculty,Educational Technology,Technology Uses in Education,Literature Reviews,Barriers,Technical Support,Faculty Workload,Class Size,Teacher Role,Teacher Competencies,Use Studies,Experience,Relevance (Education)

Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh &amp; Davis, 2000), provided a framework for surveying and organizing the research literature about factors that have influenced faculty's adoption of online delivery methods for courses and their willingness to continue to teach online. This paper presents the results of a synthesis of 67 empirical studies about faculty teaching online published between 1995 and 2015, using TAM2 constructs as an organizing framework. This validated model provided a lens for understanding research about faculty perceptions of the user-friendliness and ease of use of technology for online course delivery, as well as the overall experience of teaching online. Studies in this review revealed concerns among faculty regarding their perceived barriers to student success in online classes, uncertainty about their image as online instructors, technical support needs, and their desire for reasonable workload and manageable class enrollments in online classes.
Course Management System's Compatibility with Teaching Style Influences Willingness to Complete Training
Author: Pereira, Audrey Smith
Date: 2017-03-00
Type: Journal Articles
Subjects: Computer Software,Open Source Technology,Integrated Learning Systems,Teaching Styles,Faculty Development,Teacher Attitudes,Technological Literacy,Online Surveys,Technology Integration,Educational Technology,Technology Uses in Education,Likert Scales,Teacher Characteristics,Statistical Analysis,Tenure,Employment Level,Intellectual Disciplines,Age Differences,Gender Differences,Predictor Variables,Correlation,College Faculty

Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall purpose of this research was to address how instructor perceptions influence willingness to complete IT training on CMSs, and to discern techniques university administrators can implement to improve training completion rates and, ultimately, CMS adoption rates. The basic design of the study was a cross-sectional survey. Data were obtained from 102 public university faculty members who responded to an anonymous, web-based survey about their perceptions of the relative advantage, compatibility, complexity, trialability, and observability of their institution's CMS. The data were analyzed using multiple linear regression models. Compatibility, defined as the degree to which instructors perceive the CMS as being consistent with their existing values, past experiences, and current or future teaching needs, was statistically significantly associated with willingness to complete online and in-person CMS training after controlling for other factors. Major findings suggest that faculty training on the CMS is not &quot;one size fits all.&quot; If greater use of CMSs by faculty is to be achieved, university administrators should consider compatibility of teaching style with CMS adoption when developing and promoting CMS training.
Understanding Teachers' Cognitive Processes during Online Professional Learning: A Methodological Comparison
Author: Beach, Pamela
Date: 2017-03-00
Type: Journal Articles
Subjects: Cognitive Processes,Online Courses,Faculty Development,Educational Technology,Technology Uses in Education,Program Effectiveness,Protocol Analysis,Elementary School Teachers,Web Sites,Comparative Analysis,Questionnaires,Teacher Characteristics,Audio Equipment,Correlation,Statistical Analysis

This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and retrospective think aloud procedures. Elementary teachers from a large metropolitan area were assigned to one of the three think aloud conditions (N = 45). Participants in the concurrent condition verbalized their thoughts while simultaneously navigating a professional development website for 20 minutes. Participants in the retrospective condition verbalized their thoughts following their 20-minute website navigation without any aids. Finally, participants in the virtual revisit condition verbalized their thoughts while viewing a screen recording of their website navigation. Think aloud protocols were analyzed to determine the frequency of cognitive processes verbalized by participants in each condition. The findings of this study indicated significant differences in the types of verbalizations produced by participants across the three think aloud conditions. In addition, findings reveal benefits and limitations of employing each type of think aloud method in the context of a professional development website.
Moving beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program
Author: Chen, Ken-Zen
Date: 2017-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Online Courses,Case Studies,Program Evaluation,Program Improvement,Educational Technology,Technology Uses in Education,Seminars,Teacher Participation,Teacher Competencies,Teacher Surveys,Teacher Student Relationship,Teacher Attitudes,Satisfaction,Communities of Practice,Attitude Change,Self Esteem,Program Development,Mixed Methods Research

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution's multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.
Reading between the Lines: Accessing Information via &quot;Youtube's&quot; Automatic Captioning
Author: Smith, Chad
Date: 2017-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Middle Schools,Secondary School Science,Astronomy,Error Patterns,Comprehension,Deafness,Hearing Impairments,Distance Education,Grade 8,College Students,College Faculty,Reading Ability,Printed Materials,Automation,Visual Stimuli,Statistical Analysis,Auditory Stimuli

