ethanporcaro/eric-fulltext-meta huggingface dataset:
Multilevel Examination of Burnout among High School Staff: Importance of Staff and School Factors
Author: O'Brennan, Lindsey
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Burnout,High Schools,Secondary School Teachers,Teacher Characteristics,Self Efficacy,Teaching Conditions,Paraprofessional School Personnel,School Safety,Correlation,Burnout,School Personnel,Surveys,Environmental Influences,Rural Schools,Suburban Schools,Urban Schools,Positive Behavior Supports,Poverty,Teacher Student Ratio,Suspension,Student Mobility,Likert Scales,Hierarchical Linear Modeling

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions of self-efficacy and connectedness, as well as school-level contextual variables (e.g., suspension rate and urbanicity). Data were collected from 3,225 high school staff (e.g., teachers and paraprofessionals) in 58 high schools (grades 9-12) across Maryland. Multilevel analyses indicated that perceptions of connectedness, safety, and self-efficacy as well as staff demographics were significantly related to experiences of work-related burnout. At the school level, only school-wide suspension rates were significantly related to higher burnout. These findings highlight the importance of staff perceptions of the school context as factors that can potentially promote or diminish professional burnout among high school staff.
Turkish Primary Science Teacher Candidates&apos; Understandings of Global Warming and Ozone Layer Depletion
Author: Yalcin, Fatma Aggul
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Science Teachers,Ecology,Climate,Student Surveys,Grade 3,Student Attitudes,Misconceptions,Scientific Concepts,Environmental Education,Pollution,Government Role,Conservation (Environment)

The purpose of the study was to explore Turkish primary science teacher candidates' understanding of global warming and ozone layer depletion. In the study, as the research approach the survey method was used. The sample consisted of one hundred eighty nine third grade science teacher candidates. Data was collected using the tool developed by the researcher. The survey solicited written opinion responses to seven open-ended questions. Teacher candidates' written opinions about global warming and ozone layer depletion were analyzed descriptively. The results of the analysis were presented as percentages and frequency. The findings suggest that prospective teachers' understandings about these issues were limited and they had some significant common, misconceptions. Finally, the findings were discussed in comparison with the previous research with respect to environmental education.
The Investigation of Pre Service Science Teachers&apos; Epistemological Beliefs According to Some Variables
Author: Yalcin, Mehmet
Date: 2017-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Epistemology,Beliefs,Student Attitudes,Academic Achievement,Student Surveys,Science Education,Statistical Analysis,Gender Differences,Instructional Program Divisions,Elementary Education,Foreign Countries

The present study aimed to investigate the relationship between pre service science teachers' scientific epistemological beliefs and academic achievements and change of the beliefs with regard to the variables such as, grade level and gender. In the research in which survey method as research approach, the sample consisted of total 258 pre service teachers. Data was collected by &quot;Epistemological beliefs scale&quot; with 26 items developed by Conley et al. (2004). The data collected were analyzed using two way variance analysis. The statistical analysis showed that there is no a statistically significant difference in pre-service science teachers' epistemological beliefs with regard to grade level and gender in the pooled data without considering sub dimensions of scale. But, in &quot;certainty of scientific knowledge&quot; sub dimension, no statistically significant difference was found according to gender, but a significant difference for grade level. Moreover, for &quot;justification of scientific knowledge&quot; sub dimension, the results showed that no pre service teachers' epistemological beliefs differ with respect to gender, while there was statistically significant difference according to grade level. Again, it was found that the there is no statistically significant correlation between pre-service science teachers' scientific epistemological beliefs and academic.
A Comparative Analysis of Contracted versus Alphabetical English Braille and Attitudes of English as a Foreign Language Learners: A Case Study of a Farsi-Speaking Visually Impaired Student
Author: Mobaraki, Mohsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Braille,Second Language Learning,English (Second Language),Language Attitudes,Student Attitudes,Case Studies,Indo European Languages,Visual Impairments,Alphabets,Language Teachers,Secondary School Teachers,Interviews,Reading Fluency,Teaching Methods,Outcomes of Education,Secondary School Students,Reading Tests,Data Analysis

