ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Views about the Teacher Training Program for Gifted Education
Author: Sayi, Aysin Kaplan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Gifted,Special Education,Questionnaires,Foreign Countries,Quasiexperimental Design,Mixed Methods Research,Creative Thinking,Likert Scales,Classroom Techniques,Inservice Teacher Education,Teaching Methods,Student Attitudes

Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education can cause gifted students to underachieve or quit the school. The number and variety of professional trainings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education &quot;Teacher Training Program for Gifted Education&quot; were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education&quot; constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 Likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitations of the program so they suggest longer duration, branch based training and more applications opportunity.
The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction
Author: Guo, Yuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Life Satisfaction,Adolescents,Psychological Needs,Questionnaires,Middle Schools,Foreign Countries,Self Determination,Student Motivation,Middle School Students,Burnout,Statistical Analysis

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs satisfaction, learning engagement, and life satisfaction. Results indicate that adolescents' academic autonomous motivation has a significant predictive effect on life satisfaction and learning engagement and that the satisfaction of basic psychological needs plays a mediating role on this predictive effect.
The Conduits and Barriers to Reentry for Formerly Incarcerated Individuals in San Bernardino
Author: Anderson, Annika Yvette
Date: 2018-06-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Recidivism,Social Adjustment,Coping,Barriers,Help Seeking,Community Information Services,Documentation,Needs,Statistical Analysis,Social Services,At Risk Persons,Individual Characteristics,Housing,Food,Clothing,Legal Aid,Substance Abuse,Transportation,Employment,Health Services,Disabilities

Numerous scholars have noted that the majority of prisoners will be reincarcerated within three years of their release. However, while there has been extensive research on recidivism, much less attention has been paid to the reentry process in the sociological and criminological literature. Given the high rates of former prisoners reentering society with struggles that may affect their friends, family members, and communities, policymakers and practitioners should understand the successful methods for their reintegration. In this paper, we explore the conduits and barriers to reentry for a sample of San Bernardino county callers using United Way's 211 Reentry Call Center from 2014-2015. We find that human needs resources (i.e. housing, clothes, and food assistance) and legal assistance are the two most frequently requested services. The callers in our sample have intersecting, disadvantaged identities and require multiple services which suggests a need for collaboration across agencies.
Evaluation of Academic Competencies through Standardized Instruments: A Comparison of CompeUEM, LPA-Q, and ESCI-U
Author: Gómez, Gema Santiago
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Competence,Evaluation Methods,Interpersonal Competence,Self Concept,Likert Scales,Questionnaires,Student Attitudes,Standardized Tests,Undergraduate Students,Teamwork,Adjustment (to Environment),Leadership,Problem Solving,Decision Making,Planning,Communication Skills,Knowledge Level,Thinking Skills,Time Management,Foreign Countries,Statistical Analysis

The aim of this investigation is to assess the correlation among different competencies-assessment systems available on the market to measure social skills in the university environment. In order to carry out the research, three self-perception competency tests were used, and 30 competencies were evaluated in a Likert scale with several response levels: the LPA-Q, the ESCI-U, and the CompeUEM. The three questionnaires were completed by 57 university students. The results show a low degree of agreement among the different questionnaires in relation to measuring the same competencies, as well as an unclear factor structure.
Empirical Results Using Learning Analytics in the Classroom
Author: James, Terry
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Analysis,Mathematics Instruction,Introductory Courses,Statistics,Scores,Homework,Mathematics Tests,Grades (Scholastic),Prediction,College Faculty,Difficulty Level,Undergraduate Students,Statistical Analysis,Multiple Regression Analysis

The purpose is to improve insights and educational results by applying analytic methods. The focus is on the mathematics applied to learn from the kind of data available to most classes such as final examination marks or homework grades. The sample is 249 students learning introductory college statistics. The result is a predictive model for student success. final grade = 36.8 + 2.26 (complete). The effect ratio is 0.43 at a 95% level of significance. Difficulty ratios were calculated from homework practice questions so professors can see, prior to the first test, what topics and levels of difficulty within a topic need review. The type of over-practice needed to deliver the most improvement is identified. Dashboards to drill down on findings are discussed.
Characteristics and Tendencies of First and Second-Generation University Students
Author: Froggé, George M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Characteristics,First Generation College Students,Student Surveys,Preferences,Cognitive Style,Enrollment,Study Habits,Student Employment,Grade Point Average,Comparative Analysis,Conventional Instruction,Web Based Instruction,Academic Achievement,School Holding Power,Hypothesis Testing,Statistical Analysis

