ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing Chronic Pain in Adults with or in Recovery from Substance Use Disorders. Treatment Improvement Protocol (TIP) Series 54
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Substance Abuse,Pain,Chronic Illness,Adults,Outcomes of Treatment,Addictive Behavior,Drug Rehabilitation,Clinical Diagnosis,Comorbidity,Cognitive Restructuring,Behavior Modification,Physical Therapy,Drug Therapy,Patient Education,Health Behavior,Compliance (Psychology),Guides,Biology,Neurology,At Risk Persons,Screening Tests,Coping,Counseling Techniques,Family Involvement,Evaluation Methods,Internet

Chronic noncancer pain (CNCP) is common in the general population as well as in people who have a substance use disorder (SUD) (Exhibit 1-1). Chronic pain is not harmless; it has physiological, social, and psychological dimensions that can seriously harm health, functioning, and well-being. As a multidimensional condition with both objective and subjective aspects, CNCP is difficult to assess and treat. Although CNCP can be managed, it usually cannot be completely eliminated. When patients with CNCP have comorbid SUD or are recovering from SUD, a complex condition becomes even more difficult to manage. This Treatment Improvement Protocol (TIP) is for primary care providers who treat or are likely to treat adult patients with or in recovery from SUDs who present with CNCP. Given the prevalence of CNCP in the population, this audience includes virtually all primary care providers. Addiction specialists, psychiatrists, nurses, and other clinicians may find information here that will help them ensure that their patients with CNCP receive adequate pain treatment. By providing a shared basic understanding of and a common language for these two chronic conditions, this TIP facilitates cooperation and communication between healthcare professionals treating pain and those treating addiction. This TIP equips clinicians with practical guidance and tools for treating CNCP in adults with histories of SUDs. It provides readers with information about SUD assessments and referrals for further evaluation. For patients with histories of SUDs, the most controversial and possibly hazardous pain treatment in widespread use is opioid treatment. For this reason, this topic receives significant attention in Chapters 3 and 4. Appended are: (1) Bibliography; (2) Assessment Tools and Resources; (3) CFR Sample Consent Form and List of Personal Identifiers; (4) Resources for Finding Complementary and Alternative Therapy Practitioners; (5) Field Reviewers; and (6) Acknowledgments. A section on patient education is also included as well as an index. (Contains 50 exhibits.)
An Evaluative Study of the Academic Achievement of Homeschooled Students versus Traditionally Schooled Students Attending a Catholic University
Author: Snyder, Marc
Date: 2011-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Higher Education,Catholic Schools,Church Related Colleges,College Students,Conventional Instruction,Home Schooling,College Readiness,Comparative Analysis,Scores,Academic Achievement,Grade Point Average,Evaluation,College Admission

This applied dissertation was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a relatively young, Catholic university located in South Florida. As approximately 30% of the university's current student population has been homeschooled through high school, having more than just anecdotal evidence in regards to these students' academic achievement can be useful as the university grows and develops in targeting more students. Such data could prove vital for the future decision making of university administration and stakeholders and of use for all those interested in the homeschooling movement. Homeschooling has shown tremendous growth in the United States over the past 30 years to 2 to 3 million. As the public educational system continues to face challenges, parents increasingly are becoming dissatisfied and choosing homeschooling as a viable option. As homeschooled students near high school graduation and consider attending college as the next step in their educational career, a couple of questions come to mind: Are homeschooled students prepared for the academic rigors of college? Once accepted into college, how do homeschooled students compare academically to traditionally schooled students in college? Using archival data, the writer evaluated 408 students based on their 4-year secondary school type: 137 public-schooled students, 142 Catholic schooled, and 129 homeschooled. Equally weighted criteria were overall SAT or ACT scores, overall college grade-point average (GPA), GPA by major, and core GPA. A statistically significant difference was found between homeschooled students and traditionally schooled students in ACT and SAT scores and overall GPA, showing value to the institution. Appended to this document are the following: (1) Demographic Information; (2) ACT Composite Scores: Frequency Table; (3) SAT Total Scores: Frequency Table; (4) Overall GPA: Frequency Table; (5) Major GPA: Frequency Table; and (6) Core GPA: Frequency Table. (Contains 18 tables and 5 figures.)
Connecting through Comics: Expanding Opportunities for Teaching and Learning
Author: Bolton-Gary, Cynthia
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Praxis,Cartoons,Instructional Materials,Humor,Visual Aids,Cognitive Processes,Cognitive Development,Information Processing,Educational Psychology,Course Content,Early Childhood Education,Education Majors,Instructional Effectiveness

