ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Introductory Programming: Success Factors for Advanced Programming
Author: Hoskey, Arthur
Date: 2011-10-00
Type: Journal Articles
Subjects: College Students,Computer Science Education,Programming,Programming Languages,Advanced Courses,Longitudinal Studies,Academic Achievement,Success,Academic Failure,Majors (Students),Mathematics Skills,Logical Thinking,Introductory Courses,Time Factors (Learning),Teacher Influence,Gender Differences,Grade Point Average,Prior Learning,Statistical Analysis

Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background, personal attributes, and the programming language itself. Research in this area has mainly been confined to introductory programming courses. This study explores the problem at a higher level. It tracks students longitudinally as they move from the first introductory programming class, to the second introductory class, and finally, to completion of an advanced programming course. The research question answered was: What are the factors contributing to the success or lack of success in advanced programming? The success factors examined were the introductory programming language taken, number of programming classes taken, track (concentration in the major), math and logic background, time lapse between the introductory and advanced programming class, instructor, gender, and general GPA. The factors that influenced student success were found to be the introductory programming language, time lapse between the introductory and advanced class, general grade point average, and track. Identification of these factors will help educators to make the best decisions on how to improve computer curriculum and programs and help students become better programmers.
Cooking for Independence: Middle School Students Gain Skills While Cooking
Author: Mixon, Gloria
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle Schools,Intellectual Disability,Daily Living Skills,Cooking Instruction,Clubs,Special Education,Self Esteem,Program Effectiveness,Parent Attitudes

Middle school students with intellectual disabilities often have difficulties achieving independence with instrumental activities of daily living (IADLs); therefore, these skills must be taught in school. IADLs are a complex component of skills that require a higher level of cognitive reasoning such as community mobility, shopping, meal preparation and clean-up. A cooking club was utilized to help middle school students with intellectual disabilities gain independence in IADLs. Those students were enrolled in a multi-aged, self-contained, special education class when they participated in the cooking club; they showed an increased independence with meal preparation, shopping, community mobility, purchasing transaction skills, menu selection and overall self-confidence. For the past decade, there has been an increased focus on integrating people with intellectual disabilities into the local community (Drysdale, Casey &amp; Armstrong, 2007). This has created a need to equip those individuals with the knowledge and skills needed to be successful in this community. Some of the skills needed for success include: community mobility, shopping, and meal preparation which require more abstract cognitive skills. These complex skills have been defined as instrumental activities of daily living (IADLs) by the American Occupational Therapy Association (2008). Because parents of children with intellectual disabilities tend to be overprotective, independence in IADLs must be taught in school (Drysdale, Casey &amp; Armstrong, 2007). The purpose of this paper is to describe how a cooking club was utilized to help middle school with intellectual disabilities students gain independence in IADLs.
Teacher Candidates' Knowledge of Special Education Law
Author: Sanders, Pamela
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Special Education,Educational Legislation,Student Surveys,Predictor Variables,Student Attitudes,Inclusion,Special Education Teachers,Disabilities,Equal Education,Federal Legislation,Likert Scales,Student Characteristics,Attitude Measures,Undergraduate Students

This study sought to assess teacher candidates' knowledge of special education policies and procedures as mandated by the federal government. It also examines factors associated with accurate knowledge. A sample of 111 teacher candidates, drawn from a Missouri private university, completed a survey. Overall, teacher candidates lacked accurate knowledge and misperceived their lack of knowledge. The most significant predictors of accurate knowledge were completing more special education courses and having positive attitudes toward inclusion. Additionally, this study revealed no differences in knowledge between regular education teacher candidates versus special education teacher candidates.
Defining the Content of the Undergraduate Systems Analysis and Design Course as Measured by a Survey of Instructors
Author: Burns, Timothy J.
Date: 2011-10-00
Type: Journal Articles
Subjects: Undergraduate Study,Information Systems,Systems Analysis,Computer System Design,Computer Science Education,Teacher Surveys,Teacher Attitudes,Delivery Systems,Followup Studies,Interviews,Media Selection,Textbook Selection,Teaching Methods,Teaching Models,Data Collection,Concept Teaching,Units of Study,Grounded Theory

