ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Paradigm: Implementation of the Competence-Based Approach to the Higher School System
Author: Kunanbayeva, Salima S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Educational Change,Educational Practices,Higher Education,Literature Reviews,Educational Quality,Minimum Competencies,Program Implementation,Change Strategies

The educational system of Kazakhstan is now characterized by certain gradual changes of an educational paradigm. The educational paradigm is understood as framework of key provisions and the ideas which are acknowledged by the pedagogical public during the concrete time period and are the cornerstone of scientific research. Change of an educational paradigm includes transition from the education aligned on teaching to the education aligned on training. The criterions for the change of this paradigm are: the education which is more aligned on the student; change of teacher's role; the further definition of the main goal; transition from potential to result; change of the training process The competence-based approach in education also objectively meets both social expectations in education, and interests of participants of educational process. At the same time this approach conflicts too many stereotypes which developed in an education system, the existing criteria for evaluation of students' educational activity, pedagogical activity of teachers, work of administration. Practice of teaching at the higher school showed that the existing crisis in the field of education for a long time is not only overcome, but still is not even fully realized by most of participants of educational process. Explanatory and illustrative didactic approach still remains the leading model in educational process where activity is transferred as the unique content of training. Certainly, it does not meet requirements of time, moreover, contradicts new laws of practice. Now there is an urgent need to train students in the real ways of thinking (the theoretical, dialectic, logical analysis, synthesis, system approach). Developing their creative abilities (ability to apply the acquired knowledge in any situations, including also independent problem definition, and also search of new ways of tasks solution), increasing professional skills of teachers when they can freely carry out pedagogical activity in standard and unusual situations.
Establishing a Common Vocabulary of Key Concepts for the Effective Implementation of Applied Behavior Analysis
Author: Cihon, Traci M.
Date: 2016-12-00
Type: Journal Articles
Subjects: Vocabulary,Children,Pervasive Developmental Disorders,Autism,Jargon,Intervention,Behavior Modification,Clinical Diagnosis

The technical language of behavior analysis is arguably necessary to share ideas and research with precision among each other. However, it can hinder effective implementation of behavior analytic techniques when it prevents clear communication between the supervising behavior analyst and behavior technicians. The present paper provides a case example of the development of a shared vocabulary, using plain English when possible, among supervisors and supervisees at a large public school district in which behavior analytic services were provided for children diagnosed with autism spectrum disorders. A list of terms and definitions are provided as well as suggestions on how to develop shared vocabularies within the readers' own service provision context.
Evaluating the Effectiveness of Computer Applications in Developing English Learning
Author: Whitaker, James Todd
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Learning,Independent Study,Pretests Posttests,Statistical Analysis,Foreign Countries,Experimental Groups,Control Groups,Semantic Differential,Instructional Effectiveness,Undergraduate Students

I examined the effectiveness of self-directed learning and English learning with computer applications on college students in Bangkok, Thailand, in a control-group experimental-group pretest-posttest design. The hypothesis was tested using a t test: two-sample assuming unequal variances to establish the significance of mean scores between the two groups for the pretest and the posttest. Both groups studied under normal classroom conditions; however, the experimental group supplemented their learning by using English language learning computer applications outside normal class hours in a self-directed manner. In addition, I reviewed usage and performance metrics with the students at the start of each class to activate and maintain momentum in the learners. At the conclusion of the experiment and after the posttest, the experimental group was surveyed using a semantic differential rating scale to better understand their computer learning experience. The findings were significant; the experimental group learning with the software outperformed the control group in terms of posttest mean scores. The students felt the software tool was &quot;effective&quot; and rated it highly; however, finding time to use the software was scored as &quot;easy&quot; but with a bias toward &quot;hard.&quot;
Exploring the Relationship between Classroom Type and Teacher Intervention Fidelity
Author: Suhrheinrich, Jessica
Date: 2016-12-00
Type: Journal Articles
Subjects: Intervention,Fidelity,Classroom Environment,Correlation,Pervasive Developmental Disorders,Autism,Classroom Techniques,Evidence Based Practice,Naturalistic Observation,Video Technology,Special Education Teachers,Teacher Surveys,Educational Practices,Observation,Likert Scales