When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study illustrates how comics can facilitate students' learning of overarching concepts, such as cognitive development, motivation and information processing. (Contains 4 figures.)
Voices of Conflict: Students' and Lecturers' Perceptions of the Utility of the Bridging Program at University
Author: Efiritha, Chauraya
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Access to Education,Educationally Disadvantaged,College Bound Students,Transitional Programs,Student Attitudes,Teacher Attitudes,Interviews,Questionnaires,Conflict,Social Bias,Gender Discrimination,Foreign Countries

Tertiary institutions in Zimbabwe face the daunting challenge of increased need for university education by students. In response to the challenge, universities in Zimbabwe embark on strategies that increase accessibility to university education by disadvantaged students. One way through which the Zimbabwean universities are addressing the challenge is the BP (Bridging Program). This paper evaluates the BP at a Zimbabwean university by exploring the perceptions and experiences of students who have entered the university through bridging, those who entered through direct entry, as well as those of the lecturers who teach them. The study explored their perceptions and experiences by means of qualitative direct interviews with both students and lecturers and also through a questionnaire to the students. The results indicated a noble purpose of the program, however, voices of conflict between students and lecturers, students and students, and lecturers and lecturers on the intellectual and social frames of the program. The paper made several recommendations, the key of which is the need to: keep the BP as a stopgap measure, financially support the BP and achieve institutional change to remove stigma attached to bridging, and also remove gender discrimination.
How to Motivate US Students to Pursue STEM (Science, Technology, Engineering and Mathematics) Careers
Author: Hossain, Md. Mokter
Date: 2012-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Economic Impact,Human Capital,Expertise,Science Careers,Technical Occupations,Engineering,Mathematics,Professional Personnel,Student Motivation,Motivation Techniques,Government School Relationship,Incentives,Tuition Grants,Minority Group Students,Disproportionate Representation,Misconceptions,Teacher Education,Futures (of Society),Demand Occupations,Career Choice

STEM (science, technology, engineering and mathematics) has been a powerful engine of prosperity in the US since World War II. Currently, American students' performances and enthusiasm in STEM education are inadequate for the US to maintain its leadership in STEM professions unless the government takes more actions to motivate a new generation of US students towards STEM careers. Despite of coherent actions taken by the government and various institutions, the US cannot ensure the production of a sufficient number of experts in STEM fields to meet its national and global needs. The current situation is that the US is largely dependent on the foreign-born STEM workforce. This paper starts with a deeper look at the participation rate of American students in STEM careers and the basis of career choices by the US students. The discussion is driven by barriers and misconceptions about STEM education. It concludes with recommendations for how to motivate more US students to pursue STEM careers. (Contains 1 figure.)
Reflective Abstraction and Mathematics Education: The Genetic Decomposition of the Chain Rule--Work in Progress
Author: Jojo, Zingiswa Monica Mybert
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Education,Calculus,Trigonometry,Mathematical Concepts,College Freshmen,Schemata (Cognition),Questionnaires,Interviews,Correlation,Foreign Countries

Students have experienced difficulty in understanding and using the chain rule. This study aims at assisting the students to understand and apply the chain rule and thus inform the author's teaching for future learning of students. A questionnaire will be designed to explore the conceptual understanding of the concept of the chain rule by first year university of technology students using APOS (action-processes-objects-schema) which proposes in the form of the genetic decomposition a set of mental constructions that the students might make in order to learn the concept of the chain rule in calculus and accessing it when needed. This instrument will be used to collect data on how students learn derivatives of trigonometric functions in calculus, using the chain rule. This will be with a view to clarify their understanding of the composition of functions, derivative and the chain rule. The study consists of two phases, both using a qualitative approach. A structured way to describe an individual student's understanding of the chain rule is developed and applied to analyzing the evolution of the understanding for each of 30 first year students. Other ways to collect data include tests, written exercises and classroom observations. The purpose of the questionnaire will be to establish the correlation between the students' ability to deal with composition of functions and using the chain rule successfully. Students (n = 10) will then be interviewed based on their written responses to elicit their thinking involved when answering. The analysis of written responses and interviews should establish whether the instrument provided substantial information for identification of certain mental constructions that the researches proposed to consider.
The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers
Author: Farinde, Abiola A.
Date: 2012-00-00
Type: Journal Articles
Subjects: STEM Education,African American Students,Females,Disproportionate Representation,Self Efficacy,Social Influences,Culturally Relevant Education,Teaching Methods,Gender Bias,Racial Bias,Standardized Tests,Barriers,Race,Sex,Socioeconomic Status,Helplessness,Teacher Effectiveness,Teachers,Curriculum,Communities of Practice,Thinking Skills,Cognitive Processes,Cooperative Learning,Supplementary Education,Cultural Pluralism,Teacher Student Relationship,Caring

