ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs
Author: Dietze, Beverlie
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Early Childhood Education,College Faculty,Play,Learning Strategies,Preschool Teachers,Teacher Education Programs,Social Networks

Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children&apos;s play and learning opportunities. The authors identify how collegial dialogue helped them to use various technologies and social media in their teaching, which transformed their curriculum and pedagogical philosophy. The paper argues that if technology creates connections between learning in the college or university classroom and is effective practice, it is worthy of further exploration.
Student Perceptions of Using Tablet Technology in Post-Secondary Classes
Author: Mang, Colin F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Students,Student Attitudes,Technology Uses in Education,Handheld Devices,Student Experience,Usability,Classroom Environment,Preferences,Laptop Computers,Comparative Analysis,Student Characteristics,Teaching Methods

This paper assesses students&apos; attitudes towards using tablets, such as the Apple iPad, in university classes. Tablets are found to be a substitute for laptop computers. Students initially expressed a great deal of optimism regarding the technology, and, although their views diminished slightly as they gained experience with using a tablet, their attitude towards the technology remained overwhelmingly positive. Most students experienced an easy transition from using a laptop to using a tablet. Furthermore, once students adopted the tablets in place of their laptops for in-class use, the types of tasks they performed with the tablets differed from the types of tasks they had previously performed with the laptop. Overall, the tablets reduced the incidence of off-task behaviour during lectures such as using chat and social networking applications.
Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants
Author: Johnson, Genevieve Marie
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Elementary School Students,Special Education Teachers,Teacher Aides,Disabilities,Laptop Computers,Teaching Methods,Educational Technology,Teacher Surveys,Electronic Mail,Computer Mediated Communication,Web Sites,Computer Games,Literacy Education,Mathematics Instruction,Student Motivation,Planning,Skill Development,Foreign Countries

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children's tablets and professional development might increasingly focus of evaluation of tablet applications.
Shifting the Role: School-District Superintendents' Experiences as They Build a Learning Community
Author: Dickson, John
Date: 2014-05-08
Type: Journal Articles
Subjects: Superintendents,School Districts,Administrator Role,Communities of Practice,Qualitative Research,Action Research,Capacity Building,Professional Development,Focus Groups,Foreign Countries

This paper presents the findings of a qualitative action-research study that explored how one group of district-level school superintendents conceptualized their role as they built their own learning community. Data analysis yielded four elements that supported the participants' efforts: (a) using a process as an entry point, (b) aligning various problems of practice, (c) providing supportive conditions, and (d) having a deep understanding of learning-community principles. From this experience, participants saw a need to shift the role of superintendent from a director of professional learning to a lead learner participating directly with teachers and principals.
College Students with ADHD at Greater Risk for Sleep Disorders
Author: Gaultney, Jane F.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,At Risk Persons,Sleep,Grade Point Average,Predictor Variables,Student Surveys,College Freshmen,Learning Disabilities,Comparative Analysis,Incidence,Behavior Problems,Cognitive Ability,Student Characteristics,Racial Differences,Ethnicity,Online Surveys,Regression (Statistics)

The pediatric literature indicates that children with ADHD are at greater risk for sleep problems, daytime sleepiness, and some sleep disorders than children with no diagnosed disability. It has not been determined whether this pattern holds true among emerging adults, and whether comorbid sleep disorders with ADHD predict GPA. The present study used a validated survey to screen 1085 freshmen college students for risk for sleep disorders, sleepiness, and sleep patterns. Risk for a sleep disorder among those who had been diagnosed with ADHD or a learning disability (an additional control group with a different disability) were compared to students without a diagnosed disability. Students with ADHD were at greater risk for insomnia and restless legs syndrome/periodic limb movement disorder. Both an ADHD diagnosis and risk for insomnia or a circadian rhythm disorder predicted lower GPA, but the two predictors did not interact. Implications of the associations of ADHD and risk for sleep disorders among emerging adults are discussed.
Using the College Infrastructure to Support Students on the Autism Spectrum
Author: Longtin, Susan E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Student Needs,Postsecondary Education,College Students,College Role,Asperger Syndrome,Student Personnel Services,Academic Support Services,High School Students,Legal Responsibility,School Counseling,Speech Language Pathology,Learning Resources Centers,School Health Services,Career Counseling,Student Unions,School Libraries,Dormitories,Cooperative Planning