This study examined academic characteristics and tendencies of first-generation and second-generation students. Students at a mid-sized state university in Tennessee were surveyed to determine their preferred learning format, number of hours enrolled, hours applied toward studying outside the classroom, hours working off-campus, and current GPA. Results of the study revealed that first-generation students had slightly higher GPA's than second-generation students and preferred face-to-face instruction over on-line instruction. Researchers noticed that hours studied outside the classroom showed marginally significant differences over all the other categories observed.
Developing Undergraduate ELL&apos;s &quot;Quick Response&quot; Skills
Author: Rice, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English Language Learners,Skill Development,Reaction Time,Audience Response Systems,Large Group Instruction,Lecture Method,Student Participation,Classroom Communication,Interpersonal Communication,Speech Skills,Student Educational Objectives,Speech Communication

After spending several years investigating the needs of non-native English speakers in undergraduate courses at a large public university, it became apparent to Jenifer Rice that one of the main challenges facing these students is speaking up during large lecture classes. In such classes, two specific speaking skills students need are (1) asking questions for clarification, either to the professor or other classmates, and (2) conferencing with nearby classmates to answer clicker questions. Clickers are a type of personal response system used by instructors to make large lecture classes more engaging and participatory (Mayer et al., 2008). Instead of asking 100 or more students to raise hands to answer an adjunct question, clickers allow everyone in the class to answer the question, giving the teacher an immediate opportunity for formative feedback. This becomes a speaking task when students are given the chance to confer with neighbors about the possible answers, which is common practice. Both of these speaking tasks--asking clarification questions and conferencing with nearby classmates--require students to quickly formulate utterances in English. However, the introductory listening and speaking course for undergraduate ELLs at Rice's institution has no such objectives and does not offer students much practice with these &quot;quick response&quot; skills. The course instead focuses on planned speaking tasks like presentations and leading discussions. Seeing this gap, Rice describes how she implemented a new objective she piloted in the course: ELLs will be able to quickly formulate short, meaningful, coherent comments and questions in response to an audiovisual message.
Challenges of Canada&apos;s Decentralized Education System
Author: Waddington, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Organization,Educational Practices,Governance,Educational Indicators,Success,Teacher Education,Curriculum Development,Role of Education,Postsecondary Education,Student Personnel Services,Academic Freedom,Educational Finance,Unions

Canada employs a decentralized model of leadership responsible for the development and delivery of education and training. When compared to other countries in the Organization for Economic Cooperation and Development (OECD), Canada ranks near the top in academic credentials earned, however performs near the bottom of the same list in numeracy and literacy skills. The goal of this paper is to examine the validity of describing education obtained in Canada as a 'Canadian' education. While a definitive response did not present itself, the investigation does reveal opportunity for further research involving curriculum development, educational standards, and funding related barriers to the delivery of post-secondary education.
Using Emotions and Personal Memory Associations to Acquire Vocabulary
Author: Randolph, Patrick T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English Language Learners,Emotional Response,Memory,Teaching Methods,Associative Learning,Elementary Secondary Education,Postsecondary Education,Cultural Influences

Of all the possible tools available to help out English language Learners (ELLs) acquire vocabulary, the use of emotions is one of the most powerful because &quot;we are learning that emotions are the result of multiple brain and body systems that are distributed over the whole person&quot;. If we go one step further and connect emotions to memories, we have a very effective set of teaching and learning tools. This procedural Teaching Note, looks specifically at how the use of Personal Memory Associations (PMAs) and their link to the emotions significantly help ELLs personalize, internalize and learn lexical items.
Success in the STEM Curricula
Author: Narayanan
Date: 2018-00-00
Type: Journal Articles
Subjects: Success,Academic Achievement,Evidence Based Practice,STEM Education,Postsecondary Education,College Students,Prior Learning,Mathematics Skills,High School Students,Predictor Variables,Majors (Students),Student Characteristics,Study Habits,Stress Management,Self Motivation,Life Style,Psychological Patterns,Peer Teaching,Tutoring,Student Personnel Services

