ethanporcaro/eric-fulltext-meta huggingface dataset:
A Virtual Assistant on Campus for Blind and Low Vision Students
Author: Lannan, Amanda
Date: 2019-09-00
Type: Journal Articles
Subjects: Students with Disabilities,Blindness,Partial Vision,Undergraduate Students,Computer Simulation,Assistive Technology,Accessibility (for Disabled),Productivity,Incidental Learning,Interpersonal Relationship,Self Concept,Student Experience,Individual Development

&quot;I want to make the most of my college experience…pass the courses I need to get into law school, make new friends, and travel. Maybe study abroad.&quot; These are the sentiments of one undergraduate student. These goals are not so different from those of hundreds of students attending college, yet, the mere fact she is blind creates a completely different perspective. This exploratory study seeks to learn how undergraduate students who are blind or have low vision (BLV), experience Aira, an augmented reality application, as a visual interpreter, in post-secondary settings. Semi-structured interviews illuminated three major themes: (a) accessibility impacts productivity, (b) incidental learning affects social interactions, and (c) sense of self. Theoretical conclusions are made on how Aira positively contributes to a complete college experience for students who are BLV, as outlined in the Seven Vectors of Identification Development (Chickering &amp; Reisser, 1993).
Teaching Addition to Students with Moderate Disabilities Using Video Prompting
Author: Dueker, Scott A.
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Technology Uses in Education,Video Technology,Prompting,Addition,Students with Disabilities,Moderate Intellectual Disability,Evidence Based Practice,Instructional Effectiveness,Intervention,Elementary School Students,Individualized Education Programs

Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting to teach academic skills other than reading. This study used a delayed multiple baseline across students design to evaluate the use of video prompting to teach single- and double-digit addition to three students with moderate disabilities. Results indicated that all three students improved their accurate completion of addition problems immediately upon introduction of the video prompting intervention. In addition, all three students completely faded the use of the videos and generalized completing addition problems to another setting. Social validity of the intervention was high across all participants, their families, and their teacher.
Strengthening European Citizenship Education
Author: Missira, Vassiliki
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizenship Education,Citizen Participation,Program Implementation,Foreign Countries,International Organizations,Democracy,Elections,Political Attitudes,Social Bias,Racial Discrimination,Unemployment,Outcomes of Education,Futures (of Society),Social Change,Young Adults,Empowerment,Teaching Methods

The article intends to identify whether and to what extent the educational activities supported by the European action programmes of the Council of Europe (CoE), as well as the European Union (EU), contribute to the promotion of active European citizenship. Taking into consideration that an effort is taking place to actively involve citizens -- especially the youth -- in public life at the national and European level, and that active citizenship is not limited exclusively to voting, a question arises: How to activate and enhance the participation of young people in public life? With reference to the EU, this question could be formulated as follows: ?as a sense of belonging to a European demos been consolidated? Alternatively: Are young -- mainly -- people familiar with the democratic processes at the European level, such as European elections? In a Europe characterised by political apathy, social racism, racial discriminations and high unemployment rates, what would be the outcome of the efforts of the CoE and the EU on civic education? What has been recorded in the European countries where relevant programmes are implemented? This analysis will also provide an answer on the future of Europe and its transition to a more democratic construction.
The 2017 Council of Europe Report on the State of Citizenship and Human Rights Education: &apos;Connecting the Dots&apos; between Responses from Governments and Civil Society Organisations
Author: Tracchi, Matteo
Date: 2019-00-00
Type: Journal Articles
Subjects: Civil Rights,Citizenship Education,Nongovernmental Organizations,Financial Support,Reports,Democracy,Government Role,Program Implementation,Organizations (Groups),Comparative Analysis,International Organizations,Teaching Methods,Foreign Countries,Barriers,Educational Policy,Educational Practices,Cooperation

Purpose: The article gives a brief introduction to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE) and illustrates the review process of its implementation. Focusing on the second review cycle of 2016, it stresses that the Council of Europe fell short of a thorough analysis of the discrepancy in perceptions between governments and NGOs with respect to the effective implementation of EDC/HRE. Design/methodology/approach: Looking at the 2017 Report resulting from the second review cycle, the paper analyses analogies and discrepancies between responses received from governments and civil society organisations to the surveys organised by the Council of Europe. Findings: Through the selection of answers analysed, it is shown that there are areas in which responses from governments and civil society organisations are similar and aligned, for example on the issues for EDC/HRE to address and on the little priority given to make financial support available. However, there are other areas in which considerable discrepancy can be highlighted. The article draws a reflection on the way in which the Report has been put together and argues that, in order to build a more accurate analysis, the Council of Europe should have connected the responses received from governments and civil society organisations and make them dialogue, rather than providing two unrelated summaries on the state of citizenship and human rights education without merging analogies and questioning discrepancies between responses received from different stakeholders.
Using Apple Watch to Increase Behavior Specific Praise and Promote a Positive Learning Environment
Author: Markelz, Andrew M.
Date: 2019-09-00
Type: Journal Articles
Subjects: Classroom Techniques,Positive Reinforcement,Handheld Devices,Technology Uses in Education,Computer Oriented Programs,Tactual Perception,Prompting,Special Education Teachers,Intervals,Evidence Based Practice