There are many factors that make the undergraduate systems analysis and design course somewhat enigmatic in its purpose, and therefore equivocal in its delivery. The purpose of this research is to learn, specifically, what instructors are teaching in their systems analysis and design courses. This paper reports the results of a survey and follow up interviews that were administered to instructors of the course located in colleges and universities around the world. Results indicate that there is a fair amount of consensus among instructors as to the course content.
Integrating SAP to Information Systems Curriculum: Design and Delivery
Author: Wang, Ming
Date: 2011-10-00
Type: Journal Articles
Subjects: Information Systems,Delivery Systems,Integrated Curriculum,Teaching Methods,Curriculum Design,Course Content,Class Activities,Program Implementation,College Students

Information Systems (IS) education is being transformed from the segmented applications toward the integrated enterprise-wide system software Enterprise Resource Planning (ERP). ERP is a platform that integrates all business functions with its centralized data repository shared by all the business operations in the enterprise. This tremendous change has led to teaching ERP applications becoming an important issue in information systems education. This paper presents a comprehensive approach to teaching SAP which includes the course design, course delivery and learning outcomes. SAP is utilized as an ERP software tool in the course. The course emphasizes on teaching SAP implementation as a whole process of transforming business procedures to organization wide requirements. The paper concludes with suggestions to those who seek to use SAP as a tool to teach ERP in the area of enterprise system integration.
Developing Information Systems Higher Education--Lessons Learned from an Inter-Organizational R&amp;D Project
Author: Melin, Ulf
Date: 2011-11-00
Type: Journal Articles
Subjects: Information Systems,Higher Education,Research and Development,Program Descriptions,Educational Development,Universities,Networks,Institutional Cooperation,Foreign Countries,Action Research,Outcomes of Education,Qualitative Research,Case Studies,Interviews

In this paper we focus on lessons learned from developing information systems (IS) higher education in an inter-organizational (IO) network focusing possibilities and challenges. Developing higher education is one area among others where organizing joint efforts in networks are possible. An IO R&amp;D project is described and analyzed in this paper. The overall research design is qualitative and interpretive. The research is based on a case study of the project and the network collaboration between four Swedish universities as participants. Theoretical concepts that characterize an IO relationship (continuity, complexity, symmetry, and formality) and concepts that describe dimensions of such relationships (links, bonds, and ties) helped us to describe and to analyze interaction in the IO network together with the characterization of context, content and process related to the development work. The IO network in this paper is classified as a joint problem solver; a functional network. Findings in the paper address several possibilities and challenges related to higher education development in IO networks. Findings highlight e.g. the need to involve active teachers and researchers, to manage distributed teams, to be aware of the critical and sensitive matter of opening up the &quot;black box&quot; of courses using critical friends, and the time and effort needed for anchoring projects and changes at the participating universities.
A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities
Author: Dubberly, Russell G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intellectual Disability,High School Students,Self Determination,Transitional Programs,Teaching Methods,Independent Living,Teacher Student Relationship,Urban Environment

This report summarizes the multi-faceted, dynamic instructional model implemented to increase positive transition outcomes for high school students with intellectual disabilities. This report is based on the programmatic methods implemented within a secondary-level school in an urban setting. This pedagogical model facilitates the use of self-determination training, functional academics, positive behavioral strategies, and normalization theory to promote community access, employment, and increased social opportunities. The various instructional methods used are dependent upon each other and require a team of educators to work collaboratively toward the common goal of students successfully transitioning from high school to adult living.
Using Music to Increase Math Skill Retention
Author: Yoho, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Music Education,Music Activities,Mathematics Skills,Retention (Psychology),Mathematics Teachers,Mathematical Concepts,Teaching Methods,Grade 4,Action Research,Pretests Posttests,Research Projects,Elementary School Mathematics,Learning Disabilities,Team Teaching

Discussions with math teachers, of various grade levels, brought out one consistent observation. Each year, students need to be retaught math concepts that they have been previously taught but have forgotten. With the ever-expanding curriculum of material that teachers need to cover over the course of a school year continually growing, it becomes plausible that not enough time is spent on material for it to be internalized and truly learned, for the long term. The amount of material to be covered will not likely decrease, so what can be done to help the instruction that does take place be more effective? What can be done to help students retain information and be able to recall and use it when needed? My Action Research project evolved to answer the question: &quot;Would using music improve math skill acquisition and retention?&quot;
High School Teacher Perceptions of the Student Assistance Team Process
Author: Stoehr, Jeff
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Teamwork,At Risk Students,Student Needs,Intervention,Parent Student Relationship,Behavior Problems,Regular and Special Education Relationship,Teacher Surveys,Student Personnel Services