College students with high functioning autism (HFA) and Asperger syndrome (AS) are participating in postsecondary education in increasing numbers. Institutions of higher education (IHE) that admit these students should support their individual and unique needs. The challenges these students face in the domains of social interaction and executive function are often not addressed adequately. Traditional accommodations for students with disabilities are often insufficient to impact these students&apos; academic success and broader educational experience. Currently, only a handful of colleges and universities have developed specialized programs to support students on the autism spectrum. Often costly, such programs add thousands of dollars in fees above and beyond escalating tuition costs. Consequently, it is not surprising that most of the specialized autism support programs reside in private rather than public institutions. This article will discuss the notion that postsecondary institutions that do not have autism specialty support programs can utilize the resources that already exist in their infrastructure to support these students. This article describes the contributions of the various resources, facilities, and centers present on many college campuses that can be better utilized to support this endeavor. A key element of this approach is the coordination and collaboration among the different divisions in order to best serve this growing student population.
(dis)Ability and Postsecondary Education: One Woman's Experience
Author: Myers, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Personal Narratives,Advocacy,College Students,Social Attitudes,Attitudes toward Disabilities,Barriers,Educational Environment,College Role,Consciousness Raising,Access to Education,Equal Education,Accessibility (for Disabled),Academic Accommodations (Disabilities)

The storied experiences of a (dis)Abled student negotiating postsecondary education in Canada are highlighted within this article, including advocacy strategies and a critique of related policies. Persons with (dis)Abilities are a particularly marginalized population, traditionally excluded from society, with modern day views of pity or heroics (MacDonald &amp; Friars, 2009). While society has made strides in reducing explicit oppression faced by (dis)Abled persons, covert oppressions persist. Pervasive negative assumptions continue to exist about (dis)Abled people and have led to the propagation of policies that inhibit (dis)Abled people from engaging with society, including being part of the university system. Through a storying process, numerous barriers to accessible postsecondary education will be exposed. Universities are the &quot;think tanks&quot; of tomorrow, a place where critical thought is encouraged and &quot;thinking outside the box&quot; is welcomed. Postsecondary institutions have an opportunity to truly effect change, to pave the way to a barrier free zone, one that is truly accessible structurally and intellectually, providing a welcoming and safe learning environment for (dis)Abled students. Through storying the experiences of one (dis)Abled student, it is hoped that the reader's consciousness will be raised, barriers to postsecondary education will be better understood and ultimately, fully accessible education can be envisioned.
Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course
Author: Mytkowicz, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Disabilities,Attention Deficit Hyperactivity Disorder,College Freshmen,Cognitive Tests,Outcomes of Education,Courses,Learning Strategies,Grade Point Average,Followup Studies

While metacognition is an important component of the learning process for college students, development of metacognitive knowledge and regulation is particularly important for students with LD and/or ADHD. The researchers used Schraw and Dennison's (1994) &quot;Metacognitive Awareness Inventory&quot; (MAI) to assess first year college students' baseline and follow-up levels of metacognitive awareness during a strategic learning course for students with LD and/or ADHD. Over their first year in college, the students showed significant improvements in a number of metacognitive subprocesses. Several subprocess scores were also found to be positively correlated with GPA. This study's findings can be helpful to practitioners in the postsecondary LD support field. This approach may also be an appropriate way to evaluate the effectiveness of LD support programs when used as part of a broader programmatic review.
An Initial Investigation into the Role of Stereotype Threat in the Test Performance of College Students with Learning Disabilities
Author: May, Alison L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Stereotypes,Social Bias,Attitudes toward Disabilities,Learning Disabilities,Comparative Analysis,Logical Thinking,Verbal Communication,Reading Ability,Problem Solving,Social Psychology,Undergraduate Students,School Policy,Questionnaires,Student Characteristics,Hypothesis Testing