As special education enrollment for children with autism spectrum disorders (ASD) has increased, school-based programs and providers have been challenged to expand the scope and quality of services. Researchers and school-based providers are aligned in the goal of providing high-quality services to students with ASD, however current literature does not address how training and implementation needs may differ by the age of children served. The current study evaluates variability in teacher fidelity of Classroom Pivotal Response Teaching (CPRT), an evidence-based naturalistic behavioral intervention based on the principals of applied behavior analysis. Data included 479 individual video units collected from 101 teacher and 221 student participants. Videos were coded using behavioral coding definitions and student demographic information was collected from parents of participating children. Analyses explored differences in fidelity of CPRT by age of students. Results indicate a significant relationship between classroom type (preschool/elementary) and teachers' fidelity of CPRT, suggesting the possibility of targeted training based on student age.
A Progressive Approach to Discrete Trial Teaching: Some Current Guidelines
Author: Leaf, Justin B.
Date: 2016-12-00
Type: Journal Articles
Subjects: Guidelines,Intervention,Positive Behavior Supports,Caseworker Approach,Therapy,Pervasive Developmental Disorders,Autism,Behavioral Science Research,Counseling Theories,Counselor Training

Discrete trial teaching (DTT) is one of the cornerstones of applied behavior analysis (ABA) based interventions. Conventionally, DTT is commonly implemented within a prescribed, fixed manner in which the therapist is governed by a strict set of rules. In contrast to conventional DTT, a progressive approach to DTT allows the therapist to remain flexible, making in-the-moment analyses and changes based on several variables (e.g., individual responding, current and previous history). The present paper will describe some guidelines to a progressive approach to DTT. The guidelines presented here should not be taken as a set of rules or as an exhaustive list.
Effects of Theory Training, Hands-on Supervision and a Self-Instructional Treatment Manual on Staff Competency
Author: Hatlenes, Linda Teikari
Date: 2016-12-00
Type: Journal Articles
Subjects: Supervision,Control Groups,Undergraduate Students,Teaching Skills,Intervention,Behavioral Science Research,Social Work,Comparative Analysis,Pretests Posttests,Health Education,Training

Employing a randomized control group design, this study compared the efficacy of staff training using theory training, hands-on supervision and a self-instructional teaching manual. Participants were 12 undergraduate, health or social-work students. Initially, participants were given a three-hour lecture, and as a result, staff-participants increased their use of correct teaching procedures, but not to mastery. Participants in both groups continued to increase their teaching skills after intervention with either hands-on training or the self-instructional manual, though best effect was achieved with hands-on supervision. This effect was maintained at a two-month follow-up. At the end of the experiment, participants in the treatment manual group received hands-on supervision. As a result, their performances increased to the same levels as the participants in the hands-on supervision group. Hence, hands-on supervision was superior in increasing teaching performances. Participants receiving hands-on supervision reported that they were comfortable receiving this type of supervision, that the hands-on supervision was the best way to learn correct teaching procedures and that they would prefer hands-on supervision in a future job situation. Also, independent assessors rated hands-on supervision as the most suitable intervention.
An Investigation of Primary School Teachers' PCK towards Science Subjects Using an Inquiry-Based Approach
Author: Alkis Küçükaydin, Mensure
Date: 2016-09-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Elementary School Teachers,Human Body,Science Instruction,Knowledge Level,Misconceptions,Scientific Concepts,Teacher Competencies,Teaching Methods,Inquiry,Classroom Environment,Cognitive Ability,Parents,Qualitative Research,Grade 4,Case Studies,Interviews,Observation,Foreign Countries