Effective classroom management is pivotal in special education teachers' successful interactions with students who frequently engage in inappropriate and undesirable behaviors. One evidence-based strategy to promote positive social and academic outcomes is behavior specific praise (BSP). Yet, regardless of the evidential benefits of BSP, teachers continue to use low rates of praise because frequent student disruptions and general off-task behaviors reinforce teachers to reprimand. Apple Watch is at the forefront of a growing wearable industry and is increasingly common on special education teachers' wrists. With the assistance of a publicly available application (app), the Apple Watch easily becomes a tactile prompting device to vibrate on an interval schedule and remind teachers to deliver BSP. In this scenario situation, we examine how Apple Watch can serve as a tool to practice effective classroom management and foster a positive learning environment.
Engaging in Meaningful Conversations: The Need to Foster Ethnic-Racial Identity in School
Author: Rivas-Drake, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Identification,Ethnicity,Discussion,Adolescents,Intergroup Relations,Empathy

In the United States, one does not need to go far to encounter situations in which racial and ethnic dynamics are at work. Youth are bombarded with messages about race and ethnicity in their everyday lives. Such stories, images, situations, and broader conversations often evoke fear, pain, and guilt among even the most socially conscious adults who consider themselves well-versed in the complexities of ethnic-racial relations in U.S. society. It is challenging to reconcile the disparate perspectives on these ethnic-racial tensions, much less have open dialogue about them, but the nation's social fabric is weakened by not engaging in meaningful dialogue about these issues. In the authors' book, &quot;Below the Surface: Talking with Teens about Race, Ethnicity, and Identity,&quot; from which this article is excerpted, they openly discuss many current ethnic-racial disparities and tensions about which conversations are usually stifled. Herein, they briefly discuss why these conversations are challenging but of the utmost importance.
Using Assistive Technology Tools to Support Learning in the Inclusive Preschool Classroom
Author: Lohmann, Marla J.
Date: 2019-09-00
Type: Journal Articles
Subjects: Preschool Children,Students with Disabilities,Assistive Technology,Inclusion,Play,Technology Uses in Education,Communication Skills,Physical Mobility,Daily Living Skills,Augmentative and Alternative Communication,Psychomotor Skills

For over a century, early childhood experts have discussed the importance of play for young children's growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis &amp; Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon &amp; MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, (b) mobility, and (c) independence. This article presents information about specific assistive technology devices and supports in each of these three areas.
Using iCoaching to Support Teachers&apos; Implementation of Evidence-Based Practices
Author: Randolph, Kathleen M.
Date: 2019-09-00
Type: Journal Articles
Subjects: Coaching (Performance),Evidence Based Practice,Inservice Teacher Education,Faculty Development,Feedback (Response),Program Implementation,Fidelity,Teacher Participation,Teacher Behavior,Prompting,Handheld Devices,Electronic Learning,Drills (Practice)

Coaching in the school setting typically follows a teacher observation by an administrator or coach. Feedback is often delayed and does not allow for immediate error correction. Traditional professional development in schools is often a one-day passive receipt of content or strategies, with no time to practice, implement, or follow-up on the strategy to ensure implementation with fidelity. Combining strategies learned in professional development with iCoaching provides teachers with support to implement evidence-based strategies in their own classrooms with fidelity, and bridges the gap between professional development and implementation. This article discusses how to use iCoaching to support strategy implementation for in-service teachers.
Utilizing a Flipped Learning Model to Support Special Educators&apos; Mathematical Knowledge for Teaching
Author: Kaczorowski, Tara L.
Date: 2019-09-00
Type: Journal Articles
Subjects: Blended Learning,Special Education Teachers,Teaching Methods,Teacher Education Programs,Instructional Effectiveness,Methods Courses,Mathematics Instruction,Special Education,Correlation,Academic Achievement,Student Attitudes,Course Content,Learning Processes,Teacher Student Relationship,Independent Study,Lesson Plans,Multimedia Instruction,Video Technology,Mathematics Tests,Summative Evaluation,Pedagogical Content Knowledge,Course Descriptions

Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with interactive, flipped &quot;learning lessons&quot; prior to class. During class, they participated in extension activities and lesson planning. The researchers utilized mixed methods to evaluate the impact of performance on and engagement with these learning lessons and found positive predictive relationships with student achievement on all individual summative assignments. Nearly all students agreed flipped learning was useful in helping them meet the course outcomes. Most students specifically credited the flipped lessons as a facilitator of their learning because they allowed them to interact with the content at their own pace and to utilize class time for more meaningful review and extension activities with the instructor's support.
Infusing Technology throughout Teacher Preparation Programs to Support Preservice Teacher Development
Author: Cheek, Aftynne E.
Date: 2019-09-00
Type: Journal Articles
Subjects: Technology Integration,Teacher Education Programs,Preservice Teachers,Best Practices,Coaching (Performance),Technological Literacy,Program Effectiveness,Skill Development,Special Education Teachers,Pedagogical Content Knowledge

Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology (Barak, 2017). In an effort to guide teacher preparation programs in their efforts, the authors use the components of the Joyce and Showers (1980) model of professional development (i.e., study of theory and best practice, observation of best practice, one-on-one coaching, and group coaching) to create a guiding framework of how teacher preparation programs can systematically infuse technology throughout their programs to support preservice teachers' knowledge and skill acquisition in early, mid, and late candidacy. Examples of technology and supporting research are provided and aligned with Joyce and Showers' (1980) model.
Aligning Universities&apos; Recruitment of Indigenous Academics with the Tools Used to Evaluate Scholarly Performance and Grant Tenure and Promotion
Author: Louie, Dustin
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Canada Natives,Teacher Recruitment,Teacher Evaluation,Job Performance,Faculty Promotion,Tenure,Indigenous Knowledge,Faculty Workload,Teacher Educators,Foreign Countries,Recognition (Achievement),Community Involvement,Teacher Attitudes,Resource Allocation,Scholarship,Employment Qualifications,Job Applicants

The aim of this paper is to challenge the discrepancy between candidate requirements in job postings for Indigenous scholars and their recognition in the tenure-track stream. For the purposes of this article, I conducted a scan of 11 academic positions for Indigenous scholars advertised in Canada from 2017 to 2019. One-hundred percent of the postings included an expectation for the candidate to hold Indigenous Knowledges and connections to Indigenous communities. Through the examination of seminal Indigenous scholars I unearth the capacities required to hold, maintain, and renew Indigenous Knowledges and connections to community, while simultaneously showing that none of these capacities are recognized within funding allowances, workload allotments, or tenure and promotion committees. Finally, practical recommendations are offered to post-secondary institutions to provide a supportive environment for Indigenous scholars to enjoy success while holding Indigenous Knowledges and community connections in a good way.
First-Year Undergraduate Student Expectations of Two UK Chemistry Degree Programmes
Author: Williams, Dylan P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Chemistry,Student Attitudes,Skill Development,Teaching Methods,Learning Experience,Time on Task,Cognitive Style,Lecture Method,Small Group Instruction,Science Instruction,Feedback (Response),Learning Processes,Educational Quality,Academic Support Services,Foreign Countries,Expectation

Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.
Picture Boards as Demonstrator Aids for Pre-Practical Briefings
Author: Blount, Leanne A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Science Experiments,College Instruction,Science Instruction,Laboratory Experiments,College Science,Bulletin Boards,Undergraduate Students,Instructional Effectiveness,Foreign Countries

Picture boards as a visual support aid for in-lab demonstrator briefings were deployed for a single experiment in both the first and second year undergraduate practical classes. The boards are easy to create and provide an alternative, more accessible and 'presentation friendly' perspective of the laboratory manual associated with an experiment. The use of the boards during instructor briefings helped generate confidence and familiarity with the experiments to be performed and this type of demonstrator briefing was preferred to the traditional, more verbal style being used in other experiments. Utilization of the picture boards was also proven to help the students to process the pre-experimental and instructional information associated with the laboratory manual and practical operations.
Breaking Barriers, Building Community: Improving Student Engagement with Preparation for Studying Online Multidisciplinary Science by Distance Learning -- A Case Study
Author: Hutton, C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Distance Education,Discussion Groups,Online Courses,Asynchronous Communication,Science Instruction,Undergraduate Students,Introductory Courses,College Science,Open Universities,Communities of Practice,Peer Teaching,Mentors,Foreign Countries

Developing an online learning community can help to improve student success. This presents a challenge as the student cohort is often time-limited and shifting in composition before a module starts. The continued evaluation and development of an online preparatory website for the new, year one module S112 -- &quot;Science: concepts and practice&quot; is reported. Evaluation of the site in 2017-18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum. Therefore, improvements before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing several optional scientific tasks for staged release to generate student discussion. Secondly, volunteer peer mentors from the 2017-18 presentation were recruited and trained as &quot;student buddies&quot; to provide non-academic advice and support. Student engagement increased markedly prior to the October 2018 module. The clearest emergent theme from tutors who moderated the forums was that students were seeking to establish a study community, rather than obtain subject-specific advice. Student response to the buddies was positive, with students more willing to ask questions of the buddies than of the tutor moderators. Data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (14 days after module start) dropped by 2%. Our results provide ideas for building online student engagement, particularly in scenarios where students may come and go, and have little available time: for example, bridging gaps in time or academic readiness, whether by blended or distance learning.
ViLO: A Visual Interactive Resource for Supporting Self-Guided Learning
Author: Balasubramaniam, Dharini
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Electronic Learning,Concept Mapping,Graphs,College Instruction,Discovery Learning,Instructional Effectiveness,Program Design,Program Implementation

Traditional module delivery in higher education often follows a linear structure, which is not always conducive to understanding concepts and the many possible relationships between them. In this paper we introduce an online visual interactive learning resource called ViLO designed to address this problem. We describe the principles guiding the development of ViLO, early evaluation results and our plans for future work.