ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;When They Don't Have to Sit There They Don't. They'll Go and Sit Somewhere Else&quot;: Students with Disabilities Talk about Barriers to Friendship
Author: Ward, Angela
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,Social Development,Barriers,Friendship,Attitudes toward Disabilities,Student Attitudes,Secondary School Students,Social Cognition,Interviews,Observation,Content Analysis,Ethics,Performance Factors,Peer Acceptance

Students learn best when they feel accepted, included and have positive social relationships. Over a period of two school years, four students with disabilities told their stories of the reality of their secondary school experiences including their experiences of friendships and social relationships in their classrooms and out-of-class settings. This article presents some of the contextual factors that were identified as supporting and/or hindering positive social relationships and learning. Unintentional and intentional barriers to positive social relationships are explored, and some implications for teachers, as they promote student learning within the classroom, are presented. Teachers are invited to listen to these stories and reflect on their pedagogy so as to learn how to create supportive learning environments where the values and principles of the New Zealand Curriculum are supported and where the key competencies of Relating to Others; Participating and Contributing; and Managing Self are developed.
Nurturing an Invitational Approach to Professional Development
Author: Aydon-Pou, Violet
Date: 2010-00-00
Type: Journal Articles
Subjects: Models,Educational Change,Resource Teachers,Teaching Methods,Inclusion,Values,Educational Theories,Theory Practice Relationship,Professional Development,Intervention,Foreign Countries

Resource Teachers: Learning and Behaviour (RTLB) are agents of change, charged with the responsibility to facilitate paradigm shift from traditional to inclusive models of educational theory and practice. With seven years experience in an RTLB role I have come to the realisation that if there is congruence between a practitioner's value and belief system and the ethos that underpins inclusive pedagogy, the journey of change will likely be a seamless one. When there is incongruence the journey is quite often a much more difficult one; however, if successful, in terms of achieving paradigm shift, is a journey worth sharing with others.
Does the Fonetik Spelling System Improve Standard Spelling Scores?
Author: Johnson, Ian
Date: 2010-00-00
Type: Journal Articles
Subjects: Spelling,Scores,Phonetics,Dyslexia,Special Education,Student Needs,Elementary Secondary Education,Handheld Devices,Electronic Equipment

This seven month trial was undertaken to determine if the Fonetik spelling system (Jackson, 1994) enabled students with and without spelling difficulties to enhance their regular spelling scores. A sample of 270 students aged between 8 and 13 years were involved. The students were based in 8 schools within an RTLB cluster. The Fonetik system was introduced to all the students within their regular classroom settings. The results indicate that Fonetik was successful in increasing regular spelling scores for students with spelling difficulties and that it can be successfully implemented in schools with guidance from RTLB. This matched the conclusions of the first trial conducted by Croft and Boyd with the support of NZCER (1993). (Contains 4 figures.)
Impact of Proximity of Teachers' Aides and Support Strategies: Advantages and Disadvantages
Author: Stevens, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Proximity,Literature Reviews,Teacher Effectiveness,Teacher Aides,Disabilities,Performance Factors,Normalization (Disabilities),Foreign Countries,Interaction,Peer Relationship,Cues,Change Strategies,Teacher Role

This paper draws on a wider literature review, completed by the author in 2007, about the effectiveness of teachers' aides (TAs). It discusses the effects of the proximity of TAs on the students with disabilities to whom they are assigned. It also reports on studies where TAs have been trained to support the students to interact with their peers and where TAs have trained students to interact with other students. The advantages and disadvantages of these factors are discussed.
Making Children's Voices Visible: The School Setting Interview (SSI)
Author: Hemmingsson, Helena
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Occupational Therapy,Accessibility (for Disabled),Academic Accommodations (Disabilities),Related Services (Special Education),Inclusion,Counseling Techniques,Educational Diagnosis,Diagnostic Tests,Interviews,Evaluation Methods,Program Content,Program Descriptions,Student Attitudes

Children and young people with disabilities educated in their local school may need services to get equal access to the curriculum. To ensure that any educationally-relevant services achieve the best outcomes, the students' own voices and perspectives should also be included. This paper introduces the School Setting Interview (SSI), an interview-based assessment that helps occupational therapists to understand the barriers to, and facilitators of, inclusion from the student's perspective. This information added to that identified by the teaching team and the parents/caregivers, can only lead to a &quot;fuller picture&quot; which all the team can draw from when determining issues and identifying potential strategies to address. (Contains 1 table.)
Informed Consent in Educational Settings and the Novice Researcher
Author: Sanderson, Lara
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethics,Researchers,Secondary School Students,Educational Research,Experimental Groups,Participation,Masters Theses,Disabilities