In the educational system of Iran, in which English is a foreign language, the duration of primary school is six years. After that, these English as a foreign language students enter high school and start to learn English during an additional six-year period. In years seven and eight, English textbooks are embossed in alphabetic English braille; but, for the next four years, these books are prepared in the contracted form. Visually impaired students in Iran use alphabetic braille to read and write in their own mother tongue (Farsi). Contracted braille is, therefore, a foreign concept to these students. In Iran, the exposure of students who are learning English to contracted braille in high school has affected the reading skills of these students. The present researchers interviewed four teachers regarding the teaching of contracted braille to English as a foreign language visually impaired high school students, and they also made some changes to the curriculum followed by the teachers. Since it is difficult for students to memorize a large amount of contractions quickly, all parties agreed that contracted braille needs to be taught as early as the first year of high school to Farsi-speaking students learning English. The present study aims to scrutinize the effects on reading fluency of learning contracted English braille. To do so, the researchers taught alphabetic and contracted braille to a visually impaired 12-year-old school boy to examine the degree of impact of teaching either of these two codes on his reading fluency.
Implementing Meeting Agendas into a Health Management Course
Author: VanderMolen, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Health Services,Management Development,Decision Making,Health Education,Course Descriptions,Meetings,Assignments,Time Management,Teamwork,Student Motivation,Student Attitudes,Undergraduate Students,Agenda Setting,Scoring Rubrics

Purpose: The purpose of this article is to share methods of teaching health education management students on the importance of time management and learn how to conduct a meeting within a health education management course and eventually in a professional setting. Methods: The assignments used in the course are current-event relevant and easy-to-teach for students pursuing a profession in health education. The purpose of the project was to assess the application of time management, team building, and organization and decision-making skills. Conclusions: This topic resonated with students, motivating them to see things differently and thus deepening their learning.
Lessons Learned from the Creation of a Center of Excellence in Low Vision and Vision Rehabilitation in Wenzhou, China
Author: Marinoff, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Partial Vision,Rehabilitation,Rehabilitation Centers,Program Development,Models,Health Services,Optometry,International Cooperation,Intercollegiate Cooperation,Program Design,Equipment,Personnel Selection,Marketing,Staff Development,Patients,Assistive Technology,Cultural Differences,Financial Support,Sustainability

A model Center of Excellence in Low Vision and Vision Rehabilitation was created in a health care setting in China utilizing an inter-institutional relationship with a United States optometric institution. Accomplishments of, limitations to, and stimuli to the provision of low vision and vision rehabilitation services are shared.
Mental Health among Children and Young Adults with Visual Impairments: A Systematic Review
Author: Augestad, Liv Berit
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Visual Impairments,Gender Differences,Emotional Disturbances,Symptoms (Individual Disorders),Depression (Psychology),Longitudinal Studies,Children,Young Adults,Research Needs,Anxiety,Scientific Research,Research Reports

Introduction: The purpose of this study was to summarize current scientific knowledge relating to the occurrence of mood disorders among children with visual impairments. Methods: A systematic review was conducted of articles published between January1998 and July 2016, inclusive. A total of 17 publications met the inclusion criteria, of which 15 reported studies with a cross-sectional design. The 17 publications represent 13 countries. Results: The majority of the studies suggested that children and young adults with visual impairments had more emotional problems than did their sighted peers. In addition, girls with visual impairments more often experienced serious symptoms of depression and anxiety than did boys with visual impairments, a finding that was in line with results for the general population. Two studies with a longitudinal design suggested that emotional problems among children and young adults with visual impairments might lessen over time. Discussion: Due to the different research purposes, study designs, definitions of visual impairment, participants' age ranges, cultures, countries, small sample sizes, measurements, and analyses of mental health, the overall results of the reviewed studies were inconsistent. To give children the best opportunities for good mental health, there is a need for more knowledge and for further longitudinal and randomized studies of high quality. Implications for practitioners: Social support, friendship, and independence in mobility seem to be important for enhancing the mental health of all children. Children with earlier onset and more severe visual impairments may be less likely to experience a reduction in their mental health problems over time.
Development and Standardization of an Alienation Scale for Visually Impaired Students
Author: Punia, Poonam
Date: 2017-00-00
Type: Journal Articles
Subjects: Alienation,Visual Impairments,Item Banks,Likert Scales,Foreign Countries,Item Analysis,Pilot Projects,Preadolescents,Adolescents,Young Adults,Construct Validity,Correlation