The Student Assistance Team Process provides a framework of accommodations, interventions, and instructional strategies tailored to the specific needs of a student with behavioral or academic problems. This research study, taking place at six public high schools in a Midwestern school district, details teachers' perceptions of the SAT Process and its effectiveness. While many teachers were mostly satisfied with the SAT Process, they also felt the process could be improved, particularly with regard to follow-up and teacher involvement. Of greatest concern is the finding that the majority of teachers feel that the SAT Process is only helpful some of the time. Given classroom teachers' important role in ensuring that at-risk students succeed, these results should be taken into consideration when planning programs to assist at-risk students. The SAT Process has the potential to be a valuable intervention program for at-risk students, but changes are needed to realize this potential.
One-to-One in the Inclusive Classroom: The Perspectives of Paraeducators Who Support Adolescents with Autism Spectrum Disorder
Author: Healy, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: Adolescents,Teacher Attitudes,Autism,Pervasive Developmental Disorders,Inclusion,Special Education,Disabilities,Regular and Special Education Relationship,Paraprofessional School Personnel,Case Studies,Likert Scales,Observation,Intervention

In public schools nationwide, students categorized with Autism Spectrum Disorder (ASD) have traditionally been removed from the general education setting, where they were taught in isolation by special education personnel. More recently, research on the learning needs of students with ASD has suggested the importance of including them alongside their peers. As a result, these students and their paraeducators have entered the classrooms of content area teachers. The context can create challenges for the paraeducator and their special education supervisor who has authority for their training and supervision. This study examined five paraeducators employed in a single high school as they enter general education classrooms to support the particular students they are assigned. Participants discussed the need to understand the full range of behavioral manifestations of autism as a starting point for their work. Once participants acknowledged their student's differences, however, they identified the instructional context their students needed in order to succeed in the inclusive classroom setting.
A Review of Research on the Educational Benefits of the Inclusive Model of Education for Special Education Students
Author: Hicks-Monroe, Sherry L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Benefits,Inclusion,Models,Special Needs Students,Special Education,Educational History,Related Services (Special Education),Disabilities,Equal Education,Educational Legislation,Federal Legislation

The practice of inclusion is not a new idea to the educational setting; it is a newer term. Before No Child Left Behind, during the 1970s students with disabilities were mainstreamed into the general education population under Public Law 94-142. Public law 94-142, which was renamed to Individuals with Disabilities Educational Act (IDEA), required students with disabilities to be educated with their non-disabled peers as much as possible. Additionally, IDEA requires that a continuum of placement options be available to meet the needs of students with disabilities. This has not changed with the reauthorization of IDEA 2004, however now students with disabilities must be included in statewide assessment. With this addition to the law, schools are paying more attention to their students with disability populations, thus the emergence of full inclusion. The rationale for inclusion has never rested on research findings alone, but on principle (Hines 2001). Proponents insist that the integration of students with disabilities are inherently right, compared often to the same right to racial integration (Hines, 2001). The primary focus of this article is to review the research on the educational benefits of the inclusive model of education for students with disabilities. The term inclusion or responsible inclusion is a term used to identify the movement to provide service to students with disabilities in the general education setting. Inclusion is usually considered the least restrictive environment for students with disabilities. In this article I will discuss the history of special education, the different services options for educating students with disabilities and the benefits associated with inclusion, as well as the opposing arguments for inclusion.
Teaching Artists: Serving Special Education Students in Local Schools
Author: Levitt, Roberta
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Needs Students,Special Education,College School Cooperation,Partnerships in Education,Art Education,Teaching Methods,Barriers,Artists,Teacher Attitudes,Teacher Characteristics,Student Characteristics,School Culture,Literature Reviews,Change Strategies

