ethanporcaro/eric-fulltext-meta huggingface dataset:
Comorbidity of Autism Spectrum Disorders and Emotional/behavioral Disorders: Towards Improved Diagnostic Procedures, Instructional Programming, and Personnel Preparation
Author: Clinton, Elias
Date: 2016-00-00
Type: Journal Articles
Subjects: Comorbidity,Pervasive Developmental Disorders,Autism,Behavior Disorders,Mental Disorders,Emotional Disturbances,Literature Reviews,Meta Analysis,Best Practices,Diagnostic Tests,Neuropsychology,Prevention,Incidence

An emotional/behavioral disorder is a mental health disability characterized by intensive internalized behaviors (e.g., anxiety, depression) and/or externalized behaviors (e.g., physical aggression, verbal aggression). Autism is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors (i.e., stereo type). Both of the aforementioned disorders are persistent and may result in a reduced quality of life. Currently, there is a substantial knowledge gap in regards to best practices for students who demonstrate the diagnostic criteria for both disorders concomitantly (i.e., comorbidity). The lack of knowledge regarding co-occurrence of autism and emotional/behavioral disorders in school-age children results in unreliable, invalid diagnostic practices, as well as ineffective instructional programming. The aim of this paper is to provide a review of the literature in order to close this knowledge gap. Thus, the purpose of this paper is to promote valid, reliable diagnostic procedures that lead to efficient individualized supports for children with both autism and an emotional/behavioral disorder. Results of the literature review are discussed in regards to comorbidity of the two disorders (e.g., overlap of phenotypic characteristics) and diagnostic assessment procedures proposed by researchers in the field. Implications for practice and future research are also discussed.
Comparison of Academic Achievement Levels of Students Beginning the Elementary School at Different Ages
Author: Çankaya, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Entrance Age,Elementary School Students,Academic Achievement,Comparative Analysis,Grade 1,Grade 2,Grade 3,Grade 4,Achievement Tests,Scores

This study aims to make a comparison of various lessons' mean exam scores achieved at the first, second, third and fourth grade by students who started elementary school at 60-66 months and those who started at or above 69 months as these students started the elementary school at the same time after an amendment in elementary education law in 2012. Screening method was employed as the study analyzes an existing situation. Target population of the study is 483 elementary school students attending the fourth grade at 27 elementary schools in Sincik district center of Adiyaman province in academic year 2015-2016. 249 of the students are male and 234 are females. The number of students who started elementary school between 60-66 months and attending the fourth grade is 74 while the number of students who started elementary school over 69 months and attending the fourth grade is 409. In order to ensure the equality of students in numbers, a total of 148 students were selected as sample group consisting of 74 students from each category. The findings were obtained by calculating the mean exam scores achieved by the students in Turkish, mathematics and life sciences at the first, second and third classes and in Turkish, mathematics, social sciences, physical sciences and English lessons at the first semester of fourth class. The exam scores of the students were obtained from e-school system of the Ministry of Education. It was concluded that there is a significant difference between the mean exam scores in Turkish, mathematics and life sciences at the first, second and third classes and in mathematics, social sciences, physical sciences and English lessons at the fourth class achieved by the students who started the elementary school at or above 69 months and those achieved by the students who started the elementary school at 60-66 months.
Dimensions of Kenyan University Academic Staff's Job Satisfaction in View of Various Managerial Leadership Practices
Author: Kiplangat, Henry Kiptiony
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Job Satisfaction,College Administration,Mixed Methods Research,Deans,Administrator Attitudes,Teacher Attitudes,Leadership,Questionnaires,Likert Scales,Interviews

Attaining high levels of academic staff job satisfaction has proved to be challenging for university management. This paper is an excerpt of a study that investigated the magnitude of Kenyan University academic staff's job satisfaction based on various managerial leadership practices. The study focused on the Rift Valley Region (RVR) of Kenya. The study targeted 2,773 members of university management and lecturers in the chartered public and private universities with their main campuses in Rift Valley Region (RVR) with a sample of 605 participants. Convergent parallel mixed methods design was employed with census, random and systematic sampling used to select the respondents. Purposive sampling was also used to select information-rich cases. Questionnaires, interview and document analysis guides were the main data collection instruments. Data analysis was done by coding and categorizing qualitative data into themes while quantitative data was analysed using descriptive statistics, Pearson correlation coefficient, independent-samples t-test, One-way ANOVA and regression coefficients, with the use of the Statistical Package for Social Science (SPSS) version 20. The study established some managerial leadership practices that had strong association with lecturers' job satisfaction in Kenyan universities.
Awareness of Computer Knowledge among XI Standard Students in Coimbatore District
Author: K., Santhoshini
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Literacy,Knowledge Level,High School Students,Student Surveys,Student Attitudes,Questionnaires,Gender Differences,Institutional Characteristics,Place of Residence,Parent Background,Family Income,Foreign Countries

