ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a Mobility-Related Quality-of-Life Measure for Individuals with Vision Impairments
Author: Lethbridge, Emma Marie
Date: 2018-00-00
Type: Journal Articles
Subjects: Quality of Life,Visual Impairments,Questionnaires,Likert Scales,Vision,Test Reliability,Factor Analysis,Correlation,Qualitative Research,Foreign Countries,Test Construction,Visually Impaired Mobility

Introduction: Scientifically valid measures of functional vision and quality of life, designed to explore individuals' experiences of vision impairment (that is, blindness and low vision) are widely available; however, there is a paucity of measures specifically considering the quality of life afforded by an individual's mobility. The aim of this research was to develop a mobilityrelated quality-of-life measure. Methods: An 11-item measure was developed by adapting the Seeing It My Way (Vision Strategy UK, 2011) theoretical framework of outcomes for measuring quality of life when living with vision impairments to explore the effect of mobility. These items are on a seven-point Likert scale from strongly disagree to strongly agree to form the Mobility-Related Quality-of-Life measure (MRQoL). Results: Data from 688 participants revealed that the MRQoL had appropriate reliability, with the items on the scale being highly related and demonstrating sufficient internal consistency. When tested over time without significant intervention, the MRQoL was observed to be stable, with high test-retest reliability. Exploratory factor analysis revealed two distinct sub-factors: factor one, representing a construct containing aspects of independent mobility; and factor two, comprised of the skills and knowledge that enhance mobility. Together, the constructs accounted for 52.2% of the variability within in the data. Discussion: The MRQoL is evidentiarily reliable and has a useful two-factor structure exploring both independent mobility and mobility-enhancing skills and knowledge. Implications for practitioners: The MRQoL is a practical, sensitive, and reliable tool for use in assessing mobility-related quality of life in individuals with vision impairments. The measure is appropriate for use within research or in the field to assess the mobility-related quality of life of individuals or demographics with vision impairments, as well as the success of individual training, group mobility training, or other interventions. The MRQoL measure can be used as a stand-alone tool or alongside other measures.
Developing Tactile Maps for Students with Visual Impairments: A Case Study for Customizing Accommodations
Author: Feucht, Florian C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Tactual Perception,Media Adaptation,Learning Modalities,Academic Accommodations (Disabilities),Case Studies,Semi Structured Interviews,Visually Impaired Mobility,Braille,Maps,Undergraduate Students,Student Attitudes,Preferences,Safety,Qualitative Research,Content Analysis,Observation

Introduction: The authors of this study evaluated the necessary features of tactile maps to provide independent, efficient, and safe travel across a university campus; and a process for developing tactile maps based on user needs and preferences. Methods: Participants who have low vision provided input, through interviews and field tests, regarding which features were critical for a tactile map. The four-phase development and research design process included: phase 1, semistructured interviews about campus navigation; phase 2, creating draft maps using two different tactile media--microcapsule or braille embossed lines; phase 3, fieldtesting maps through site visits with participants; and phase 4, finalizing the map. Four undergraduate students with low vision participated in phases 1 and 3 to assess their experiences in navigating a campus; and the collected data were used in phases 2 and 4 to create, revise, and finalize the content, layout, and medium of the map. Results: Three of the participants preferred microcapsule lines to braille embossed lines, while one participant stated the usefulness of both media. The four-phase process allowed customization of local maps for individual users. Discussion: Map features that contribute to readability and efficacy of use include the medium; the layout; the combination of orientation maps, which provide an &quot;overview&quot; of a large area; and mobility maps, which contain more detail and are designed to help the traveler in unfamiliar areas (James, 1982). Implications for practitioners: Colleges and universities should gather data and create tactile campus maps for students with low vision or blindness following the four-phase process used during this study. Although the data show that the map's medium is a matter of personal preference, several features are essential to creating a map with maximum readability.
Using Description to Convey Mathematics Content in Visual Images to Students Who Are Visually Impaired
Author: Emerson, Robert Wall
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Teaching Methods,Mathematics Instruction,Concept Formation,Mathematical Concepts,Grade 5,Grade 8,Grade 11,Visual Stimuli,Auditory Stimuli,Access to Information,Textbooks,Special Schools