The performing arts center of a major university has partnered with many local school districts to provide support for teaching artists who work directly with children in many diverse, co-taught classrooms. The artists were concerned with their ability to properly handle the students with special needs who are a major component of their classroom assignments. The artists completed a survey related to this concern, and self-characterized in a group setting to reinforce the fact that there is diversity in any classroom setting. The teaching artists then voiced their feelings about their special education students' characteristics and their view of the schools' culture in the facilities where they teach. A brief review of the literature and two professors' personal backgrounds, expertise, and experience led to a very insightful discussion about potential solutions for the professional teaching artists' perceived problems.
Students with Mild Mental Retardation Participating in Recess
Author: Lucas, Matthew D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mild Intellectual Disability,Recess Breaks,Student Participation,Student Characteristics,Change Strategies,Student Experience,Definitions,Incidence,Teaching Methods,Classroom Techniques,Classroom Environment,Barriers,Adapted Physical Education,Accessibility (for Disabled),Inclusion

The participation of a student with mild mental retardation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with mild mental retardation and present basic solutions to improve the experience of these students in the recess setting. Initially the definition and prevalence of the disability will be presented. This will be followed by a discussion of the disability for an individual in the classroom, including appropriate teaching methods and lastly possible challenges and solutions for children with mild mental retardation in the recess setting. Lastly, specific methods of proactively including a student with mild mental retardation in a basketball-related recess activity will be discussed.
The Millennial Generation Special Education Teacher: Promise or Problem
Author: Mehrenberg, Rich
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Generational Differences,Special Needs Students,Barriers,Change Strategies,Teacher Characteristics,Teacher Background,Teacher Competencies

Young Americans born between 1982 and 2002 (also known as members of the Millennial Generation) are now or soon will be beginning their careers in many professions, including special education. This article describes why Millennial Generation special education teachers are vital to the current and future development of the field. It also details commonly reported traits of these individuals that may have a positive or negative impact on their efforts to educate children with exceptionalities. Specific strategies for teacher educators, special education supervisors, co-workers, and other stakeholders are discussed as to how to best guide and support these teachers.
Dialogic Communication in Collaborative Problem Solving Groups
Author: Innes, Robert B.
Date: 2007-01-00
Type: Journal Articles
Subjects: Problem Solving,Cooperative Learning,Teamwork,Discourse Communities,Interpersonal Communication,Discourse Analysis,Problem Based Learning,Undergraduate Students,Video Technology,Group Discussion,Observation,Leadership Styles,Time Factors (Learning),Learner Engagement,Educational Quality,Incidence,Interpersonal Competence

Discourse, especially dialogic communication between students in collaborative problem-solving groups, plays a central role in educational reforms informed by learning science. This study examined the quality of discourse in problem-based learning groups in a university course. The study found a low incidence of high quality dialogue (dialogic communication, elaboration and co-construction of ideas, productive disciplinary discourse) in 12 one-hour planning meetings. The most competent students took leadership in groups and made the majority of the conceptual contributions. Although there was a reasonable amount of time spent connecting theories to cases, there was little time spent in high-level analysis and very few instances of true dialogic discourse. The majority of time was devoted to activities involving organizing, planning and logistics and organizing the presentation. There was very little off-task behavior.
Allowing Not-Knowing in a Dialogic Discussion
Author: Feito, José Alfonso
Date: 2007-01-00
Type: Journal Articles
Subjects: Epistemology,Knowledge Level,Undergraduate Students,Seminars,Classroom Communication,Dialogs (Language),Discourse Analysis,Persuasive Discourse,Connected Discourse,Learning Theories,Qualitative Research

Inspired by Bakhtin's and Vygotsky's theories of learning, this project explores how &quot;allowing not-knowing&quot; is enacted within collaborative student-led seminar discussions. Earlier research on student reflections (Feito, 2002) suggested that in successful seminars, participants regularly acknowledge their lack of understanding, offer partial understandings, and collectively develop new meanings. This project tracks these phenomena within actual classroom discourse. A detailed discourse analysis of a small &quot;Great Books&quot; seminar session (N = 16) describes how students construct a learning environment conducive to not-knowing and the open-ended construction of meaning. The students used discourse markers and sequencing to invite the recursive manipulation of ideas by the group. Breakdowns in the sense of shared validity engendered dead-end disagreements wherein students regressed to less collaborative forms of discourse and appealed to personal authority. Non-linear topic patterns and the deferral of closure cognitively challenged them to hold and reconstitute ideas over lengthy periods of time.