Research ethics are of fundamental importance to any research. They define and shape the research process from the very beginning as they are the code on which academics rely on as guiding practice in the field (Hopf, 2004). Informed consent is an interesting concept as it is interwoven with other ethical issues that include power, privacy and anonymity (Punch, 2002). All of these are ongoing concerns for a researcher and can arise at any stage of the research process (Coad & Evans, 2008). This article describes the informed consent process for an in-progress research masters thesis about the school experiences of senior secondary school students who have funding from Ongoing and Reviewable Resource Scheme (ORRS). It examines this in relation to the "hierarchy of gatekeepers" (Powell & Smith, 2009, Stalker, 1998) and issues of capacity to give informed consent.
Young People Experiencing Behavioural Difficulties: Discourses through the Decades
Author: Macfarlane, Angus H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Behavior Problems,Student Behavior,Social Attitudes,Social Change,Social History,Influences,Constructivism (Learning),Childrens Rights,Discourse Analysis,Educational Policy,Educational Legislation,Parent Role,Intellectual History,Social Justice

History has informed the present, as surely as the present will inform the future. As an evolving society, we are continually reflecting on the events and experiences of the past, taking stock of the issues and realities of the present, and then adapting the parameters, definitions and constructs that serve to define acceptability and reason as we move forward into the future. Our society's perceptions about children--their learning, their rights, their status, and the disciplinary imperatives associated with these perceptions--have evolved and changed markedly over time. What was considered fair, right and just 100 years ago is now no longer deemed principled, relevant or appropriate. How has the passage of time during the last 150 years in Aotearoa New Zealand influenced and shaped current perceptions about, and responses to, children and behaviour? What legal, ethical and educational milestones have contributed to these current perceptions and responses? This article journeys through a timeline of societal, legal and educational events that have impacted on today's theoretical and practical notions.
Messages from Parents of Children with Autism Spectrum Disorder (ASD)
Author: Bevan-Brown, Jill
Date: 2010-00-00
Type: Journal Articles
Subjects: Video Technology,Autism,Pervasive Developmental Disorders,Questionnaires,Parent Attitudes,Program Content,Intervention,Attitudes toward Disabilities,Accessibility (for Disabled),Academic Accommodations (Disabilities),Educational Strategies,Foreign Countries

This article presents the results of an on-line questionnaire answered by 137 parents of children with ASD. The questionnaire sought parental opinion about what content and messages should be included in a DVD about ASD. Parents' predominant messages were that: ASD is not an illness that can be cured; children with ASD think and act differently; people need to accept and accommodate these differences; include children with ASD and their families, and treat them with dignity and respect. Parents emphasised the importance of their children having friends, being included in everyday and special activities; being shown acceptance and kindness, and being safe in the school and community environment. They also described a variety of strategies that had proved successful with their children both at school and in the wider community. These strategies and parental concerns are strongly supported in the research literature. (Contains 5 footnotes.)
The Literacy Learning Progressions and the Reading and Writing Standards: Some Critical Issues
Author: Greaney, Keith
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Standards,Literacy,Revision (Written Composition),Elementary Education,Benchmarking,Educational Assessment

The new &quot;Reading and Writing Standards&quot; for years 1-8 (2009) and the &quot;Literacy Learning Progressions&quot; (2010) are the two documents that have been published to inform the New Zealand national standards in literacy. An earlier draft &quot;Literacy Learning Progressions&quot; document was circulated nationwide in 2007 to allow for submissions from interested parties. While most of the original content from the draft &quot;Progressions&quot; was retained in the final version, there was one major change. The draft document included two earlier benchmark assessment checkpoints; one at school entry and one after six months. However, both these earlier checkpoints have been deleted from the final &quot;Progressions&quot; document. We discuss some of the likely reasons why these earlier benchmark checkpoints may have been deleted and the implications of these deletions.
A Model of Practice in Special Education: Dynamic Ecological Analysis
Author: Hannant, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Transformative Learning,Disabilities,Group Dynamics,Reflective Teaching,Theory Practice Relationship,Educational Practices,Models,Performance Factors,Problem Solving,Technology Transfer,Accessibility (for Disabled),Teacher Collaboration,Professional Development,Foreign Countries,Special Education Teachers

Dynamic Ecological Analysis (DEA) is a model of practice which increases a teams' efficacy by enabling the development of more effective interventions through collaboration and collective reflection. This process has proved to be useful in: a) clarifying thinking and problem-solving, b) transferring knowledge and thinking to significant parties, and c) encouraging critical self-reflective practice and growth within a team of practitioners in the field of special education. Key factors influencing the viability of this process in a team are the diversity of the team, group dynamics and the role of the facilitator/presenter. Through transformative learning, DEA enables practitioners to continually enhance the standard of practice which in turn leads to improved outcomes for learners. (Contains 1 diagram.)
Narratives of Young Gifted Children
Author: Margrain, Valerie
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Personal Narratives,Teaching Methods,Young Children,Advocacy,Evaluation Methods,Student Evaluation,Knowledge Level,Memorization,Creativity,Inquiry,Reading Skills,Curriculum