Introduction: The present study was undertaken to develop a valid and reliable scale for measuring a feeling of alienation in students with visual impairments (that is, those who are blind or have low vision). Methods: In this study, a pool of 60 items was generated to develop an Alienation Scale for Visually Impaired Students (AL-VI) based on a review of the literature and discussions with colleagues and experts in the field. The items were organized into six dimensions of alienation, namely powerlessness, meaninglessness, normlessness, social isolation, self-estrangement, and cultural estrangement, and were rated on the five-point Likert scale. The standardization of the scale was completed with 118 students with visual impairments in the age group of 10 to 25 years, selected randomly from specialized and inclusive schools in the state of Haryana, India. Results: The item analysis was done by calculating t- and r-values; seven items were deleted, and a final 45 items were retained. The calculated value of Cronbach's alpha and split-half correlation came out to be 0.87 and 0.86, respectively. The construct validity was determined by computing the coefficient of correlation between scores of this scale and the scores obtained by using the Student Alienation scale (SAS) of R. R. Sharma (Sharma, 2012). The percentile norm for the scale was determined after verifying normality of the scores by using a Q-Q plot. Discussion: The findings of the present study suggest that the AL-VI may serve as a useful tool in future research to assess alienation in persons with visual impairments in India. The findings further demonstrate that the AL-VI produced scores that are reliable and valid. The AL-VI can be used outside India after determining its reliability and validity in context-specific conditions. Implications for practitioners: The AL-VI scale is applicable to students with visual impairments, teachers of students with visual impairments, principals, social workers, psychologists, and rehabilitation professionals. Practitioners could use this tool for assessing and understanding the level of alienation among students with visual impairments, thereby helping them in planning and executing strategies for remediating alienation.
Workplace Discrimination and Visual Impairment: A Comparison of Equal Employment Opportunity Commission Charges and Resolutions under the Americans with Disabilities Act and Americans with Disabilities Amendments Act
Author: Victor, Callie M.
Date: 2017-10-00
Type: Journal Articles
Subjects: Visual Impairments,Equal Opportunities (Jobs),Disabilities,Educational Legislation,Federal Legislation,Job Satisfaction,Civil Rights Legislation,Disability Discrimination,Classification,Correlation,Comparative Analysis,Public Agencies

To guarantee equal opportunities and treatment in employment for individuals with disabilities, Congress enacted Title I of the Americans with Disabilities Act (ADA) in 1992. This law states, &quot;No covered entity shall discriminate against a qualified individual on the basis of disability in regard to job application procedures, the hiring, advancement, or discharge of employees, employee compensation, job training, and other terms, conditions, and privileges of employment&quot; (Americans with Disabilities Act of 1990). However, disability advocates expressed concern that Americans with disabilities appeared to be less protected in the workplace than was expected under Title I of the ADA. This raised concerns in Congress that the original intent of the ADA was not being upheld. To restore the intended purposes and protections of the ADA, Congress proposed the ADA Amendments Act of 2008 (ADAAA) which was designed to have less emphasis on the evaluation of whether an individual was qualified for coverage and more emphasis on whether or not an employer had unlawfully discriminated against that individual (Vierling, 2009). The purpose of this study was to identify where to focus resources regarding specific aspects of employment based on perceived discrimination and outcome resolutions from individuals with visual impairments. The following research questions guided this study: (1) Are there differences between discrimination charges filed with the U.S. Equal Employment Opportunity Commission (EEOC) before and after the enactment of the ADAAA regarding a visual impairment? and (2) Are there differences between outcome resolutions before and after the enactment of the ADAAA regarding a visual impairment?
Procedures and Tools Used by Teachers When Completing Functional Vision Assessments with Children with Visual Impairments
Author: Kaiser, Justin T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Teacher Surveys,Visual Acuity,Foreign Countries,Elementary Secondary Education,Vision,Vision Tests

Introduction: This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods: Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results: The majority of participants reported that they primarily assess pre-academic and academic students in kindergarten through 12th grade (K-12). More than 95% of all participants indicated that they assess near and distance visual acuity. Other commonly assessed skills and abilities were tracking (n = 298; 95%), peripheral visual fields (n = 296; 94%), and color perception (n = 293; 93%). Approximately 50% of survey participants indicated that they use a screening tool in determining the need for an orientation and mobility (O&amp;M) evaluation. Discussion: The procedures and tools used by participants in completing FVAs varied based on the specific student being assessed. There was also considerable variation in visual skills assessed, as well as in what was included in the assessment report by the participants. Based on comments from participants, it appears that there are complex factors that influence the decision-making process regarding possible referrals for an O&amp;M evaluation or a clinical low vision evaluation. Implications for practitioners: Teachers should reflect on their own practices and procedures to determine whether they are including all pertinent information in their FVA reports, as well as explore whether they should assess additional visual skills in order to provide a rich description of how the student uses his or her vision throughout the day in a variety of environments.
The Effect of the Color of a Long Cane Used by Individuals Who Are Visually Impaired on the Yielding Behavior of Drivers
Author: Bourquin, Eugene A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Color,Pedestrian Traffic,Assistive Technology,Traffic Safety,Risk,Behavior,Blindness

