ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Views of Support for Inclusive Education in Beijing, China
Author: Xu, Xiaoli
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Teacher Attitudes,Teaching Experience,Interviews,Focus Groups,Semi Structured Interviews,Family Involvement,Resource Teachers,Administrator Role,School Support,Accessibility (for Disabled)

This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing municipality. The teachers identified the lack of family support as a major challenge for their work. Several teachers reported collaboration with resource teachers bur the scope of that cooperation was quite limited. The teachers expressed satisfaction with the support from school leaders both directly and indirectly through opportunities for professional development. Despite receiving different forms of support the teachers expressed that it did not adequately address to the challenges they face when teaching inclusive class of learners.
Psychological Factors Associated with Genetic Test Decision-Making among Parents of Children with Autism Spectrum Disorders in Taiwan
Author: Xu, Lei
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Parents,Children,Genetics,Testing,Foreign Countries,Pervasive Developmental Disorders,Decision Making,Predictor Variables,Questionnaires,Data Analysis,Special Education,Special Education Teachers,Surveys,Autism,Structural Equation Models

Making decisions to undergo Autism Spectrum Disorders (ASD) genetic testing can be challenging. It is important to understand how the perceptions of affected individuals might influence testing decision-making. Although evidence has shown that psychological factors are important in predicting testing decisions, affect-type variables have been largely ignored among well-established health theories. Using questionnaires, we examined genetic testing decision-making among 444 parents of children with ASD in Taiwan. The largest predictor of intention was anxiety (ß = 0.46, p&lt;0.0001) followed by fear/guilt (ß = -0.041, p&lt;0.000). Attitudes did not predict intention. Affect-type variables should be considered in genetic testing decision making theory, research, and practice.
How to Support Struggling Writers: What the Research Stipulates
Author: Grünke, Matthias
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),College Students,Writing Skills,Writing Difficulties,Writing Assignments,Skill Development,Learning Disabilities,Best Practices,Teaching Methods,Writing Instruction,Planning,Editing

The purpose of this paper is to give an overview of the current research involving composition writing with respect to students experiencing difficulties. It responds to the fact that composition writing is a largely neglected area in education and research. This paper will review the following: (a) the reasons why writing competence is so vitally important in many life situations, (b) outline the ordinary development of proficient writing skills, and (c) address the causes and characteristics of what constitutes severe writing problems. The main piece of this paper centers on describing &quot;best practice approaches&quot; by assisting students to become proficient writers. It concludes with an outlook on pressing research questions that need to be tackled in the near future to provide even better support for students who struggle with the concepts of written expression.
Normalization vs. Social Role Valorization: Similar or Different?
Author: Kumar, Akhilesh
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Normalization (Disabilities),Intellectual Disability,Social Attitudes,Role,Human Services,Correlation,Comparative Analysis,Social Theories,Behavior

The radical changes towards services for persons with disabilities were brought by Principle of Normalization, originated in 1969. As a consequence of Normalization, disability as a whole, and intellectual disability in particular, received the attention of the masses and the intelligentsia began advocating normalization ideologies which became very popular across the globe as the right-based ideology, which in turn, initiated integration, inclusion, community-based rehabilitation and other non-segregating practices. But &quot;Normalization&quot; came under criticism because of its simplicity resulted in an evolution in thinking which shifted the term &quot;Normalization&quot; to &quot;Social Role Valorization&quot; (SRV). Although, Normalization and SRV uplifted the lives of persons with disabilities, a disagreement appeared about their similarity. The present study critically examines the guidelines of these two human services for similarities and differences upon several criteria using cluster analysis and critical analysis. The Jaccard's Similarity Index has been computed to see similarity between documents explaining the concepts. The result revealed poor similarity index between documents explaining the concepts. It was also observed that Normalization and SRV differ from each other in their totality, but are the ways to achieve Social Inclusion.
&quot;Try to Do the Best You Can&quot;: How Pre-Service APE Specialists Experience Teaching Students with Autism Spectrum Disorder
Author: Colombo-Dougovito, Andrew M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Teaching Methods,Preservice Teachers,Interviews,Practicums,Educational Environment,Child Behavior,Behavior Problems,Student Characteristics,Barriers,Student Attitudes,Observation