This study and discussion center upon the use of &quot;YouTube's&quot; automatic captioning feature with college-age adult readers. The study required 75 participants with college experience to view brief middle school science videos with automatic captioning on &quot;YouTube&quot; and answer comprehension questions based on material presented auditorily and/or through the automatic captions. Participants were divided into groups and presented with the captioned videos with or without sound. The videos, which all focused on the solar system, contained low and high instances of errors within the captions. The research found that comprehension of the automatic caption text varied significantly based on how the participants viewed the videos, with significantly more errors in comprehension for the group that viewed the high error video with automatic captioning only.
International Student Teaching: A Transformational Experience
Author: González-Carriedo, Ricardo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Teaching,Preservice Teacher Education,International Educational Exchange,Foreign Countries,Student Teachers,Cooperating Teachers,Student Experience,Teaching Experience

Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the University of Seville (Spain) and reflects on the effects of the experience on a Spanish preservice teacher and his mentor teacher in Texas. Implications and suggestions for teaching preparation programs are also provided.
Cooperative Activity as Mediation in the Social Adjustment of Chinese International Students
Author: Ma, Junqian
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Social Adjustment,Group Activities,Foreign Countries,Student Adjustment,Case Studies,Graduate Students,Painting (Visual Arts),Interviews,Student Attitudes,Psychological Patterns,Interaction

Social adjustment is one of the most difficult and long-lasting challenges for international students who study in a new country. This paper uses a case study of cooperative painting activity conducted in Australian setting, in which two Chinese and three other students from different countries participated, in order to assess the efficiency of cooperative activity in mediating the social adjustment of international students. It argues that three factors determine its mediating function: namely, 1) the relaxing, pushy, and thematic setting, 2) the mediator's role, and 3) communications and interactions. The study provides a new approach to future practices aiming to support the social adjustment of international students.
Internationalizing Campus Partners
Author: Koseva, Plamena
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Personnel Services,Student Personnel Workers,Surveys,Intercultural Communication,Communication Skills,Global Approach

The available discourse on how international students' needs and expectations are accommodated in U.S. higher education institutions is extensive while the corresponding research on how International Services' Staff (ISS) are prepared for the challenge is limited. The purpose of this essay was to research the personal, academic, and professional background of individuals working in International Services Offices (ISOs) nationwide and identify issues that are not sufficiently addressed. The survey allowed for the collection of data on the training and experience of International Services Staff as well as the methods and strategies used to effectively communicate with international students. Upon discussion of the findings and their significance, the author proposes future recommendations through the implementation of a practical training module.
Examining the Effect of Proctoring on Online Test Scores
Author: Alessio, Helaine M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Supervision,Scores,Computer Assisted Testing,Undergraduate Students,Electronic Learning,Online Courses,Integrity,Cheating,Ethics,Comparative Analysis,Tests,Student Surveys,Computer Software

Online education continues to grow, bringing opportunities and challenges for students and instructors. One challenge is the perception that academic integrity associated with online tests is compromised due to undetected cheating that yields artificially higher grades. To address these concerns, proctoring software has been developed to address and prevent academic dishonesty. The purpose of this study was to compare online test results from proctored versus unproctored online tests. Test performance of 147 students enrolled in multiple sections of an online course were compared using linear mixed effects models with nearly half the students having no proctoring and the remainder required to use online proctoring software. Students scored, on average, 17 points lower [95% CI: 14, 20] and used significantly less time in online tests that used proctoring software versus unproctored tests. Significant grade disparity and different time usage occurred on different exams, both across and within sections of the same course where some students used test proctoring software and others did not. Implications and suggestions for incorporating strategic interventions to address integrity, addressing disparate test scores, and validating student knowledge in online classes are discussed.
Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness
Author: Lausch, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Social Distance,Semi Structured Interviews,Foreign Countries,Student Experience,College Students,Identification,Ethnography,Personal Narratives,Family Relationship

International students' identities are complex and so are their needs. Semi-structured interviews with 13 of the lead researcher's former students from Dubai, United Arab Emirates, who are multi-national, multi-lingual and pursuing degrees in law, business, economics, medicine, education, art and media, in the United States, United Kingdom and Australia elucidated this reality. Their experiences demonstrated scholastic and pabulum frustrations that were offset in part by constant communication with their clans in person and through various technologies. Though the current model of higher education often seeks to identify and categorize international students as a group, this study shows that international students are unique individuals. Recognizing their individuality, higher education institutions and policymakers can more appropriately respond to international students' needs.
Logging On: Using Online Learning to Support the Academic Nomad
Author: Gargano, Terra
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Graduate Students,Blended Learning,Masters Programs,International Relations,Student Mobility,Student Diversity

The Internet is cited for bringing about the most rapid and significant social change within societies worldwide. Higher education does not lie at the fringe of this discussion, but is rather at the center of it. Online learning is no longer considered a mere supplement to education but digital tools now routinely embed themselves in higher education spaces. The evolving modalities of online learning are expanding the terrain of academic possibilities farther than previously imagined and new educational technologies are introduced daily. Against a backdrop of the potential for online learning in higher education, this article will paint a portrait of the ways one graduate program at a United States institution of higher education is addressing demands of academic nomads.