This article shares narratives, or learning-informed stories, of young gifted learners. The purpose of the article is to document exceptionalities of the youngest gifted learners, supporting advocacy, and to demonstrate the merit of narrative approaches to assessment. Narrative assessment, including learning stories, is particularly useful for supporting a multi-categorical concept of giftedness, and can be linked to other assessment and curriculum initiatives. Narrative assessment provides a practical approach for teachers, allowing them to be visible and engaged in assessment across the curriculum. This article begins with background to giftedness and description of learning stories. The methodology of the study is reported, followed by examples of narratives of young gifted children. The article then concludes with a discussion of curriculum connections. (Contains 1 figure.)
Culture and Crisis Response in New Zealand
Author: Annan, Jean
Date: 2010-00-00
Type: Journal Articles
Subjects: Crisis Intervention,Ceremonies,Cultural Relevance,Crisis Management,Foreign Countries,Cultural Differences,Cultural Awareness,Pacific Islanders,Indigenous Populations,Anxiety Disorders,Educational Psychology,Case Studies

New Zealand is a bicultural nation, founded on the signing of the Treaty of Waitangi by the native Maori and the British Crown. It is also home to people from many countries, cultures and ethnicities. Therefore, culturally-relevant response to crisis events has become a significant aspect of the Ministry of Education's interdisciplinary Traumatic Incident Teams' work. The Traumatic Incident Teams, which aim to support school communities and early childhood centres in the aftermath of crisis events, are mindful that people and communities recover best when supporters work within the cultural, religious and philosophical beliefs of those affected. In New Zealand, particular attention is paid when working with Maori to support processes of tangihanga (traditional mourning ceremonies), and cultural practices according to the protocols of Maori groups. This paper discusses three separate responses to crisis events in New Zealand and the place of cultural relevance and sensitivity in recovery. (Contains 1 figure.)
Strengthening the Transition for Children with Moderate Needs: Perceptions of Participants
Author: Larson, Candice
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Needs,Disabilities,Children,Special Needs Students,Special Education,Case Method (Teaching Technique),Investigations,Primary Education,Learning,Student Behavior,Student Attitudes,Kindergarten,Individualized Education Programs,Foreign Countries

This study investigated the transition of a child with moderate special education needs to a primary school setting. It was generated out of the professional interest of the author and a prevailing concern over the apparent delay in providing support for children with moderate special education needs within the primary school system. A case study approach was used to examine the varying perspectives of the parents and teaching staff in a transition process from early childhood to school. The study highlighted the fact that a decrease in support at school during the transition phase placed increased reliance on communication between agencies as well as the importance of aligning early childhood and primary school expectations in terms of learning and behaviour of students with special needs. Implications of this case study identified a number of ways in which to improve transition of children with moderate special educational needs that can continue to build on the specific progress made by these children in their pre-schools. (Contains 2 figures and 2 footnotes.)
Becoming Educultural: Collaborative Projects in the Arts
Author: Macdonald, Dianne
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Art Activities,Art Products,Painting (Visual Arts),Artists,School Community Programs,Partnerships in Education,Research Projects,Cultural Education,Pacific Islanders

Manurewa Intermediate students were given an experience only the arts can provide as they collaboratively researched, responded to and celebrated a school mural project. The mural project was initiated by Shane Hansen through the Principal Iain Taylor and coordinated by Dianne Macdonald, a Professional Learning Leader at Manurewa Intermediate School. The thrust of the project: To paint an artwork environment that told the school's story &quot;Listen to Culture&quot;. The mural, titled &quot;Pumanawatanga,&quot; which is 2.4 metres high and 20 metres long, was designed and painted by thirty Year 7 and Year 8 students in Terms 3 and 4 in 2009, in collaboration with local New Zealand artist Shane Hansen. The underpinning aim of this project was to support students' learning in arts education through a focus on &quot;culture&quot;. Shane's influences include his Maori, Chinese and European heritage, the environment, his family and other New Zealand artists such as Gordon Walters and Dick Frizzell. Shane draws from a world of bold colours and what has been described as an optimistic post-modern playfulness.
Using Nominal Data to Examine Information Integration
Author: Weiss, David J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Terrorism,Computer Software,Statistical Analysis,Psychometrics,Vignettes,Experimental Psychology,Evaluative Thinking,Emotional Response,Measurement Techniques,Experiments,Undergraduate Students,Behavior Change,Influences,National Security,Criminals,Crime Prevention