In a quasi-experimental evaluation of the possible role of stereotype threat in the academic performance of college students with learning disabilities (LD), students with (N = 29) and without (N = 62) identified LD took a simulated Verbal GRE® task in one of two conditions modeled after those used in past stereotype threat (ST) research. The task was presented as either a measure of verbal reasoning and reading abilities (ST condition) or as a measure of problem-solving style (Reduced-Threat condition; [RT]). The traditional ST-related performance differences in accuracy were not found in the sample of undergraduates with LD; however, marginally significant differences in the efficiency with which students with LD completed test items in the RT condition relative to the ST condition suggest the need for follow-up research, given the frequency with which the accommodation of extra time on exams is granted to and is used by undergraduates with LD. Potential limitations due to size and representativeness of the sample are addressed.
Self-Report Assessment of Executive Functioning in College Students with Disabilities
Author: Grieve, Adam
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Executive Function,Self Evaluation (Individuals),Age Differences,Symptoms (Individual Disorders),Questionnaires,Surveys,Undergraduate Students,Graduate Students,Attention Deficit Hyperactivity Disorder,Mental Disorders,Learning Disabilities,College Freshmen,Multiple Disabilities

This study presents a unique assessment of executive functioning (EF) among postsecondary students with disabilities, with the aim of understanding the extent to which students with different disabilities and in different age groups assess their own difficulties with relevant and educationally-adaptive skills such as planning, initiating, managing time, staying on task, and controlling emotions. Students from a large Midwest public university applying for and/or receiving services at a university-based disability office (n = 50) completed the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A) and a demographic questionnaire. Study groups were formed according to participants' self-reported disability or disabilities--including attention deficit hyperactivity disorder (ADHD), psychiatric disabilities, learning disabilities, traumatic brain injury, autism spectrum disorder, deaf and hard of hearing, and/or visual impairment--as well as those reporting single versus multiple disabilities and freshman versus all other class standings. Results revealed elevated EF ratings by students in the ADHD and psychiatric groups, particularly with regard to metacognitive skills. Freshman students reported less frequent EF challenges than older students, and identifying with more than one disability group was not a risk factor for elevated EF scores. Practical implications are discussed in terms of the utility of EF self-assessment in this population, and in supporting metacognitive strategies for postsecondary students with disabilities.
Coaching and College Success
Author: Richman, Erica Lynn
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Coaching (Performance),Learning Disabilities,Attention Deficit Hyperactivity Disorder,At Risk Students,Intervention,Mixed Methods Research,Program Effectiveness,Executive Function,Self Determination,Barriers,Success,Academic Ability,Cognitive Ability,Student Attitudes,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Interviews,Student Experience

Students with learning disabilities (LD) and Attention Deficit/Hyperactivity Disorder (ADHD) represent the largest segment of college students with documented disabilities. Despite enhanced access to accommodations under the Americans with Disabilities Amendments Act, this growing population continues to take longer to complete a college education and drop out at higher rates than peers without disabilities. This population has deficits in the important executive functioning and self-determination skills needed for success in college. Most college-based interventions are not targeted at improving these skills. Coaching is a promising service delivery model that institutions of higher education are beginning to provide to students with LD and ADHD. This study used a mixed methods research design to investigate coaching's influence on factors that contribute to executive functioning and self-determination skills which may underlie academic success and overall life functioning of college students with ADHD and LD. Results indicate that coaching is a promising practice for this population and that it improves students' self-awareness, self-management skills, and subjective well-being. Implications for future research on coaching and campus practices are discussed.
Identifying Aftercare Supports for Out-of-Home Transitions: A Descriptive Analysis of Youth Perceptions and Preparedness
Author: Trout, Alexandra L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Residential Care,Residential Institutions,Youth,Adolescents,Adolescent Attitudes,Surveys,Transitional Programs,Social Services,Preferences

Youth served in residential care often demonstrate significant educational and behavioral gains during treatment; however, struggles evidenced during the reunification and reintegration process underscore the importance of continued aftercare services and supports. While these needs have been widely noted in the literature, little is known about youth perceptions regarding the importance of aftercare or preferences regarding specific supports. The purpose of this study was to assess the views of youth discharging from a residential program on perceptions of transition planning and aftercare, preparedness for the reintegration, and perceptions regarding specific services and supports. One-hundred and thirty-two youth served in a large residential care facility were asked to complete a Youth Aftercare Survey prior to departure to determine youth perceptions. Overall, results revealed high levels of youth optimism about their preparedness for the upcoming transition and identified supports in education, relationships, physical health, independent living, and family as most important to the reintegration process. Although promising findings were revealed regarding youth perceptions of the importance of continued supports across broad domains, youth were less concerned about mental health supports; a factor critical to long-term success. Implications, limitations, and future research are discussed.
Using Social Disorganization Theory to Guide Substance Abuse Prevention among Adolescents: Implications for Educators
Author: Jaynes, Shane
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Theories,Substance Abuse,Prevention,Adolescents,At Risk Persons,Environmental Influences,Poverty,Racial Differences,Migration,Community Influence,Social Isolation,Social Influences,Educational Methods