Children with autism spectrum disorders (ASD) present an exceptional need for varied instruction within the physical education environment. Adapted physical educators need to be prepared to make a significant amount of choices in regards to adaptations and modifications given the situations they may encounter with their students. However, many pre-service adapted physical education (APE) specialists may be unprepared to address the unique challenges faced with children with ASD's ever increasing presence in the classroom. This study involved interviews and observations of four pre-service APE specialists who were working one-on-one with a child with ASD during a practicum. In this analysis four factors: (1) physical environment; (2) instructional strategies; (3) behavioral issues; and (4) personal discernment, surfaced as major influences in the decision making of the pre-service teacher. This analysis looks to build a foundational understanding of how this relationship exists in the APE setting with children with ASD. This study reveals that pre-service teacher have limited knowledge which leads to an inability to make important instructional decisions and overcome barriers that arise with children with ASD. Teacher-training programs should address these concerns in order to build confident and successful teachers.
Culturally Responsive Contexts: Establishing Relationships for Inclusion
Author: Berryman, Mere
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Equal Education,Disabilities,Minority Group Children,Social Bias,Social Justice,Special Education,Models,Social Attitudes,Educational Policy,Teacher Role,Self Determination,Indigenous Populations,Cultural Relevance,Trust (Psychology),Foreign Countries

As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or learning disabilities, marginalization is further exacerbated and problematized. In this paper, the authors theorise within an alternative framework that we have termed relational and culturally responsive inclusion. Based on key understandings from our own research, much of it derived from Kaupapa Maori and Freirean philosophies, we encourage a framework where establishing respectful relationships of interdependence with people is central to both human dignity and praxis. A culturally responsive framework such as this challenges traditional notions of the professional expert working with objectivity; instead it opens up spaces that call for engagement through the establishment of relational and interdependent discourse.
Positionalities, Personal Epistemologies, and Instruction: An Analysis
Author: Avci, Omer
Date: 2016-06-00
Type: Journal Articles
Subjects: Epistemology,Social Class,Teaching Methods,Religious Factors,Ethnicity,Race,Beliefs,Gender Differences,Spiritual Development

Individuals' sense of who they are and what their positions are in relation to others is known to be their positionality. Positionalities influence individuals' conception of the world, thus their epistemologies. A few of the positionalities that exist, and included in this paper, are gender, spirituality, race/ethnicity, and social class. All these positionalities are socially constructed phenomena that affect individuals' personal epistemologies. Not only do the educators' positionalities and thus their epistemologies need to be examined, but also the influence of positionalities of learners on their epistemologies deserves to be studied. These positionalities could co-exist, thus, multiple positionalities could be affecting personal epistemologies. Certain situations require particular positionality to be more salient than others. Therefore, epistemologies tend to be situational.
Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction
Author: Yapici, I. Ümit
Date: 2016-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Blended Learning,Cooperative Learning,Biology,Science Instruction,Science Achievement,Satisfaction,Mixed Methods Research,College Students,State Universities,Foreign Countries,Sense of Community,Educational Environment,Likert Scales,Achievement Tests,Plants (Botany),Grades (Scholastic),Pretests Posttests

The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in 2012-2013 academic year and with 31 students in 2013-2014 academic year taking the course of &quot;Seed Plants Systematics&quot; in the Department of Biology Education in a state university in Turkey. The results obtained revealed that the students' classroom community sense developed and that they had a high level of academic achievement and satisfaction. The results were discussed considering the literature, and related suggestions were put forward.
Retention and Satisfaction of Novice Teachers: Lessons from a School Reform Model
Author: Glennie, Elizabeth J.
Date: 2016-04-00
Type: Journal Articles
Subjects: Beginning Teachers,Novices,Teacher Persistence,Job Satisfaction,Labor Turnover,Faculty Mobility,Teacher Surveys,Educational Change,College School Cooperation,High Schools,Models,Dual Enrollment,College Preparation,Hypothesis Testing,Teaching Conditions,Mixed Methods Research,Comparative Analysis,Teacher Qualifications,Teacher Characteristics,Teacher Attitudes,Communities of Practice,Alignment (Education),Educational Practices