Functional measurement studies typically collect numerical data in order to study judgment. The new Nanova (Nominal analysis of "variance") method allows for expansion of the paradigm to include the study of actual or projected behavior. In everyday life, people carry out actions that can be described using verbal labels, which are nominal data. Nanova is similar to analysis of variance in that significance statements assess the effect of experimentally manipulated factors. The way the methodology can extract cognitive strategies from behavioral actions is illustrated by considering a hypothetical burglar who attends to two safety features of the target homes under consideration. A real illustration is also presented, in which respondents reported both fear and projected actions in response to scenarios describing terrorist attacks. The emotional responses, reported as numbers, were analyzed with analysis of variance. The projected actions, reported nominally, were analyzed with the NANOVA computer program (Weiss, 2009). Two factors embedded in the scenarios, government announcement and public reaction, yielded similar effects on both kinds of response. Neither main effect was significant, nor were the anticipated effects of the variables obtained. With both response modes, the factors interacted significantly. (Contains 4 figures and 9 tables.)
Averaging Models: Parameters Estimation with the R-Average Procedure
Author: Vidotto, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Interaction,Computation,Computer Assisted Testing,Computer Software,Criteria,Reliability,Models,Psychometrics,Experimental Psychology,Measurement Techniques,Experiments,Statistical Analysis,Cognitive Processes,Monte Carlo Methods

The Functional Measurement approach, proposed within the theoretical framework of Information Integration Theory (Anderson, 1981, 1982), can be a useful multi-attribute analysis tool. Compared to the majority of statistical models, the averaging model can account for interaction effects without adding complexity. The R-Average method (Vidotto & Vicentini, 2007) can be used to estimate the parameters of these models. By the use of multiple information criteria in the model selection procedure, R-Average allows for the identification of the best subset of parameters that account for the data. After a review of the general method, we present an implementation of the procedure in the framework of R-project, followed by some experiments using a Monte Carlo method. (Contains 1 figure and 6 tables.)
Initial Conditions in the Averaging Cognitive Model
Author: Noventa, S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Models,Psychometrics,Experimental Psychology,Measurement Techniques,Statistical Bias,Factor Analysis,Statistical Analysis,Cognitive Processes

The initial state parameters s[subscript 0] and w[subscript 0] are intricate issues of the averaging cognitive models in Information Integration Theory. Usually they are defined as a measure of prior information (Anderson, 1981; 1982) but there are no general rules to deal with them. In fact, there is no agreement as to their treatment except in specific situations such as linear models where they can be merged with the arbitrary zero inter-response scale C[subscript 0]. We present some considerations on their meaning and usefulness in the Functional Measurement approach, starting from different points of view. Furthermore, we suggest a method to deal with their complexity both within each single trial of a factorial design, and between the overall trials of an experiment. (Contains 2 tables and 1 footnote.)
A Comparison of Web-Based and Face-to-Face Functional Measurement Experiments
Author: Van Acker, Frederik
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Internet,Laboratory Experiments,Computer Assisted Testing,Motivation,Individual Differences,Marketing,Psychometrics,Experimental Psychology,Evaluative Thinking,Measurement Techniques,Rating Scales,Statistical Analysis,Cognitive Processes,Comparative Analysis,College Students

Information Integration Theory (IIT) is concerned with how people combine information into an overall judgment. A method is hereby presented to perform Functional Measurement (FM) experiments, the methodological counterpart of IIT, on the Web. In a comparison of Web-based FM experiments, face-to-face experiments, and computer-based experiments in the lab it is found that the computer-based method is less sensitive to experimental manipulations. However, different integration rules can be distinguished. The inability to monitor motivation in the unproctored setting can partly explain this effect. Consequently it is argued that Web-based experiments enable the researcher to test larger groups which enable more in-depth analysis of individual differences using single subjects analyses and clustering methods. (Contains 3 figures and 2 tables.)
Tests of Rating Models
Author: Masin, Sergio Cesare
Date: 2010-00-00
Type: Journal Articles
Subjects: Models,Predictive Measurement,Stimuli,Validity,Psychometrics,Experimental Psychology,Evaluative Thinking,Measurement Techniques,Experiments,Undergraduate Students,Rating Scales

The study reports empirical tests of Anderson's, Haubensak's, Helson's, and Parducci's rating models when two end anchors are used for rating. The results show that these models cannot predict the judgment effect called here the Dai Pra effect. It is shown that an extension of Anderson's model is consistent with this effect. The results confirm the main contention of each model that ratings are linear measures of mental magnitude. (Contains 8 figures.)