Substance use and abuse are problematic in the lives of adolescents, including interpersonal problems and scholastic problems. Risk for substance use has commonly been assessed at the individual level. This paper examines risk of adolescent substance abuse as a variable impacted by environmental or contextual factors surrounding the individual. Social disorganization theory is described and then adolescent substance use is considered in light of assumptions of that theory. Finally, implications for educators are developed.
Substance Use Prevention among At-Risk Rural Youth: Piloting the Social Ecological &quot;One Life&quot; Program
Author: Williams, Ronald D., Jr.
Date: 2014-00-00
Type: Journal Articles
Subjects: Prevention,Substance Abuse,Rural Youth,Pilot Projects,Mentors,Social Influences,Environmental Influences,Behavior Modification,At Risk Students,Intervention,Pretests Posttests,Comparative Analysis,Program Effectiveness,Drug Abuse,Secondary School Students,Student Surveys,Drinking,Age Differences,Student Attitudes,Academic Aspiration,Experimental Groups,Control Groups,Interpersonal Competence,Smoking,Inhalants,Marijuana,Friendship,Family Influence

Substance use among youth is a significant health concern in the rural United States, particularly among at-risk students. While evidence-based programs are available, literature suggests that an underdeveloped rural health prevention workforce often limits the adoption of such programs. Additionally, population-size restrictions of national mentoring programs can hinder their adoption in rural areas. This study sought to determine the effectiveness of a school-based group-matched mentoring program on at-risk students in two rural Missouri school districts using an intervention-control group design. At-risk students (n = 65) identified by school officials participated in a school-based mentoring program (One Life) designed to reduce substance use and impact social ecological risk factors. Compared to controls (n = 29), participants indicated reductions in 30-day use of tobacco (p = 0.037), alcohol (p = 0.001), and inhalants (p &lt; 0.001). Additional benefits included increased interest in higher education and improved skills in peer development (p &lt; 0.05). Social ecological mentoring can be a viable option for school-based drug prevention programs targeting at-risk rural youth.
Inclusion Professional Development Model and Regular Middle School Educators
Author: Royster, Otelia
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Faculty Development,Models,Middle School Teachers,General Education,Best Practices,Knowledge Base for Teaching,Teacher Attitudes,Pretests Posttests,Teaching Skills,Achievement Gains,Effect Size,Attitude Change,Statistical Analysis,Qualitative Research,Interviews

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers&apos; knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1 showed teachers&apos; knowledge of inclusive classrooms increased from pretest to posttest. Findings for Research Question 2 revealed teachers&apos; perceptions on inclusive classrooms changed from preimplementation to postimplementation. Both increases had a large effect sizes. For Research Question 3, the most reoccurring theme was teachers do have a positive attitude towards teaching inclusive classes.
Willful Ignorance? The Dropout Crisis and United States Public Education Policy
Author: McMurrey, Allen L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Practices,Federal Legislation,Educational Legislation,Minority Group Students,Immigrants,Economically Disadvantaged,Educational History,State Policy,Accountability,High Stakes Tests,Federal Programs,Educational Indicators,Demography,Dropout Rate,Dropouts

This paper takes a critical conceptual look at education policy and practice from the passage of the Elementary and Secondary Education Act in 1965 to the present. The paper examines the roots of current United States educational policies, and shows that, in some cases, well-intentioned efforts have had a negative impact on vulnerable populations such as minorities, immigrants, and the economically disadvantaged. It begins with a review of the discourse and literature on the history of these polices and their effect on at-risk students, and concludes with a look at research and a brief look at current practices that could enhance education and improve student outcomes. The paper describes the role Texas has played in the crafting of recent education policies, and uses the state as an example of the effect of current education policies.