In this study, the pedagogical content knowledge (PCK) of four experienced primary school teachers was investigated within the &quot;Let's Solve the Riddle of Our Body Unit&quot;. The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs), and interview forms were used as data collection tools. During the course of the research, the findings obtained from observations made during a total of 18 course hours formed the basic data source of the study. According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge of students and some misconceptions exist regarding about blood moves and exercise with pulse. Additionally, some deficiencies were detected in the curriculum, i.e., it offers non-inquisitional knowledge. Furthermore, teachers employee assessment methods with traditional teaching methods and techniques. In the context of an inquiry-based learning approach, teachers appeared to believe that classroom activities were adversely affected by the physical conditions (class size, lack of laboratory etc.), students' cognitive levels and parent profiles. The result of this study revealed that PCK components affect one another. The PCK findings pertaining to primary school teachers as it concerns the unit are briefly discussed and some suggestions about the development of PCK are submitted.
A Preliminary Analysis of a Behavioral Classrooms Needs Assessment
Author: Leaf, Justin B.
Date: 2016-12-00
Type: Journal Articles
Subjects: Special Education,Needs Assessment,Behavior Modification,Test Construction,Observation,Test Reliability,Correlation,Program Evaluation,Intervention,Consultation Programs,Autism,Pervasive Developmental Disorders,Elementary Secondary Education,Program Effectiveness

Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In the present study we developed the Behavioral Classroom Needs Assessment as a tool to measure the quality of implementation of principles derived from ABA, teaching, and classroom set up in special education classrooms. Experiment 1 evaluated the reliability of two observers using the Behavioral Classroom Needs Assessment during 128 different observations across 68 different special education classrooms. An Intraclass Correlation Coefficient and Cronbach Alpha Analysis were utilized to determine reliability, and the results showed a high f of reliability across the 40 questions of the assessment. Experiment 2 compared the quality of intervention using the Behavioral Classroom Needs Assessment in five classrooms who received behavioral consultation and five classrooms that did not receive behavioral consultation. The results showed an improvement in the scores on the Behavioral Classroom Needs Assessment for those classrooms in which consultation occurred.
The Effects of Physical Activity on the On-Task Behavior of Young Children with Autism Spectrum Disorders
Author: Miramontez, Shane K. H.
Date: 2016-12-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Student Behavior,Time on Task,Journal Writing,Males,Autism,Pervasive Developmental Disorders,Class Activities,Comparative Analysis,Kindergarten,Program Effectiveness

The purpose of this study was to examine the effects of adult-directed physical activities conducted during circle time on the on-task behavior of students during a journal-writing activity held immediately after circle. The participants of the study were three male students with Autism Spectrum Disorder (ASD) who attended a full day inclusive kindergarten program. During the last five minutes of morning circle the entire class, including the target participants, engaged in one of three activities that required different amounts of physical exertion (yoga, dance party, or book reading) that were selected randomly by the teacher. On-task behavior data was collected for each participant during the first five minutes of the subsequent journal writing activity. Results found that, in general, movement (yoga and dance party) prior to journal led to higher levels of on-task behavior during journal writing, with different activities yielding different outcomes for individual participants. Implications are that students with ASD would benefit from participating in multiple bouts of planned physical activity across the instructional day.
Teaching Children with Autism Spectrum Disorder to Recognize and Express Emotion: A Review of the Literature
Author: Daou, Nidal
Date: 2016-12-00
Type: Journal Articles
Subjects: Literature Reviews,Autism,Pervasive Developmental Disorders,Developmental Stages,Intervention,Behavior Modification,Skill Development,Emotional Response,Affective Behavior,Interpersonal Competence,Social Development