Introduction: Because of the preponderance of visual images, many mathematics texts are wholly or largely inaccessible to students who are blind. This study investigated how much description is sufficient to communicate math content in different types of images. Methods: Representative math textbooks from grades five, eight, and 11, aligned to the Common Core, were selected. Mutually exclusive and exhaustive image categories were identified. Clear examples of each image category were chosen, and digital files were created containing the examples and surrounding textual material. Files replicated the printed page as closely as possible, and all elements (words, math expressions, and descriptions of images) were readable by JAWS. Forty-four students who are visually impaired (that is, those who are blind or had low vision) listened to the math pages and answered questions related to the content contained in the images. Results: Students answered content-related questions better with more description, but across four description conditions with varying amounts of description the highest correct rate was low (29%). In looking at individual image categories, students had the most correct answers for number lines (41.0%). Rates of 20% to 33% correct were demonstrated for image categories of shapes, tables, line graphs, bar graphs, and ray diagrams. Correct rates for equations, pie charts, and maps were inconsistent or lower than 15%. Students were positive about math and did not indicate many problems with math texts. Discussion: Descriptions of visual images can communicate important math information, but there are images for which no level of description is sufficient. Many students in the study were not aware of how much visual math content to which they were not provided access. Implications for practitioners: Math texts need to be more accessible for students who are visually impaired. Although describing visual images can improve access to content, that may not be sufficient. Materials should be provided in several formats simultaneously so students can approach material in the mode that fits their needs in a variety of contexts.
An Approach to Using Orientation and Mobility (O&amp;M) Variables from the Second National Longitudinal Transition Study
Author: Schuck, Lydia
Date: 2018-00-00
Type: Journal Articles
Subjects: Visually Impaired Mobility,Check Lists,Visual Impairments,Blindness,Adolescents,Factor Analysis,Skill Development,College Readiness,Disabilities,Longitudinal Studies,Special Education,Transitional Programs,Statistical Analysis

This study examined eight variables of the Teaching Age-Appropriate Personal Skills (TAPS) checklist (Pogrund et al., 1995). The goal was to identify potential orientation and mobility (O&amp;M) factors to represent constructs underlying the data that could be used in the future to better research the college readiness of youths who are visually impaired (that is, those who are blind or have low vision). In order to carry out such an analysis, a dataset with a large number of participants is needed. The TAPS checklist referred to in this investigation was administered to youths ages 15 and 16 years as part of the second National Longitudinal Transition Study (NLTS2), a large study carried out from 2000 to 2010 (SRI International, 2000). The authors used an exploratory factor analysis, a statistical technique that accounts for shared variance between variables in a population of interest, to reduce the number of variables in a large collection of data.
The Effect of the Training Program to Promote the Knowledge and Awareness of Prospective Preschool Teachers on Emotional Neglect and Abuse
Author: Kanak, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Preschool Teachers,Program Effectiveness,Child Neglect,Child Abuse,Experimental Groups,Control Groups,Pretests Posttests,Rating Scales,Factor Analysis,Statistical Analysis

The aim of the study was to investigate the effect of the &quot;Training Program to Promote the Knowledge and Awareness of Prospective Preschool Teachers&quot; developed to promote the knowledge and awareness of prospective preschool teachers concerning emotional neglect and abuse. The study group comprised a total of 120 prospective teachers (60 prospective teachers in the experimental group and 60 prospective teachers in the control group) attending Cumhuriyet University, Faculty of Education, Department of Preschool Education in 2014-2015 school year. The pre-test post-test follow-up test experimental model was used in the study. The &quot;Emotional Neglect/Abuse Knowledge and Awareness Scale&quot; was used to assess the knowledge and awareness of prospective teachers on emotional neglect and abuse. &quot;The Training Program to Promote the Knowledge and Awareness of Prospective Preschool Teachers&quot; was administered to the experimental group whereas the control group received no administration. In data analysis, t-test for related samples was used in pre-test and post-test, and post-test and follow-up test comparisons, while a single factor ANOVA with repeated measures was performed for pre-test, post-test and follow-up test multiple comparison. Research results revealed a significant difference in favor of the experimental group between the post-test scores of the participants in the experimental and control groups with regard to rejection and ignoring, insulting and exposing the child to violence, isolation and threatening, comparison and discrimination subscales of the &quot;Emotional Neglect/Abuse Knowledge and Awareness Scale&quot; (p&lt;0.05). Furthermore, the results of the follow-up test administered four weeks after the post-test showed that the effect of the training was still retained (p&gt;0.05). In accordance with these results, it was concluded that the research affected prospective teachers' knowledge and awareness levels of emotional neglect and abuse.
Contribution of Plays and Toys to Children&apos;s Value Education
Author: Önder, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Toys,Children,Child Development,Values Education,Active Learning,Museums,Games,Imagination,Socialization,Mental Health,Emotional Development,Interpersonal Relationship,Ethical Instruction

