ethanporcaro/eric-fulltext-meta huggingface dataset:
Behaviors of Concern to Croatian Primary School Teachers
Author: Beaudoin, Kathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Student Behavior,Behavior Problems,Student Needs,Intervention,Gender Differences,Aggression,Delinquency,Attention

The purpose of this study was to examine the occurrence of problem behaviors in primary classrooms in the Republic of Croatia and to investigate teachers' level of concern and the support needed to address these behaviors. Approximately 8% of primary school teachers across Croatia completed a 20-item survey to indicate the occurrence of types of problem behaviors (i.e., distractibility, disobedience, aggression, delinquency) in their classrooms, separately for boys and girls. Level of concern for the problem behavior (1 = not at all to 4 = extremely) and need for support to address the misbehavior (1 = not at all to 4 = a lot of support) were also rated separately by student gender. Results indicated that teachers rated the occurrence of problem behaviors more frequently for boys than girls across all dimensions of problem behavior, with distractibility reported as the most frequently occurring problem both for boys and for girls. Teachers also reported significantly higher levels of concern and greater need of support for the behavior of boys in comparison to girls across the dimensions of distractibility, disobedience and aggression. Teachers reported significantly higher levels of concern than their need for support to address behaviors of distractibility and disobedience. Larger class size was associated with heightened levels of concern and support for a number of the problem behavior dimensions. Implications for future practice are recommended.
Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders
Author: Hunter, William
Date: 2017-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Writing Instruction,Teaching Methods,English Teachers,Middle School Students,Self Contained Classrooms,Conventional Instruction,Educational Technology,Technology Uses in Education,Time on Task,Student Behavior,Writing Skills,Urban Schools,Program Effectiveness,Self Control

Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficult task. This could be associated with the fact that students with EBD often work below skill level in the content area of writing compared to same age peers. Researchers continue to investigate interventions to increase academic outcomes for students with EBD. Utilizing a single case design, three middle school students with EBD were observed in a self-contained classroom to determine the effects of a traditional and technology based self-monitoring intervention focused on decreasing student off-task behaviors while increasing scores on writing assignments. The study took place in an urban school district within the Southeastern region of the USA. Results indicated that the first two intervention phases were equally as effective at reducing off-task behaviors. Additionally, the third intervention phase led to decreased off-task behaviors and increased writing scores for all students compared to the previous two phases. Social validity assessments indicated that the self-monitoring interventions were useful and relevant for teachers and students with EBD in the self-contained setting. Implications for teachers and educational researchers are discussed within this article.
Effect of Amharic Letter Acquisition and Fluency Instruction on the Reading Achievement of Ethiopian Students at Risk for Reading Difficulties
Author: Abdi, Yirgashewa Bekele
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Reading Fluency,Phoneme Grapheme Correspondence,Reading Difficulties,At Risk Students,Grade 1,Elementary School Students,Direct Instruction,Semitic Languages,Instructional Effectiveness,Reading Instruction,Intervention

This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment group received explicit instruction and fluency practice on grade one Amharic letters, two times a week for 18 weeks for 36 sessions. Students in the control condition received typical Amharic reading instruction. Results indicate that students in the treatment condition significantly outperformed students in control on letter sound identification and word reading fluency.
A Promising Practice: School-Based Mindfulness-Based Stress Reduction for Children with Disabilities
Author: Fuchs, Wendy W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Stress Management,Metacognition,Attention,Coping,Elementary Secondary Education,Program Effectiveness,Children,Adolescents,Well Being

Adults and children around the world are experiencing unhealthy levels of stress. More specifically, the stress levels that children report can have detrimental effects on their social-emotional, physical and academic well-being. Schools are in a unique position to not only address the causes of stress in children's lives, but to also provide strategies to reduce stress. Mindfulness-Based Stress Reduction (MBSR) is one approach that schools can use to teach children how to acknowledge and deal with everyday stressors. This article aims to provide a definition of stress, describe MBSR, and provide a review of the current literature on MBSR studies with children. Additionally, the authors suggest implications for school-based mindfulness approaches to reduce the stress of children with disabilities, and recommendations for future research.
Latvian College Students&apos; Perspectives on Inclusion
Author: Tubele, Sarmite
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Inclusion,Disabilities,Gender Differences,Majors (Students),Education Majors,Program Effectiveness,Special Education

This study reports on the perspectives of 79 Latvian college students' perception of inclusion of children with disabilities. Education majors from the University of Latvia and non-education majors from Riga Technical University responded to a 27-item Likert scale format and four open-ended questions by filling out an electronic survey. A principal components factor analysis of the data was conducted yielding three factors. The three-factor structure was similar to a previous study, with the first two factors being reversed. Males demonstrated greater variability on factor 1, negative effects of inclusion, than females, and education majors reported perceiving fewer benefits of segregating students with disabilities than non-education majors. Overall, the results indicate mixed perceptions of inclusion, and a need to educate both education and non-education majors on the benefits of inclusion.
The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations
Author: Fraser, Sherwin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Special Education Teachers,Regular and Special Education Relationship,Inclusion,Student Rights,Equal Education,Politics of Education,Educational History,Disabilities,Educational Legislation,Federal Legislation,Barriers

