ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Attitudes and Behaviors towards Student Veterans
Author: Gonzalez, Carlene A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Veterans,Teacher Attitudes,War,Posttraumatic Stress Disorder,Undergraduate Students,Disabilities,Brain,Injuries,College Faculty,Community Colleges,Military Service,Educational Policy,Access to Education,Teacher Surveys,Structural Equation Models,Factor Analysis

According to the U.S. Department of Education (2013), approximately 11% of undergraduate students reported having a disability in the 2007-2008 academic year. Of these students, veterans reported having disabilities more than their non-veteran counterparts (5% vs. 3%). This study investigates faculty members' attitudes and behaviors toward student veterans pursuing postsecondary education. Over half a million U.S. troops have returned from the wars in the Middle East and opted to use their GI-bill benefits to enroll in college. Many of these students face common post-war experiences such as post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI). Previous research has shown that mental health issues led student veterans to perceive faculty as judging them unfairly, but little is known about what faculty actually think of student veterans. Using survey data collected from 160 instructors at a community college and four-year university, we estimate structural equation models to explain the associations among faculty members' prior contact with the military, their attitudes toward student veterans and willingness to help them, and their treatment of military-related issues in the classroom. The results reveal that faculty who have greater contact with the military in their own lives discuss the military more often in class and are more willing to help student veterans because they know more of them. Policy recommendations in line with Universal Design (UD) are offered for training faculty who do not have contact with the military and need to be aware of special issues related to student veterans in their classrooms, such as helping students who are dealing with visible and invisible injuries related to their military service.
A Qualitative Investigation of the Motivation of College Students with Nonvisible Disabilities to Utilize Disability Services
Author: O'Shea, Amber
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Motivation,College Students,Qualitative Research,Disabilities,Self Determination,Investigations,Student Personnel Services,Self Disclosure (Individuals),Academic Accommodations (Disabilities),Psychological Needs,Personal Narratives,Interviews,Case Studies,Phenomenology,Teacher Student Relationship,Peer Relationship

Students with disabilities experience unique challenges in college. Whereas universities offer support services to students with disabilities, students typically must disclose their disability in order to utilize such services. One important distinction regarding the disclosure of disabilities concerns the visibility of the disability, as students with nonvisible disabilities may have more choice concerning disclosure. Even students who disclose their disability, however, often either do not utilize the available support services or utilize them ineffectively. This study explored the motivation of college students with disabilities to disclose their disability and utilize university support resources. Specifically, the purpose of this study was to explore the way students with nonvisible disabilities made meaning of being a college student with a disability and how these meanings related to their choice to use support services. Self-Determination Theory (Ryan &amp; Deci, 2000a) was used as the theoretical framework to guide this study. The analysis identified six themes within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness. An important conclusion of the analysis was that students' motivation and decision to utilize support services was framed by the level of acceptance of their disability; that is, their integration of their disability to their authentic self. Different levels of integration of the disability in students' narratives suggested different levels of support for the psychological needs of autonomy, competence, and relatedness, particularly by significant adults at home and in high school.
Inclusive Study Abroad Course for College Students with and without Intellectual Disabilities (Practice Brief)
Author: Kelley, Kelly R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Study Abroad,College Students,Intellectual Disability,Postsecondary Education,Foreign Countries,International Educational Exchange

The development of postsecondary education programs for individuals with intellectual disabilities (ID) opens opportunities for inclusive study abroad experiences for students with and without ID. This article shares first-hand experiences based on a study abroad trip taken by students in the University Participant (UP) program at Western Carolina University (WCU) to London, England and Dublin, Ireland. Information is presented about initial planning, recruiting and selecting participants, course content and instructional procedures, organizations and agencies visited, providing travel support for students with ID, lessons learned, challenges, future research, and implications for practice.
STEM E-Mentoring and Community College Students with Disabilities
Author: Gregg, Noel
Date: 2016-00-00
Type: Journal Articles
Subjects: Two Year College Students,Mentors,Computer Mediated Communication,Academic Persistence,Disabilities,Interviews,STEM Education,Qualitative Research,Case Studies,Social Media,Nontraditional Students,Minority Group Students,Simulated Environment,Surveys,Intention,Self Determination,Attitude Measures,Technology Uses in Education,Educational Technology