Plays and toys have an important place in the education of children. Children learn by seeing and doing rather than reading, listening and understanding. Play is an important &quot;job&quot; for children. The basic function of plays is to facilitate children's adaptation to the world. Children can understand the real world by playing. They deal with unwanted situations by playing games. Moreover, they construct the building blocks of language and concept development through playing. They try different social roles by playing games. Again, through playing, they find the stimulants that are not readily available in real life. Children learn self-regulation, setting up rules and abiding by these rules through plays. They play to experience, understand and learn the things they cannot do in real life. For a child who ascribes a meaning to toys and objects, playing games and playing with toys is a serious business. Situations which are imaginary at first help children learn some rules, take a step beyond their development and construct their own zone of proximal development. All children have an imaginary friend when they are small. During this process which is a normal development pattern and a helpful occupation, the playmate is usually a toy. Playing games and playing with toys is not just an occupation, but also an activity that supports children's mental health and helps them establish and develop emotional relationships. Plays and toys have a close relationship with education, history, geography, sociology, psychology, politics, industry and tourism, in short, with culture. Plays and toys are used as a method for early diagnosis of some disorders such as learning difficulty and autism. In these days where we seek solutions to digital addiction, plays and toys emerge as an important alternative. Plays also provide a suitable environment for value and morals education. Introducing plays and toys which have an important place in child education and using them more effectively in value and morals education together with other fields of development is of critical importance. In this theoretical article, we tried to address the importance of plays, toys and toy museums from this perspective.
The Effect of the Web-Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates
Author: Çocuk, Halil Erdem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Computer Literacy,Computer Mediated Communication,Story Telling,Internet,Self Efficacy,Pretests Posttests,Experimental Groups,Control Groups,Quasiexperimental Design,Methods Courses,Cooperative Learning,Multimedia Materials,Scores,Statistical Analysis,Statistical Significance

The technological developments that have directed 21st century skills have brought new content and dimension to narrative by integrating story narration, one of the earliest verbal narrative skills of mankind, with digital technology. The purpose of this study is to determine the effect of web-based digital story preparation on the literacy self-efficacy perceptions of Turkish teacher candidates in the digital media using pre-test, post-test, experimental-control group and semi-experimental design. A total of 60 teacher candidates, including 30 experimental groups and 30 control groups attending to the Teaching Principles and Methods Course in Mersin University Education Faculty Turkish Education Department participated in the study in 2016-2017 academic year. The research data were collected by the &quot;Digital Media-Oriented Literacy Self-Efficacy Scale&quot; developed by the researchers. As a result of the study, Digital Media-Oriented Literacy Self-Efficacy levels were observed to increased in both groups. However, a statistically significant difference was found only between pre-test and post-test scores of the self-efficacy perceptions of the Turkish teacher candidates who prepared a web-based digital story in the cooperative learning approach. It is suggested regarding the results of the study that in other studies, digital storytelling approach can be utilized by taking into consideration the content of both field and cultural courses, and also that researchers can investigate the effects of digital storytelling in terms of various variables.
The Potential and Risks of Internet Use as Permitted by Jewish Law Case Study: Internet Use by Students of a Religious High School--by Default or by Choice?
Author: Davidovitch, Nitza
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Educational Technology,Technology Uses in Education,High School Students,Religious Education,Jews,Web Sites,Telecommunications,Handheld Devices,Computer Software,Leisure Time,Females,Correlation,Socioeconomic Status,Use Studies,Computer Oriented Programs,Religious Factors,Questionnaires,Statistical Analysis

Google is celebrating its 20th anniversary--and the internet has become an inseparable part of the lives of adults, teens, and children. In awareness of the problems and challenges posed by the new world, various software programs have been developed, among them NetSpark (henceforth: the program), which make it possible to block and/or filter information received from the web (Wells and Lewis, 2006). In several Israeli schools, the management has decided to install a filter in their students' cellular devices in order to maintain safe surfing even after school hours. The option of blocking or filtering websites on school computers existed previously, but the innovation offered by the current program is the possibility of screening inappropriate content on students' smartphones. The study examined the association between installing the program on smartphones and utilization of leisure time among 120 female high school students, half of whom used the program. The association between use of the program and the students' sociodemographic background, smartphone use patterns, and utilization of leisure time was examined. Research findings show no difference between those who use the program and those who don't in the association between use of smartphone apps and internet surfing, utilization of leisure time, duration of internet use, and duration of cellular phone use. However, use of cellphone apps was higher among respondents who ranked themselves less religious than among respondents who ranked themselves more religious. The significance of the findings for parents and educators is that internet use is an issue that requires attention among students in religious high schools as well. The question is whether supervision should be imposed through the use of filters or should youngsters be taught how to cope with the global world.
Does Peer Education Increase Academic Achievement in First Year Students? A Mixed-Method Study
Author: Zarifnejad, Gholamhosein
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Peer Teaching,Mixed Methods Research,Foreign Countries,College Freshmen,Undergraduate Students,Pretests Posttests,Experimental Groups,Control Groups,Tutoring,Nursing Students,Obstetrics,Physiology,Anatomy,Content Analysis,Interviews