Education is a lifelong journey for every person. A person experiences most of his education through schools. After the invention of computers, the world has become a global village. Education system in India is facing increasing pressure to use innovative methodologies and integrate new Information and Communication Technologies in the teaching and learning process. Students have the opportunity to learn lessons through e-portals offering education. The computer has a vital role to play in the field of education. It forms the base for learning other subjects also. Today, computers are used in houses, schools, offices, factories, companies and many other places. Every individual should know at least the basics of computer. It is essential that the awareness of computer skills should be promoted among the students, so that they can keep abreast with the time and gain proficiency in using computers for widening their knowledge. So it is essential that, the awareness levels should be assessed in order to give them proper training in using the computer for educational advancement. The main aim of the study was to measure the computer knowledge of higher secondary school students, to find out the level of computer knowledge among XI students and to impart the computer knowledge at a lower level. The main objective of the study is to assess the computer knowledge of the higher secondary school students, to measure the level of computer knowledge of higher secondary school students in Coimbatore district, in Tamilnadu, India. So the study was conducted at 7 schools that follow Tamilnadu State Board syllabus (SamacheerKalvi) randomly selected for the study. The research was carried out with a survey method of questionnaire tool constructed based on the curriculum of the XI standard students.
A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study
Author: Padmavathi, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Computer Uses in Education,Intention,Career Readiness,Classroom Techniques,Likert Scales,Computer Attitudes,Relevance (Education),Usability,Technological Literacy,Questionnaires,Correlation,Foreign Countries,Multivariate Analysis,Attitude Measures,Statistical Analysis

This study attempts to analyze student-teachers' attitude towards the use of computers for classroom teaching. Four dimensions of computer attitude on a Likert-type five-point scale were used: Affect (liking), Perceived usefulness, Perceived Control, and Behaviour Intention to use computers. The effect of student-teachers' subject area, years of computer experience and computer competency on attitude towards the computers are also analyzed. The study has adopted &quot;Technology Acceptance Model&quot; as its conceptual framework. Apart from mean analysis, correlation and Multivariate Analysis of Variance (MANOVA) are carried out to elucidate statistical significance of the study variables. Major findings in this study are: (1) Student-teachers are found to have positive attitude towards the use of computers for classroom teaching; (2) Affect dimension of computer attitude is significant for subject area and computer experience; (3) A strong positive correlation between the computer experience and computer attitude was observed; (4) A significant correlation between the years of computer experience, perceived control, and computer attitude was observed; (5) The findings show a significant difference in computer attitude by subject areas: Languages, Science, Mathematics, and Social Studies; and (6) Subject area and computer experience are significantly associated with an overall attitude towards computers. Implications for teacher training and suggestions for further research are provided in this study.
Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom
Author: Scalise, Kathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Educational Practices,Educational Environment,Classroom Techniques,Peer Relationship,Cooperative Learning,Technology Uses in Education,STEM Education,Learning Modules,Web 2.0 Technologies,Social Media,Computer Mediated Communication,Teaching Methods,Social Networks,Educational Strategies,Case Studies

With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education Group, 2014). Purpose is to show a case study of how teachers include student-to-student online collaboration in their Technology Integration Practices (TIP), and how some research projects are examining useful methodologies for incorporating evaluation, assessment and reflection of the approaches (Wilson et al., 2012; Wilson, Scalise, &amp; Gochyyev, 2014). Results from the use of TIP collaborative math/science notebooks in the Assessment and Teaching of 21st Century Skills (ATC21S) project are presented. Recommendations are to help teachers answer key questions about how to assess and evaluate collaborative work online, and how to employ such techniques in the classroom.
Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety
Author: Kardas, Mehmet Nuri
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Verbal Ability,Speech,Anxiety,Pretests Posttests,Rhetoric,Teaching Methods,Instructional Effectiveness,Dramatics,Control Groups,Experimental Groups,Differences,Foreign Countries,Grade 7

The objective of the present study is to determine the effect of the &quot;drama&quot; method on students' Turkish verbal skills and speech anxiety. Pretest-posttest experimental model with control group was utilized in the study. In the analysis of data obtained by Turkish Rhetorical Skills Scale (TRSS) and Speech Anxiety Scale (SAS), t-test statistics were used. The following results were obtained in the current study: 1. It was determined that &quot;drama&quot; instruction method was more successful than the instructional activities in the existing Turkish curriculum for development of Turkish rhetorical skills. 2. In minimizing students' speech anxiety, &quot;drama&quot; method was found to be more successful than the instructional activities in the existing Turkish curriculum. These results demonstrated that &quot;drama&quot; method is an effective technique in development of students' Turkish verbal skills and reduction of students' speech anxiety.
Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators
Author: Peisachovich, Eva Hava
Date: 2017-00-00
Type: Journal Articles
Subjects: Workshops,Experiential Learning,Simulation,Foreign Countries,Teaching Methods,Interpersonal Competence,Faculty Development,Undergraduate Students,Theater Arts,Interdisciplinary Approach,Practicums,Feedback (Response),Teacher Surveys,Teacher Attitudes,College Faculty,Qualitative Research,Statistical Analysis