This article reports the findings from a qualitative study to understand the provision of electronic mentoring (e-mentoring) to support the educational persistence of students with disabilities at a two-year college in a large city in the U.S. South. Building upon a five-year project at three postsecondary institutions and three secondary school systems, this article presents the results from interviews with selected participants, which were analyzed using a qualitative case study design. Three aspects of a STEM e-mentoring program were examined: (1) the use of virtual environments and social media settings; (2) the development of e-mentoring relationships; and (3) the examination of persistence constructs. Eight participants were recruited for the study representing individuals with disabilities, non-traditional age students, and individuals from minority populations. Four critical findings were observed: (1) virtual environments and social media tool usage varied depending on context, accessibility, and practical considerations; (2) STEM learning and emotional supports were enhanced when embedded in the practice of e-mentoring; and (3) five persistence constructs (intention to persist, self-determination, self-advocacy, science affect, and math affect) informed STEM outcomes for community college students with disabilities.
Face-to-Face versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities
Author: Richardson, John T. E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Electronic Learning,Technology Uses in Education,Distance Education,Student Attitudes,Disabilities,Academic Support Services,Humanities,Communication Strategies,Electronic Mail,Foreign Countries,Tutoring,Student Surveys,Preferences,Grades (Scholastic),Comparative Analysis,Statistical Analysis

This study examined the experiences of students taking the same courses in the humanities by distance learning when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The results showed that, given a choice between face-to-face and online tutorial support, students with and without disabilities were equally likely to choose online support rather than face-to-face support. There were no significant differences in the reasons given by students with and without disabilities for choosing online rather than face-to-face support, although there was a nonsignificant tendency for students with disabilities to refer to &quot;another reason&quot; (including disablement or chronic illness) as a reason for choosing online support. Students with and without disabilities obtained similar grades for their courses, and this was true regardless of whether they had chosen face-to-face or online support. Students with and without disabilities were also equally likely to pass their courses, regardless of whether they had chosen face-to-face or online support. Even so, there was a nonsignificant tendency for students with disabilities to achieve a lower pass rate than students without disabilities with face-to-face support, whereas with online support their pass rate was marginally higher than that of students without disabilities.
Assessing Faculty Perspectives about Teaching and Working with Students with Disabilities
Author: Becker, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,College Faculty,College Students,Teacher Surveys,Faculty Development,Likert Scales,Teacher Characteristics

This study presents a unique assessment of faculty perspectives about teaching and working with students with disabilities against the backdrop of the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). A randomized sample of 127 faculty from a large Midwest comprehensive university completed the survey, &quot;Faculty Perspectives about Teaching and Working with Students with Disabilities,&quot; an instrument the authors created and based on selected items from the &quot;Patterns of Adaptive Learning Scales&quot; (PALS) (Midgley et al., 2000) and &quot;The Accommodation of University Students with Disabilities Inventory&quot; (AUSDI) (Wolman, McCrink, Rodriguez, &amp; Harris-Looby, 2004). Results confirmed the survey's potential utility throughout the academy. Essential findings presented in this article regard faculty's (a) general approach to teaching and (b) specific attitudes and behaviors about accommodating students with disabilities. Follow-up discussion points out the efficiency of administering the survey and its applicability to other university settings. Implications for survey replication, faculty professional development, and subsequent and corroborating research are included.
A Model for Developing Meta-Cognitive Tools in Teacher Apprenticeships
Author: Bray, Paige
Date: 2013-00-00
Type: Journal Articles
Subjects: Apprenticeships,Metacognition,Student Teaching,Undergraduate Students,Teaching Experience,Case Studies,Models,Preservice Teachers,Material Development,Epistemology,Benchmarking,Self Management,Educational Technology

This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning--learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed)--we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice.
Coping at School--Academic Success or/and Sustainable Coping in Future?
Author: Sakk, Monica
Date: 2013-00-00
Type: Journal Articles
Subjects: Coping,Academic Achievement,Success,Student Attitudes,Teacher Attitudes,Parent Attitudes,Questionnaires,Interviews,Educational Change,Self Esteem,Well Being,Expectation,Educational Environment,Institutional Characteristics,Student Interests,Grade 4,Grade 6,Correlation,Comparative Education,Foreign Countries,Statistical Analysis

The purpose of the research was to monitor opinions of learners, parents and teachers on the aspects of coping at the second level of primary school in both Estonian-medium and Russian-medium schools. The research was carried out from 2006 to 2011. The research used a questionnaire which was administered to 652 learners and their parents in Forms 4 through 6 at both Estonian-medium and Russian-medium general education schools. In the second part of the research, 30 teachers from the same selection were interviewed. The results of the research show that the learners, parents and teachers who took part in the research in both Estonian-medium and Russian-medium schools link the aspects of coping with academic success. Additionally, teachers in schools with Estonian as the language of instruction consider the learners' skills of social coping also important. Both the Estonian-medium and Russian-medium school teachers consider home and parents the main factors that influence coping skills. According to the teachers, changes in society have changed common beliefs, attitudes and the way of thinking among the parents and the learners, causing difficulties in learners' academic as well as social coping. Based on the rapid changes in society, it is important to reorient teacher education. Social skills, forming the basic skills of learning, and accessing different websites for studying will become crucial in teaching the new generation.
Country's Competitiveness and Sustainability in the Context of the Higher Education System Reforms
Author: Jermolajeva, Elita
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Sustainability,Competition,Economic Development,Knowledge Economy,Sustainable Development,Role of Education,Educational Quality,Educational Indicators,Strategic Planning,Foreign Countries,Qualitative Research,Statistical Analysis