In many countries, novice teachers, or those with fewer than four years of experience, have a higher turnover rate than do more experienced teachers. Using teacher employment data, we examine whether schools in an American whole-school reform model are better able to retain novice teachers. Using survey data, we investigate whether novice teachers in a particular school reform model are more satisfied with school leadership than their peers in traditional high schools. In this reform model, early college high schools, high schools are located on college campuses and students have the opportunity to earn an associate's degree or two years of credit in the state university system. This model emphasizes a shared mission and shared leadership. We find that early colleges had a higher turnover rate than their neighbor schools, and a higher percentage of early college teachers were novices. However, these novice teachers were not more likely to leave than novice teachers in traditional schools were. Early college novice teachers received more personalized support and were more satisfied with school leadership than their peers in traditional high schools. Under certain conditions, schools can have higher retention rates for novice teachers.
The Past, Present, and Future of Media Literacy Education
Author: Hobbs, Renee
Date: 2009-00-00
Type: Journal Articles
Subjects: Media Literacy,Elementary Secondary Education,Technology Integration,Technology Uses in Education,Humanities,Liberal Arts,Sciences,Educational History,Mass Media,Educational Technology,Teaching Methods

Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Reflecting the emergence of a common ground for the field, the &quot;Core Principles of Media Literacy Education in the United States&quot; was created by a team of scholars and practitioners in 2007. This work reconciles the &quot;protectionist&quot; and &quot;empowerment&quot; wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy's relationship to the integration of educational technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.
Examination of Job Satisfaction of the Medical Vocational High School Teachers
Author: Bayraktar, Hatice Vatansever
Date: 2016-04-00
Type: Journal Articles
Subjects: Job Satisfaction,Vocational Education Teachers,High Schools,Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Foreign Countries,Medical Education,Surveys,Statistical Analysis,Marital Status,Gender Differences

The aim of this study is to determine the job satisfaction level of Medical Vocational High School teachers and whether it differs according to different variables. The research was organized in accordance with the screening model. The population of the research was composed of vocational course teachers who worked in Medical Vocational High Schools providing training in Istanbul in the 2013-2014 academic year. Sample was composed of 144 vocational course teachers chosen from 12 schools which were determined by the simple random cluster sampling method from within the general population. Personal Information Form developed by the researcher was used to determine the demographic characteristics of the group. Hackman and Oldham Job Satisfaction Scale, which was developed by Hackman and Oldham (1980) and which was adapted to Turkish by Silah (2002), was used to determine the job satisfaction level of the vocational course teachers at Medical Vocational High School. Job satisfactions of teachers constituting the sample group were observed to be medium-level. This also showed that the job satisfactions of medical vocational course teachers were at instability level. Teachers did not experience the feeling of high or low job satisfaction; they experienced the feeling of a medium level of job satisfaction. No statistically significant difference was observed among the arithmetic averages of the groups by the type of school they worked, gender, age, marital status, seniority and the residence status of teachers' job satisfaction.
The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws
Author: Ergin, Serap
Date: 2016-06-00
Type: Journal Articles
Subjects: Misconceptions,Grade 9,Scientific Principles,High School Students,Vocational Education,Foreign Countries,Experimental Groups,Control Groups,Comparative Analysis,Group Activities,Cooperative Learning,Concept Mapping,Worksheets,Cartoons,Experiments,Student Projects,Case Studies,Problem Solving,Pretests Posttests,Science Instruction,Physics

In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and one as the control group. The groups in the experimental group were formed on a voluntary basis with two students in each of them. These experimental groups were given activities which included methods such as concept maps, worksheets, concept cartoons, doing experiments, preparing a project homework and doing case studies. In the control group, the activities which were done in the experimental groups were converted into questions and solved by the students and the teacher. As the assessment tool, &quot;Force Motion Misconception Test&quot; was used, whose validity and reliability studies had been performed by carrying out pilot studies. This test was administered to both the experimental groups and the control group as pre-test before the teaching and post-test after the teaching. The data obtained showed that there was no significant difference in post-tests between the experimental and control group students in terms of misconceptions (p&gt;0.005). However, according to the averages, the students in the experimental groups were observed to have fewer misconceptions than those in the control group.
Motor Proficiency and Body Mass Index of Preschool Children: In Relation to Socioeconomic Status
Author: Mülazimoglu-Balli, Özgür
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Psychomotor Skills,Body Composition,Socioeconomic Status,Correlation,Performance Tests,Scores,Statistical Analysis