The developmental literature has focused extensively on deficits in the expression and recognition of emotion in people with autism, and has reported on the use of interactive tools to address the problems of affect. The behavioral literature has offered interventions to teach children with autism to engage in appropriate affective displays, and for these gains to generalize more readily to novel conditions. Nevertheless, the topic of affect intervention remains under-researched. Although a handful of affect-training behavioral studies have been published in the last two decades, more research is needed to determine precisely what would constitute science-based best-practice methods to facilitate socialization in autism. This review examines the developmental and behavioral approaches in the study of affect in autism; it reviews behavior analytic interventions that have been carried out in this context and evaluates reasons and potential solutions for the underrepresentation of this topic. Finally, this review offers recommendations for social-skills training that could be adopted by educators and practitioners.
Generalized Use of Past Tense Verbs in Children with Autism Following a Sufficient Exemplar Training Procedure
Author: Eldevik, Sigmund
Date: 2016-12-00
Type: Journal Articles
Subjects: Autism,Generalization,Verbs,Grammar,Training,Morphemes,Children,Adolescents,Young Adults,Pretests Posttests,Program Effectiveness,Adjustment (to Environment),Behavior Rating Scales,Cognitive Ability,Intelligence Tests

The purpose of this study was to validate a procedure for sufficient exemplar training that can potentially lead to generalized responding. Based on this procedure, we taught four children with autism, generalized use of regular past tense verbs. We applied a non-concurrent multiple baseline design across the participants. The dependent variable was the number of verbs that needed to be trained for generalization to untrained verbs to occur. The number of verbs that needed to be trained varied considerably across participants as did the number of trials. We concluded that the procedure was validated and that it was easy to implement and it allows for individualization. We discuss the practical implications of our findings for teaching a wide range of skills using the same type of training procedure and data display strategies we provided in this study.
Knowledge Growth: Applied Models of General and Individual Knowledge Evolution
Author: Silkina, Galina Iu.
Date: 2016-00-00
Type: Journal Articles
Subjects: Growth Models,Mathematical Models,Individual Development,Knowledge Economy,Knowledge Level,Knowledge Management,Educational Practices,Skill Obsolescence,Achievement Gains,Scientific Literacy,Scientific Methodology,Measurement Techniques,Measurement Objectives

The article considers the mathematical models of the growth and accumulation of scientific and applied knowledge since it is seen as the main potential and key competence of modern companies. The problem is examined on two levels--the growth and evolution of objective knowledge and knowledge evolution of a particular individual. Both processes are described mathematically by exponential and logistic laws and parameters (intensity of knowledge obsolescence and the knowledge half-life period) allowing application of the models to real practise of knowledge management.
Teacher-Child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills
Author: Yoleri, Sibel
Date: 2016-09-00
Type: Journal Articles
Subjects: Personality Traits,Language Skills,Predictor Variables,Teacher Student Relationship,Preschool Children,Preschool Teachers,Correlation,Scores,Measures (Individuals),Rating Scales,Foreign Countries,Mothers,Questionnaires,Statistical Analysis,Multiple Regression Analysis,Likert Scales

The aim of this study was to determine how children's temperament and language skills predict the effects of teacher-child relationships in preschool. Parents and preschool teachers completed three questionnaires: The Student-Teacher Relationship Scale, the Marmara Development Scale and the Short Temperament Scale for Children. The relational survey method was used in this study. The sample consisted of 195 preschool children. According to the results, a negative significant relationship was found between the teacher-child relationships scores and the reactivity sub-dimension of temperament. Also, there are positive significant relationships between teacher-child relationship scores and language skills. In addition, both the reactivity sub dimension of temperament and language skills demonstrate a predictor effect on the teacher-child relationships. Reactivity was the most important temperament trait factor affecting relationships.
Improving Reading Comprehension Skills through the SCRATCH Program
Author: Papatga, Erdal
Date: 2016-09-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Improvement,Elementary School Students,Grade 4,Reading Programs,Participatory Research,Action Research,Foreign Countries,Informal Reading Inventories,Readability,Statistical Analysis,Correlation,Qualitative Research,Program Effectiveness

The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.