The accumulation of knowledge and its use have become important factors that promote economic development as they contribute to a country's competitiveness in the global economy. The basic significance of research is obtained by defining new approaches in the organisation, function and efficiency of the higher education system (HES) by emphasising its qualitative aspects. The aim of the article is to describe the influence of education reform on economic competitiveness, paying a special attention to analysing and evaluating international experiences from an interdisciplinary perspective, including economics, pedagogy, etc. Quantitative indicators are used to characterise specific features of the HES and the interaction of this system in the overall context of state development. Some aspects of the Latvian HES are also analysed. The economic activity of inhabitants often directly depends on their level of education. In order to reorganise the Latvian HES and increase its competitiveness and efficiency, thus ensuring quality and availability, the Latvian education system must define a middle-term (4-5 years) and long-term (10-15 years) development plan that is coordinated with national economic development.
Positive Youth Action towards Climate Change
Author: Buttigieg, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Climate,Foreign Countries,Youth,Interviews,Environmental Education,Personal Narratives,Sustainable Development,Activism,Positive Attitudes,Research Methodology

This study focuses on the experiences of young people who are leaders of change in the environmental field. This study views environmental activism as a personal commitment towards pro-environmental behaviour. The motivations and challenges of such work are viewed as important to learn more not only about volunteering in environmental organisations, but also about pro-environmental behaviour. The main research problem was to explore these individuals' present and past life experiences, in the light of their activism, towards the issue of climate change. Narrative inquiry was chosen as a methodology for this research as it gives importance to experience and facilitates the study of an issue in all of its wholeness and complexity. The research involved in-depth interviews with three participants as well as living alongside the participants in an effort to build a relationship with them and to experience being an environmental activist. The participants were members of a local environmental organisation ñ Friends of the Earth (Malta). The outcomes of this study provide an opportunity for reflection on the factors that affect pro-environmental attitudes and behaviour and their implications on environmental education. This reflection will enable informed efforts to engage more young people in environmental activism. From the narratives produced, it is clear that there is no single factor that is optimal for promoting pro-environmental behaviour and environmental activism. These are, in fact, determined by a combination of interrelated factors.
Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway
Author: Eriksen, Kristin Gregers
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainable Development,Early Childhood Education,Foreign Countries,Young Children,Epistemology,Kindergarten,Teacher Education,Educational Practices

With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.
Opportunity through Online Learning: Experiences of First-in-Family Students in Online Open-Entry Higher Education
Author: Stone, Cathy
Date: 2016-07-00
Type: Journal Articles
Subjects: First Generation College Students,Electronic Learning,Open Universities,Adult Students,Student Experience,Undergraduate Students,Qualitative Research,Student Surveys,Semi Structured Interviews,Foreign Countries,Student Motivation,Influences,Transformative Learning

Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O'Shea, May &amp; Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.
University Transition Challenges for First Year Domestic CALD Students from Refugee Backgrounds: A Case Study from an Australian Regional University
Author: Kong, Eric
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Refugees,Student Adjustment,Multicampus Colleges,Qualitative Research,Semi Structured Interviews,Focus Groups,Case Studies,Student Experience,Minority Group Students,College Faculty,Administrators,Professional Personnel,Barriers

Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression.
Analysis of a Rubric for Assessing Depth of Classroom Reflections
Author: Dalal, Dev K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Reflection,Higher Education,Grade Point Average,Peer Evaluation,Portfolios (Background Materials),Portfolio Assessment,School Holding Power,Academic Achievement,Correlation,College Entrance Examinations,Scoring Rubrics

Writing reflections is recommended for enhancing retention and transfer of learned material. The benefits of student reflections have been well documented, but the methods for collecting and assessing reflections can be difficult. This study presents the development and analysis of a new, straightforward rubric for assessing depth of student reflections. The psychometric properties of the depth ratings based on the rubric and preliminary validity evidence of the ratings are investigated. With this rubric, raters were able to assess the depth of reflections very reliably. Depth ratings were significantly related to GPA.