Introduction: A new market trend offers long canes for individuals with visual impairments in a variety of colors; however, the impact of these colors is unknown to orientation and mobility (O&amp;M) specialists and individuals who are blind or who have low vision. The authors examined the impact of cane color on drivers' yielding behaviors; also, cane display effectiveness was assessed. Methods: At traffic signal-controlled intersections, drivers' yielding responses (yield-no yield and seconds to crosswalk) were recorded by two raters when a pedestrian presented one of two conditions (display and flagging) with four differently colored long canes (white, black, yellow, and green). Results: In trials where the pedestrian used a flagging cane technique, the white cane achieved 290% more yielding than the green cane, 100% more yielding than the yellow cane, and 40% more yielding than the black. Statistical differences were found between the white-with-red cane and the yellow and green canes. The measure of drivers' latency for moving forward was not statistically different between trials in which a pedestrian displayed a white cane at the crosswalk and trials in which no pedestrians were present. Discussion: Cane color appears to have a substantial effect on drivers' yielding responses. The results also indicate only a slight driver response to a highly visible cane display, confirming the results of previous studies that recommended more potent pedestrian movements to mitigate the threat from turning vehicles. Implications for practitioners: O&amp;M specialists and cane travelers need to consider the options for cane color when using a cane to cross streets. A white cane, flagged at the onset of the walk signal, can achieve more desirable responses from drivers than can the long canes of other colors. More effective cane behaviors exhibited by pedestrians who are visually impaired should always be considered by O&amp;M instructors in order to influence drivers.
Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision
Author: Gulley, Ann P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blindness,Visual Impairments,Mathematics Instruction,Teaching Methods,Evaluation Methods,Physical Disabilities,College Students,College Mathematics,Algebra,Trigonometry,Auditory Stimuli,Computer Software,Interaction

Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and Nemeth code because he lacked the sensitivity in his fingers required to read the raised dots. Logan's need for tools that would enable him to perform the rigorous algebraic manipulations that are common in mathematics courses led to the development of Process-Driven Math. With this method, he was able to succeed in both college algebra and pre-calculus with trigonometry. These tools may help other visually impaired students who are not succeeding in mathematics because they lack access to, or knowledge of, the Nemeth code. Within many algebraic problems, there are processes (algorithms) that must be performed to simplify expressions and solve for variables. Process-Driven Math frees up working memory during the delivery of the mathematic content to the student, and during the student's subsequent manipulation of the equation while working toward a solution. As a result, the student who cannot use or access Nemeth code can better focus on the required algorithms because the cognitive load on working memory is greatly reduced. When using this method, a person who functions as the student's reader and scribe systematically reveals the algebraic expression in layers. The process is highly interactive and places control over the flow of information into the hands of the student.
Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship
Author: Mason, Benjamin A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Teacher Student Relationship,Correlation,Conflict,Mathematics Achievement,Reading Achievement,Elementary School Students,Elementary School Teachers,Grade 1,Grade 3,Grade 5,Factor Analysis,National Surveys,Rating Scales,Measures (Individuals),Achievement Tests

The longitudinal relations between teacher-student relationship quality (TSRQ) and student achievement were examined to determine the directional associations between the quality of teacher-rated closeness and conflict with students, and measured math and reading achievement in a large, multisite sample of U.S. youth at first, third, and fifth grade. A longitudinal confirmatory factor analysis model of panel data was employed. After testing longitudinal factorial invariance across time, we tested heterogeneity in the factor variances and differences in the latent means. Math and reading achievement had longitudinal reciprocal relations. Math achievement explained small differences in subsequent teacher-rated closeness after controlling for previous levels of math achievement and teacher-rated closeness. Teacher-rated conflict served as a small but significant predictor of subsequent math achievement across measured time points but previous teacher-rated closeness did not explain subsequent reading or math achievement at any time point. Teacher-rated conflict was relatively stable across grades, whereas teacher-rated closeness varied from first to third grade. Reading and math achievement were highly stable predictors of future achievement. The findings suggested that in a lower-risk sample, measures of TSRQ and achievement may serve as predictors or outcomes and directionality of effects should not be assumed in advance.