One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.
The Impact of Pell Grant Eligibility on Community College Students&apos; Financial Aid Packages, Labor Supply, and Academic Outcomes
Author: Park, Rina Seung Eun
Date: 2018-12-00
Type: Journal Articles
Subjects: Federal Aid,Grants,Eligibility,Community Colleges,Two Year College Students,Student Financial Aid,Labor Supply,Outcomes of Education,Parent Financial Contribution,Enrollment,Funding Formulas,Family Income

In this article, we examine the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students. Using administrative data from one state, we compare students just above and below the expected family contribution cutoff for receiving a Pell Grant. We find that other financial aid adjusts in ways that vary by institution: Students at schools that offer federal loans borrowed more if they just missed the Pell eligibility threshold, but at other schools, students were instead compensated with higher state grants. Focusing on the loan-offering schools, we find suggestive evidence that receiving a modest Pell Grant leads students to reduce labor supply and increase enrollment intensity. We also provide indirect evidence that students' initial enrollment choices are influenced by an offer of Pell Grants versus loans.
Professional Growth &amp; Expanding My Horizons: Transitioning to an Independent School
Author: Adams, Erikka
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,High Schools,Private Schools,Library Role,Career Change,Interpersonal Relationship,Student Diversity,Social Support Groups,Faculty Development

When the author transitioned from being a public high school librarian to a librarian in a small, experiential learning-based independent high school, she learned that accepting the position meant accepting changing types of leadership, changing types of accountability, and changing expectations from a broader group of stakeholders. This paper presents a few things to consider about being a librarian in an independent high school for anyone who is about to embark on, or graduate from, a library and information science program or anyone considering changing roles. It focuses on connectedness with the students, efforts to increase diversity, differences between private and independent schools, provision of social/emotional support to students, and faculty development. The paper also examines potential barriers, such as accessing resources, dealing with a large group of stakeholders, and defining where, in the school's broader landscape and its strategic vision, the school librarian and the library program itself fit into that vision.
They Let Us Teach Adults? Making the Leap from Pre-K-12 to Higher Education
Author: Collins, Karla B.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,School Libraries,Librarians,Library Education,Elementary School Teachers,Secondary School Teachers,Library Role,Career Change,Teacher Role

In this article, two teachers describe their transition from pre-K-12 schools to higher education, where they teach college students to be school librarians. Both were at points in their pre-K-12 careers at which they were comfortable and felt good about their abilities, but both were ready for new challenges. While they no longer see the direct results of their teaching on young children, they get to see a bigger impact as college students take classes to learn new skills as future school librarians. They enjoy being able to visit students who are completing their clinical experiences and take advantage of school visits to look around and see what is new and talk with the librarians about innovative practices. As library educators, they have met a whole new group of people and found a whole new purpose in attending conferences related to the three main responsibilities of college faculty: teaching, scholarship, and service. One of the lessons they have learned is that schools are different in different parts of the state, pre-K-12 students are often defined by where they grow up, and courses available to students vary greatly depending on the school system. They have also learned that some school librarians have great autonomy and are able to experiment with new ideas and build school libraries that are sensitive to the needs of their respective schools, while others have very limited flexibility in what they are able to do based on the structure of the school system for which they work.
Living the Life I Love
Author: Weisburg, Hilda
Date: 2018-00-00
Type: Journal Articles
Subjects: Librarians,Retirement,Masters Degrees,Library Science,Personal Narratives,Career Development,Leadership

The author believes her professional life can be divided into two parts--being a building-level school librarian and being retired, noting that few librarians she has met planned to enter the profession, and like them, she was an accidental librarian. Though trained to be a high school English teacher, she was offered a job after college as a school librarian if she would take two courses to get an emergency license. She began working on her Masters of Library Science at Columbia University, took the job, and discovered that she loved her new profession far more than teaching English. After accepting a later job as an elementary school librarian, she decided to take coursework at Rutgers University to get a Certificate in Supervision. From there, she co-authored books and newsletters related to the field and became active in state and national library associations. She was transferred back to the high school with orders to work on building a new library. After butting heads with a new principal, she once again moved out of her comfort zone and applied for a job out of her district, leaving the security of tenure. Eventually, she retired from being a building-level librarian. She has continued with her writing career, and she now teaches pre-service school librarians, seeing it as a logical extension of what she had been doing to promote leadership for school librarians.
Transforming My Perspective
Author: Morgester, Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Transformative Learning,Librarian Attitudes,School Libraries,Library Services,Library Materials,Supervisors,Participation,Library Associations,Organizational Change,Transformational Leadership,Occupational Information,Library Science