Research on the impact of peer education (PE) on learning outcomes has produced inconclusive results, partly due to the methodology employed in such studies. There is a necessity to design blind, controlled studies. Further, quantitative approaches to evaluating PE may not provide a complete picture of the impact of PE on learning outcomes. The aim of the study was to determine the effect of peer education on students' academic achievement and to explain students' lived experience of participating in a PE program. The study employed an exploratory, sequential mixed-method design and occurred in two distinct and consecutive phases. The first phase consisted of a cluster-controlled, double-blind educational trial; the second, of a qualitative conventional content analysis. Data was collected during the second semester from February to July 2015 from undergraduate students. Analysis of the pre- and post-tests has been performed to evaluate the program among those enrolled in nursing and midwifery (intervention groups) and anaesthesia nursing (control group) in physiology and anatomy courses. PE resulted in significant differences in the physiology post-test scores and the anatomy post-test scores in favour of midwifery and nursing students respectively (intervention groups). Statistically significant improvement was not achieved based on formal academic exams. Themes were identified by analysing the content of qualitative feedback, with &quot;facilitated learning&quot; being the main theme emerging from the data. The PE program promoted learning based on the facilitator-based examination (based on post-test scores). However, PE did not improve learning in blinded condition in the current study (formal academic exam).
The Peer-Led Team Learning Leadership Program for First Year Minority Science, Technology, Engineering, and Mathematics Students
Author: Liou-Mark, Janet
Date: 2018-00-00
Type: Journal Articles
Subjects: Minority Group Students,Disproportionate Representation,STEM Education,Peer Relationship,Cooperative Learning,College Freshmen,Leadership,Undergraduate Students,Workshops,Chemistry,Civil Engineering,Mathematics Instruction,Leaders,Leadership Training

Retaining students in the Science, Technology, Engineering, and Mathematics (STEM) fields has been a challenge in the United States (U.S.). More startling is the lack of diversity across most of the STEM disciplines. Underrepresented minority groups majoring and graduating in STEM are reported to be far below the national benchmark, and it is not proportionally reflected in the overall national population. To support students in STEM, New York City College of Technology of the City University of New York has designed a Peer-Led Team Learning Leadership Program (PLTL) that recruits and trains upper freshmen majoring in STEM, particularly those who are underrepresented, to facilitate peer-led workshops in foundational STEM courses in chemistry, civil engineering, and mathematics. Results showed the PLTL Leadership Program to be highly effective for first-year underrepresented minority STEM students. First-year students self-reported the peer leading experience had strongly improved their own understanding of chemistry, engineering, and mathematics concepts, and their confidence in these subject areas was significantly increased. They also indicated gains in their confidence in public speaking and in their leadership, communication, and facilitation skills.
A Modular and Extensible Framework for Open Learning Analytics
Author: Muslim, Arham
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Analysis,Learning,Models,Design,Program Implementation,Evaluation Methods,Visual Aids

Open Learning Analytics (OLA) is an emerging concept in the field of Learning Analytics (LA). It deals with learning data collected from multiple environments and contexts, analyzed with a wide range of analytics methods to address the requirements of different stakeholders. Due to this diversity in different dimensions of OLA, the LA developers and researchers face numerous challenges while designing solutions for OLA. The Open Learning Analytics Platform (OpenLAP) is a framework that addresses these issues and lays the foundation for an ecosystem of OLA that aims at supporting learning and teaching in fragmented, diverse, and networked learning environments. It follows a user-centric approach to engage end users in flexible definition and dynamic generation of personalized indicators. In this paper, we address a subset of OLA challenges and present the conceptual and implementation details of the analytics framework component of OpenLAP, which follows a flexible architecture that allows the easy integration of new analytics methods and visualization techniques in OpenLAP to support end users in defining indicators based on their needs in order to embed the results into their personal learning environment.