The aim of the study was to investigate the correlation between motor proficiency and body mass index and to assess the socioeconomic status differences in motor proficiency and body mass index of preschool children. Sixty preschool children in the different socioeconomic status areas of central Denizli in Turkey participated in the study. The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) was used to assess children's motor proficiency and height/weight measurements were taken to calculate the BMI of children. There was no significant relationship between BOT-2 scores and body mass index scores of preschool children (p&gt;0.05). There were significant SES differences in favor of high and middle socioeconomic status preschool children (p&lt;0.05). Low socioeconomic status children had lower manual coordination, body coordination, strength and agility and total BOT-2 composite scores than their high and middle counterparts. The teachers, parents or those responsible for low socioeconomic status children in particular, have to find a way of practicing and improving the fundamental motor skills of preschool children.
The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement
Author: Ural, Evrim
Date: 2016-04-00
Type: Journal Articles
Subjects: Laboratory Experiments,Chemistry,Science Education,Scientific Attitudes,Science Achievement,Inquiry,Science Instruction,Academic Achievement,Pretests Posttests,Science Process Skills,Scientific Concepts,Undergraduate Students,Semi Structured Interviews,Comparative Analysis,Test Results,Foreign Countries,Likert Scales

The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory Applications I and II courses. In Science Education Laboratory Applications I course traditional laboratory method has been conducted, in Science Education Laboratory Applications II course guided inquiry laboratory experiments have been conducted. At the beginning of the academic year, Chemistry laboratory Attitude Scale and Chemistry Laboratory Anxiety Scale were administered as pretest and they were administered as posttest following to the guided inquiry experiments. The findings have revealed that as a result of the applications, there has been a significant increase in students' attitudes towards chemistry laboratory, and their academic achievement and a decrease in their chemistry laboratory anxiety.
Adaptive Knowledge Management of Project-Based Learning
Author: Tilchin, Oleg
Date: 2016-06-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Knowledge Management,Accountability,Teaching Methods,Cooperative Learning,Group Dynamics,Adjustment (to Environment),Educational Environment

The goal of an approach to Adaptive Knowledge Management (AKM) of project-based learning (PBL) is to intensify subject study through guiding, inducing, and facilitating development knowledge, accountability skills, and collaborative skills of students. Knowledge development is attained by knowledge acquisition, knowledge sharing, and knowledge utilization. The determined conceptual framework shapes an adaptive process for managing knowledge. The process realizes adaptive self-formation of knowledge-heterogeneous collaborative groups of students, adaptation of an instructor's assessments to knowledge dynamics of individual students and collaborative groups, dynamic choice of control tests for individual students and projects of suitable complexity for collaborative groups, and adjustment of an instructor's control questions to complexity levels of projects performed by groups. The accountability skills are developed by creating and sharing accountability of students for successful performance of projects. The development of collaborative skills is resulted by collaborative performance of the projects. AKM of PBL is realized by two phases. The first phase is devoted to planning teaching and learning the subject matter. The second phase is aimed at promoting development of knowledge, accountability and collaborative skills of students through guiding performance of the sample project, monitoring and assessing the sample project outcome, fostering students' adaptive grouping, organizing collaborative performance of the group projects.
An Examination of Conceptualization of Sport Metaphors
Author: Dervent, Fatih
Date: 2016-04-00
Type: Journal Articles
Subjects: Figurative Language,Content Analysis,Athletics,Team Sports,Teamwork,Athletes,Athletic Coaches

This study examined the metaphors that were used by athletes, coaches, faculty members, and sport managers to describe the concept of &quot;sport&quot;. Participants (N = 473) were asked to reveal the single metaphor they had in minds in the sense of the concept of sport by the prompt &quot;Sport is like … because …&quot; 22 valid metaphors were analyzed by content analysis and 5 conceptual categories were identified. Differences in the conceptualization of sport were detected in terms of participants' gender, continents, and professions. Metaphors seem to be an effective tool to have a better understanding of the concept of sport.