A library supervisor for the Anchorage (Alaska) School District, credits five things with transforming her perspective throughout her school library career and helping her develop a clear vision and clearly articulated core values. Each of the five required her to move beyond her library and even beyond her district. The most critical opportunity she had was being invited to go into 80+ school libraries to help librarians do collection development and weeding. Another critical area was being involved in various positions with the Alaska Association of School Librarians while she was still in a school library position. A third transformative experience occurred when she was selected to participate in the Lilead Fellowship, the focus of which was transformational change. It provided a framework for thinking about library services and change that she implemented in her district. Through a connection she made while a Lilead Fellow, she had an opportunity to run for the American Association of School Librarians (AASL) Region 8 Director position on the AASL Board of Directors. Finally, she was given the opportunity to work with a group of her district librarians to revise the school librarian job description. She notes that those in the profession must always strive to rethink practices and priorities and remember that most of them were not trained in the type of librarianship that students need today--and they do not even know what type of librarianship students will need in ten years.
My Transition from an Elementary to a High School Library: Building a Better School Library Model
Author: Toure, Chiquita R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Teachers,School Libraries,Librarians,High Schools,Library Services,Library Role,Library Materials,Service Learning,Student Projects,Career Change

After 13 years as a middle school language arts teacher, the author earned a second Master's degree to become a licensed preK-12 school librarian. She made the transition to the position of K-8 school librarian, then eventually transitioned to the position of head librarian at the local high school. She found herself challenged to create, collaborate, develop, and implement innovative ways of managing a 21st-century space and was determined to make the school's library a model learning hub within the district. With open source materials available via the Internet, she promoted project-based learning experiences in which students applied information in products they helped to co-create. Student community service projects were designed to effect change locally and globally. Students gained soft skills that allowed them to empathize--not just sympathize--with community citizens and take action. This experience has helped the author to expand her role from one of merely showing students problems and possible solutions to demonstrating the importance of gaining and using knowledge to empower communities.
School Librarianship: A Profession in Four Acts
Author: Elkins, Aaron J.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Standards,Career Development,Career Change,Library Education,Elementary Secondary Education,Higher Education

Although school libraries have changed greatly since the publication of the first set of school library standards in 1920 (National Education Association and North Central Association of Colleges and Secondary Schools 1920), each subsequent iteration of the standards has sought to define the next incarnation of a profession undergoing continual evolution. Four professionals who have moved into different phases of their school library careers offer reflections on how the professional standards influence their work. The first describes how she transitioned from a classroom teacher to a school librarian. The second discusses her career as a school librarian fresh out of graduate school. The third looks at his career as it moved from one state to another. The fourth focuses on his work as a library educator and his research in the field of school librarianship.
Examination of the Aggression Levels of Physical Education and Sport School Students
Author: Yildirim, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Aggression,Physical Education,Team Sports,Foreign Countries,Comparative Analysis,Measures (Individuals),Gender Differences,Mothers,Educational Attainment,Employed Parents,Expenditure per Student,Fathers,Family Size,College Students,Place of Residence

The purpose of this research is to determine the level of aggression of students in different departments of physical education and sports school and to compare the aggression levels according to some demographic characteristics. The universe of your research is to constitute students who study in different departments of Bozok University Physical Education and Sports School in 2017-2018 academic years. The sample of the research consists of a total of 300 students who are identified by random sampling technique among the students studying in different departments at Bozok University Physical Education and Sports School in 2017-2018 academic year. Survey method was used in the research. Information on the demographic characteristics of the students was obtained through the &quot;personal information form&quot;. Information on how to determine the level of aggression of the students was obtained with the &quot;Buss Perry Aggression Scale&quot;. The obtained data were transferred to the SPSS 18 software program for statistical analysis. Frequency analysis, percentage analysis, arithmetic mean, t test, Anova analysis and post hoc tests were used in analyzing the data. As a result of the analyzes; statistically significant differences were found between aggression levels of students according to age, education department and monthly expenditure variables (p &lt;0.05). There were no statistically significant differences according to gender, shelter status, maternal employment status, mother education level, father education level and sibling number (p&gt; 0.05).
Achieving Balance: Moving from School Librarianship to State-Level Specialist
Author: Redding, Carmen
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Professional Development,Specialists,Social Bias,Library Role,Educational Opportunities

Carmen Redding writes of her professional journey from teacher to school librarianship to state-level specialist. She begins by describing a common view of school librarians as non-teachers as being an old phenomenon that continues to have life. Being relegated to the position of school librarian was, most certainly in the eyes of some teachers, a step down from teaching. Some colleagues, administrators, students, and community members still hold the notion that librarians sit at the circulation desk and check out books all day. As she worked on her state's library credential, however she began to embrace her new role and the specific responsibilities of a school librarian as teacher, instructional partner, information specialist, and program administrator. Building upon previous experiences, and expanded educational opportunities, Redding once again moved forward to a position as School and Youth Services Specialist, where her opportunities to collaborate, create partnerships and support colleagues became a natural extension of the position. While leaving her everyday contact with students was the most difficult part of her journey, Redding concludes the article by saying that she is grateful for her many opportunities to learn, collaborate, and share commonalities and differences through a broader lens to consider a bigger picture and wider impact, to delivering improved services. As she pursues he Master's in Library Science, she welcomes new opportunities for to continued growth and sharing