African American women are underrepresented in STEM (science, technology, engineering and math) fields (Catsambis, 1994). The socialization and &quot;under-education&quot; of African American female students engenders ideas of inferiority, while the presence of an inferior race, sex and class, in one body, may produce an ideology of mediocrity. Data findings from NCES (national center for education statistics), College Board, the 2008-2009 Baccalaureate and beyond longitudinal study reaffirm African American girls' weakness in math and science (NCES, 2009, 2011; College Board, 2011). To prevent African American female students from accepting societal beliefs that blame disparities in math and science on racial or gender inferiorities, recommendations encourage teachers to re-educate this group of girls by employing culturally relevant teaching practices that will undermine gender and racial biases within the classroom. (Contains 4 tables.)
Examining the Impact of the Author's Pedagogy on Developing Relationality and Care in Pre-service Early Childhood Teachers
Author: Garvis, Susie
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Early Childhood Education,Preservice Teacher Education,Teacher Educators,Teaching Methods,Interpersonal Relationship,Caring,Foreign Countries

Care and relationality are important foundations for dealing with young children and their families in early childhood education and care settings. Little is known, however, about effective ways to teach and assess care and relationality in teacher education. Care and relationality rarely appear in university outcomes, professional standards for teachers or assessment criteria. Teacher educators assume a significant level of responsibility for the personal professional developments of others in early childhood education. In 2011, the teacher educator in this study embedded seven characteristics of relational teacher education to help early years pre-service teachers experience the importance of care and relationality. This self-study explored the impact of pedagogy by examining the actions of the teacher educator and the resultant actions of pre-service teachers in the learning process. Zeichner (2005) conducted this self-study research was intended to make teacher educators and others more conscious about one's role in educating future teachers. Findings revealed three themes, providing evidence of the effectiveness of the teacher educator in implementing care and relationality. An appendix outlines the seven characteristics of relational teacher education.
Power and Pedagogy: International Perspectives of Chinese and American Pedagogical Practices That Empower and Engage Students
Author: Zhang, Dianyu
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Empowerment,Learner Engagement,College Students,College Faculty,Teacher Attitudes,Political Attitudes,Teaching Styles,Power Structure,Individual Power,Foreign Countries

To ensure a student-centered campus, schools must integrate student empowerment in and out of the classroom. In China, this concept remains a novel idea. In the US, student empowerment outside of the classroom, for example, in student governance, is prevalent. However, faculty at-large still remains somewhat unaware that internal belief systems about power shape, not only the curriculum or content they are delivering, but also their choices of pedagogy. We assert that the internal political assumptions of an individual are manifested in the teaching styles selected by that individual. Little research exists to understand how individual faculty political perceptions correlate with classroom pedagogical practices that impact student learning. This paper provides a conceptual foundation for embarking upon empirical study of this fascinating phenomenon.
Community Service and University Roles: An Action Research Based on the Philosophy of Sufficiency Economy
Author: Nuangchalerm, Prasart
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Community Services,Service Learning,College Role,Economics,Participant Observation,Seminars,Field Trips,Supervision,Interviews,School Community Relationship

This study employs action research to develop community service through university roles by applying the philosophy of sufficiency economy of His Majesty the King Bhumibol Adulyadej to fulfill villagers' way of life. Participatory learning, seminar, field trip and supervision were employed for strategic plan. Data were collected by participatory observation, questionnaires and interviewing. The findings were explained by qualitative information. Village members perceived their needs in terms of self-reliance community based on participatory learning among university, local governmental organization and village members. The results of this study could be continuously promoted in terms of participatory and action learning based on the employment of the philosophy of sufficiency economy as well. (Contains 1 table and 1 figure.) [Financial support for this research was provided by Mahasarakham University.]
The Study on the Psychological Problems and Countermeasures of the Full-Time Professional Masters
Author: Hui, Tang
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Graduate Students,Full Time Students,Mental Health Programs,Mentors,Educational Environment,Social Adjustment,Self Management