The importance of the STEM (Science, Technology, Engineering and Mathematics) professions to America's ability to advance its quality of life have long been a matter of discussion on a national level. The rewards of study in these areas are as evident to those who teach it, as they are, often, difficult for students to appreciate. This article seeks to delineate evidence-based factors relating to student success in STEM at the postsecondary level, focusing especially on secondary school preparation and competence in mathematics and other STEM areas. The article concludes with suggestions for curricular and pedagogical approaches to address some of these issues.
Using VocabularySpellingCity with Adult ESOL Students in Community College
Author: Krause, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Spelling,Learning Activities,Community Colleges,Two Year College Students,Instructional Effectiveness,Elementary School Students,Achievement Gains,Phonics,Writing Instruction,Reading Instruction,Adult Students,Academic Discourse,Teaching Methods,Word Lists,Retention (Psychology),Pretests Posttests,Comparative Analysis,Computer Software,Web Sites,Computer Assisted Instruction

Vocabulary acquisition is central to language learning, and many instructors believe that technology can facilitate this core activity. While numerous websites and apps offer language-learning activities and games, not all provide evidence that their content and techniques are effective. VocabularySpellingCity (VSC), however, commissioned a study in 2016 to document its effectiveness. Researchers at McREL, a nonprofit education research and development organization, found favorable results among mostly native English-speaking primary school students, including a 43% increase in vocabulary retention scores as measured by pre- and post-tests of 143 students in a southeastern U.S. elementary school (Arens &amp; Mace, 2017). VSC is a website and app that provide users with activities to learn vocabulary, spelling, phonics, and writing. Instructors create study lists by specifying words, definitions, and sample sentences before assigning activities. They can also monitor individual student progress (scores) as well as participation (time spent and number of activities completed). Although designed for K-12 students, VSC is popular among the author's community college colleagues, and the author of this article was interested in learning if findings by McREL hold true for adult ESOL students. Therefore, in fall 2017, Tim Krause conducted a study similar to Arens &amp; Mace (2017) that involved 22 intermediate writing students and 18 academic reading students at Portland Community College in Portland, Oregon. Krause wanted to know if students who chose to use VSC would demonstrate greater improvement in vocabulary retention compared to those who chose other study methods. The results indicate that if community college instructors identify best practices and carefully curate the experience, then the data suggest their adult ESOL students are likely to benefit from using VSC.
Reaching Out: Supporting Doctors in Learning about the Deaf Community
Author: Nussbaum, Debra
Date: 2018-00-00
Type: Journal Articles
Subjects: Medical Education,Medical Schools,Educational Cooperation,Curriculum Development,Deafness,Hearing Impairments,Medical Students,Workshops

While expanding the curriculum of every medical school would be ideal, evidence has shown that even a one-day training on deaf awareness and communication can have a positive impact on how doctors support their deaf and hard of hearing patients (Humphries et al., 2014). This article describes the training that Gallaudet University developed with Howard University, which can serve as a model for other educational programs throughout the country that are interested in reaching out and partnering with medical schools and doctors. Initiation of such a program has the potential to improve medical service provision to individuals who are deaf or hard of hearing and their families. The article provides a model of 5 points deaf educators can convey to students for use in reaching out to the medical community to improve the level of care for deaf and hard of hearing individuals.
Effective Practices in Teacher Preparation Programs: Reading Action Research Projects
Author: Beal, Jennifer S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Action Research,Educational Practices,Deafness,Special Education Teachers,Teacher Certification,Masters Degrees,Graduate Students,Teaching Methods,Literacy Education,Methods Courses,Inquiry,Hearing Impairments,Intervention,Instructional Effectiveness,Miscue Analysis,Reading Tests,Phonological Awareness,Lesson Plans