Numerous forecasts suggest that professional-competence development depends on human encounters. Interaction between organizations, tasks, and individual providers influence human behaviour, affect organizations' or systems' performance, and are a key component of professional-competence development. Further, insufficient or ineffective communication between professionals is deemed a contributing factor to adverse events worldwide. This underscores the need to provide educators with the tools and education to embed methods in their teaching that will enable learners to effectively intervene in highly charged interpersonal situations and high-risk scenarios; these concerns highlight the value of realistic simulated-experiential approaches, such as the one proposed in this project. The first phase of this project involved conducting a three-day experiential workshop developed at a Canadian university to provide educators with knowledge and skills to work and effectively utilize simulators, enhancing pedagogical classroom practices for teaching undergraduate learners. This workshop's development resulted in numerous benefits. Participation in the workshop provided educators with opportunities for meaningful reflection on their teaching practice and the ability to apply this insight to optimize student learning. It provided theatre students, recruited as simulators as part of this interdisciplinary initiative, to expand their experiences and this will lead to an expanded practicum course for their program. There is now a group of simulators available to educators across the university to include in classroom activities, and lastly there are further iterations of this workshop available for faculty development. This paper reflects on the workshop experiences and the feedback obtained from the participants. Formal and informal feedback obtained provides an understanding of the participants' experiences.
Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education
Author: Kordts-Freudinger, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Instruction,Teaching Methods,Psychological Patterns,Teaching Assistants,Emotional Adjustment,Questionnaires,Perspective Taking,Empathy,Student Centered Learning,Cultural Context

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.
The Relevance of a Migration Background to the Professional Identity of Teachers
Author: Bressler, Christoph
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Identity,Immigrants,Qualitative Research,Teacher Background,Minority Group Teachers,Foreign Countries,Secondary School Teachers,Semi Structured Interviews

Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the professional identities of immigrant teachers. Furthermore, it draws implications for teacher education. Reflecting on our research findings, we illustrate two types of professional identities: Teachers who accept the &quot;special skills&quot; ascribed to them, and where the migration background constitutes the core of their professional identity, as well as others, who reject the expectations, and appeal to the pedagogical skills they share with their colleagues without a migration background. Given our findings, future teachers need more support when it comes to reflecting their own biography, political and public expectations, and the bearings on their professional identity.
Supporting Mathematics Teachers' Development through Higher Education
Author: Prendergast, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Faculty Development,Masters Programs,Mathematics Education,Curriculum Development,Mathematics Curriculum,Teacher Effectiveness,Teacher Education,Foreign Countries

Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.
Examining Preschool and First Grade Teachers' Opinions on the Effects of School Readiness to Classroom Management
Author: Akman, Berrin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Grade 1,Elementary School Teachers,Teacher Attitudes,School Readiness,Classroom Techniques,Phenomenology,Qualitative Research,Attitude Measures,Interviews,Teacher Characteristics,Student Characteristics,Family Attitudes,Student Needs

The purpose of this research is to examine preschool and first grade teachers' opinions on the effects of school readiness to classroom management. The participants of this research consisted of the 18 preschool and 22 first grade teachers who work at public and private schools in the cities of Konya, Ankara and Kayseri in Turkey. Phenomenological research design is used in this qualitative study. In order to identify the opinions of the preschool and first grade teachers on the effects of school readiness to classroom management, an interview form comprised of open ended questions developed by the researchers was used. The data is gathered from the teachers' answers given to the structurally prepared questions and the collected data is analysed through content analysis method. The result of the research shows that both the preschool and first grade teacher groups expressed that level of readiness has an impact on classroom management. The teachers in both groups have stated that it is observed learning difficulty in children with low level of readiness and boredom and impatience in children with higher level of readiness. At the end of this research the necessary suggestions were given according to the obtained findings.
Scores Assigned by Inexpert EFL Raters to Different Quality EFL Compositions, and the Raters' Decision-Making Behaviors
Author: Han, Turgay
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Writing Evaluation,Scores,Expertise,Evaluators,Decision Making,English Teachers,Mixed Methods Research,Scoring Rubrics,Protocol Analysis,Generalizability Theory,Reliability,College Faculty,Undergraduate Students,Student Evaluation,Foreign Countries

The aim of this study is to examine the variability in and reliability of scores assigned to different quality EFL compositions by EFL instructors and their rating behaviors. Using a mixed research design, quantitative data were collected from EFL instructors' ratings of 30 compositions of three different qualities using a holistic scoring rubric. Qualitatively, think-aloud protocol data were collected concretely from a sub-sample of raters. The generalizability theory (G-theory) approach was used to analyze the quantitative data. The results showed that the raters mostly deviated while giving scores to very low level and mid-range compositions, but that they were more consistent while rating very high-level compositions. The reliability of the ratings of high quality papers (e.g. g: 0.87 and phi: 0.79 respectively) was higher than the coefficients obtained for mid-range and low quality compositions. This result indicated that more reliable ratings could be obtained in the rating of high quality papers. The think-aloud protocol analysis indicated that the raters attended differently to different aspects of these three level compositions. Implications are given from performance assessment practice perspectives.