Mental health education is one of the most important tasks in postgraduate education. Professional master, as a graduate of an emerging group, its mental health education cannot be ignored. This paper focuses on the existence of some mental health problems of Chinese full-time professional master, explores and analyzes their causes and finally concludes the ways to solve these problems.
Cross-Border Delivery in Nigeria and Quality Assurance Issues
Author: Idogho, Philipa Omamhe
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Quality Assurance,Electronic Learning,Open Universities,Distance Education,Educational Quality

Access to educational opportunities has witnessed significant facilitation, especially in developing economies where ethnic minorities and other disadvantaged groups abound. The global initiative anchored by COL (commonwealth of learning) in collaboration with institutions and agencies is helping to further reinforce the &quot;global image&quot; schema, since learning opportunities and services are now exported to consumers outside normal locational influence of participating institutions. There is no doubt that the scheme is making a huge impact and generating great enthusiasm among beneficiaries. This paper examines the challenge of quality assurance emerging from the fact that educational services may be provided in virtual learning environment which may be within or outside the immediate physical location of the provider agency. Drawing from experiences of the National Open University and other institutions that operate distance education in outreach centers, this paper recommends, among others, that as much as possible, internal and external moderation of course packages and resource persons should be done both in the regular and distance learning centers and ensure periodic review of programme performance and student learning outcomes to guide further action. (Contains 1 figure.)
Preparing Teachers for Special Education in the United States: A Reflection
Author: Eskay, M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Special Education,Special Education Teachers,Preservice Teacher Education,Educational History,Special Needs Students,Advocacy,Civil Rights,Educational Legislation,School Law,Educational Policy,Educational Philosophy,Educational Principles,Alternative Teacher Certification,Individualized Education Programs,Hispanic American Students,Response to Intervention

Preparing teachers for special education in the United States is a reflection that is not merely another attempt to reinvent the wheel. Rather, it is an investigation to learn from the past, use applications today in order to secure concrete and measurable goals in the diversified future of special education in America. Several historical figures became the voice of individuals with disabilities when persons with disabilities were sequestered from society in America. They are modern day heroes and will be remembered for their courageous deeds to define the individual beyond their disability. While tremendous progress has been made, active preparation is essential for the future educators that will carry the torch of freedom, which is free and appropriate education and full inclusion for all students with disabilities in America.
Changing the School Climate Is the First Step to Reform in Many Schools with Federal Improvement Grants
Author: McMurrer, Jennifer
Date: 2012-07-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Federal Legislation,School Turnaround,Case Studies,Elementary Schools,Middle Schools,High Schools,Educational Environment,Change Strategies,Teacher Collaboration,Teacher Morale,Learner Engagement

School Improvement Grants (SIGs) financed through the economic stimulus package are intended to spur dramatic change in persistently low-performing schools. Many state and local officials charged with implementing SIGs view the creation of a safe, orderly, collegial, and productive school climate as an essential step in raising student achievement, according to case studies by the Center on Education Policy (CEP) at George Washington University. The importance of establishing a school climate conducive to learning has also been recognized by other studies of school reform and endorsed in federal SIG guidance. This special CEP report highlights findings about the critical element of school climate from case studies of the first year and half of SIG implementation in Maryland, Michigan, and Idaho. The information in the report is based on interviews with 35 state, district, and school officials in the three states and on in-depth reviews of six SIG-funded schools. Key findings about school climate from the case study schools include the following: (1) All six SIG-funded schools participating in CEP's case studies have taken steps to create a more positive school climate--often as an initial priority before implementing other reforms; (2) SIG-funded case study schools used a variety of specific strategies to improve school climate--from instituting school uniforms to increasing teacher collaboration; and (3) Administrators and teachers most often cited improvements in school climate as their greatest success after the first year of implementing SIGs. (Contains 1 box.) [For related reports, see &quot;Increased Learning Time under Stimulus-Funded School Improvement Grants: High Hopes, Varied Implementation&quot; (ED533562) and &quot;Schools with Federal Improvement Grants Face Challenges in Replacing Principals and Teachers&quot; (ED533563).]