Data-driven instruction is simply good educational practice. In the deaf education certification program--which confers master's degrees in education at Valdosta State University, Georgia, through a variety of online options--the professors address this issue directly with graduate students, all of whom are teacher candidates. One of the ways they do so is through a required &quot;reading action research project.&quot; Part of the Methods to Teach Reading and Writing to Deaf Students course, the reading action research project requires that the teacher candidates engage in an inquiry-focused process that includes planning, acting, observing, reflecting, and revising. The project, which is presented in this article, is carried out within the real world of teaching reading to deaf and hard of hearing students. It challenges teachers to collect data across literacy tasks, analyze it, and use it to determine the effectiveness of their interventions or instructional strategies.
Passing It On: Counseling, Advising, and Mentoring Deaf and Hard of Hearing Students of Color
Author: Albert, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,African American Students,Counseling Techniques,Counseling Services,Academic Advising,Mentors,Recognition (Achievement),Parent Influence,Student Personnel Services,Change Agents

Tim Albert, is director of the Student Life Team at the National Technical Institute for the Deaf at the Rochester Institute of Technology (RIT) in New York. Born and raised in New Orleans, Albert graduated from the Louisiana School for the Deaf, earned an associate's degree from RIT, and then earned bachelor's and master's degrees from Gallaudet University. A member of the National Black Deaf Advocates (NBDA) for over 19 years, he was NBDA president from October 2015 to October 2017. Albert credits his mother with his ability to counsel and effectively mentor students, especially deaf students of color. Here he writes of the virtues his mother passed down to him, her generosity of spirit and her passion to help others that inspired him to pursue counseling, and advocating for students. Albert describes counseling as a creative act of offering to others what was offered to him as a child, and chronicles his career which he says has come full circle, and is now in a place where it is his turn to give back.
Meeting Consulting Needs in General Education Settings: Five Strategies for Itinerant Teachers of Deaf and Hard of Hearing Students
Author: Dorn, Brittany
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Strategies,Itinerant Teachers,Deafness,Hearing Impairments,Inclusion,General Education,Regular and Special Education Relationship,Goal Orientation,Student Educational Objectives,Academic Accommodations (Disabilities),Teacher Student Relationship,Measures (Individuals),Evidence Based Practice,Listening,Nonverbal Communication,Language Usage,Classroom Communication

Teachers of students who are deaf or hard of hearing find consultation increasingly part of the job due to the national trend toward inclusion. The push toward inclusion has been accelerated by implementation of universal newborn hearing screening and advances in technology that have included digital hearing aids, cochlear implants, and hearing assistive technology systems (Berndsen &amp; Luckner, 2012). As a result, deaf and hard of hearing students are increasingly educated by general education teachers--and these teachers may lack knowledge of what it means to be deaf or hard of hearing. Very little research exists on consultation in deaf education, but other fields offer research and suggestions that may be applied to this area. These suggestions include: setting and focusing on shared goals, using objective measures--not emotion--to justify accommodations, listening, being careful with language, and emphasizing why--not just how--students need services and accommodations. This article offers five strategies that have been developed for fields such as business and psychology, but they may also be effective for teachers of deaf and hard of hearing students who find themselves working with general education teachers.
Library Services for the Poor: Theoretical Framework for Library Social Responsibility
Author: Racelis, Aliza
Date: 2018-00-00
Type: Journal Articles
Subjects: Library Services,Disadvantaged,Social Responsibility,Literature Reviews,Change Strategies,Educational History,Library Development

Organizations are being called upon to take responsibility for the ways their operations impact societies especially the marginalized sectors. Libraries are not exempt from such social responsibility. The paper proposes a theoretical framework for Library Social Responsibility. The paper briefly traces the history of library services for the poor. Then, through such literature review, it identifies the common characteristics of the inclusive services and puts these together in a conceptual framework. The approach is, thus, inductive. The paper's proposed theoretical framework for workable and potentially successful library services for the poor includes the following elements: 1) Planning process and Critical discourse; 2) Informational justice (as part of social justice), and 3) Assistive technologies and Inclusive education. It is hoped that all--librarians and library users alike--may take inspiration from this work so that they may do all they can to provide services to the poor, keeping especially in mind the success factors of the existing libraries' work for the poor and marginalized, as set forth in this paper.