ethanporcaro/eric-fulltext-meta huggingface dataset:
Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India
Author: Bhatnagar, Nisha
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Legislation,Federal Legislation,Disabilities,Teacher Attitudes,Program Implementation,Barriers,Secondary School Teachers,Focus Groups,Semi Structured Interviews,Qualitative Research,Computer Software

Since the passage of The Persons with Disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on schools, especially on teachers who have the major responsibility for implementing inclusion at the classroom level. Literature from other countries indicates that for inclusion to be successful, it is essential that classroom teachers' concerns about implementing such programs be identified and systematically addressed. Unfortunately, there is a paucity of research about teacher concerns regarding inclusive education in India. This study was undertaken to identify the concerns and perceived barriers of regular school teachers in Delhi, India about the inclusion of students with disabilities. Respondents were secondary school teachers working in schools in Delhi that were involved in teaching special needs children. Two focus group interviews and 20 individual semi-structured interviews were conducted to collect data from the participants. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. Three concerns and eleven barrier themes emerged.
Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Author: Barrett, Matthew E.
Date: 2014-01-00
Type: Journal Articles
Subjects: Notetaking,Congruence (Psychology),Higher Education,College Students,Computer Uses in Education,Student Evaluation,Written Language,Computer Assisted Testing,Comparative Analysis,Influence of Technology,Electronic Learning,Codification,Memory,Academic Achievement,Human Factors Engineering,Student Motivation,Statistical Analysis,Questionnaires

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible.
Attitude Towards Computers and Classroom Management of Language School Teachers
Author: Jalali, Sara
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Attitudes,Classroom Techniques,Language Teachers,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Student Centered Learning,Correlation,Technology Integration,Gender Differences,Likert Scales,College Faculty,Questionnaires

Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27) and female (n = 78) EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006) and a Behavior and Instructional Management Scale (BIMS) adopted from Martin and Sass (2010) were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.
Linguistic Proficiency and Strategies on Reading Performance in English
Author: Talebi, Seyed Hassan
Date: 2015-01-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Reading Strategies,Linguistic Competence,Reading Tests,Language Tests,Reading Comprehension,Interviews,Foreign Countries,Undergraduate Students,Statistical Analysis

General English (L2) proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two variables in L2 and given a reading test in English and an interview for assessing how much of the problems in L2 reading among the four groups were rooted in linguistic competence and/or strategic competence. Findings evinced that the high general proficiency level coupled with high awareness and use of reading strategies would result in best performance and that the pattern of answers to different components of reading question is different in different groups. It is concluded that both of the variables should be emphasized simultaneously for the best performance in reading comprehension.
Rethinking Trends in Instructional Objectives: Exploring the Alignment of Objectives with Activities and Assessment in Higher Education--A Case Study
Author: Yamanaka, Akio
Date: 2014-07-00
Type: Journal Articles
Subjects: Higher Education,Educational Objectives,Educational Trends,Trend Analysis,Case Studies,Course Descriptions,Classification,Verbs,Outcomes of Education,Instructional Design,Thinking Skills,Writing Skills,Measures (Individuals),Check Lists

This study explored higher education level syllabi to identify trends in educational objectives. Bloom's Taxonomy and various strategic models were used to classify 714 objectives from 114 sections of courses administered through a Midwest teacher education institution in the United States. 1229 verbs and verb phrases were classified through the Taxonomy and differentiated between higher and lower ordered verbs as well as measureable and non-measureable learning outcomes. The results indicated that though learning outcomes the objectives are suggestive of higher ordered skills although the syllabi do not adequately provide information on the expected outcomes of the course.
Improving Students' English Speaking Proficiency in Saudi Public Schools
Author: Alharbi, Heba Awadh
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Public Schools,Communicative Competence (Languages),Language Proficiency,Educational Policy,Educational Practices,Problem Solving,Critical Thinking,Thinking Skills,Student Role,Bilingual Education,Bilingualism,Grammar Translation Method,Elementary Secondary Education,Students

In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students' limited use of English inside the classroom. These issues ultimately affect students' English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students' low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1) reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2) the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3) the ministry should consider converting some Saudi public schools into bilingual schools.
Effect of Edmark Program on Reading Fluency in Third-Grade Students with Disabilities
Author: Meeks, Bryce T.
Date: 2014-07-00
Type: Journal Articles
Subjects: Reading Fluency,Grade 3,Reading Programs,Student Attitudes,Learner Engagement,Disabilities,Oral Reading,Statistical Significance,Control Groups,Experimental Groups,Comparative Analysis,Intervention,Demography,Reading Tests,Reading Instruction,Qualitative Research,Statistical Analysis,Likert Scales

The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities (N = 7). Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group (M = -9.5) and the intervention group (M = 4.25). Student attitudes and engagement were reported using fieldnotes collected by the teacher-researcher. Percentages of student attitudes and engagement were calculated, and the results revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.
Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi
Author: Roul, Sushanta Kumar
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Language Acquisition,Preschool Education,Intervention,Audiovisual Instruction,Audiovisual Aids,Socioeconomic Status,Control Groups,Experimental Groups,Comparative Analysis,Program Effectiveness,Preschool Teachers,Educational Objectives,Language Tests,Statistical Analysis,Pretests Posttests,Predictor Variables

Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the effectiveness of the audio-visual intervention program on the language development of preschool children in relation to their socio economic status. The researcher employed experimental method to conduct the study. The sample consisted of 100 students from preschool of Rohini, Delhi. Thus the total study consisted of 100 children of class L.K.G., besides, all (100) parents of the all sampled children covered under the experimental and control groups were included in the sample so as to collect the data related to their SES. The Language Development Test was developed by investigator and Socio Economic Status standardized scale was used. The findings of the study were: (i) the Audio-visual Intervention Program has also positively affected the overall language development of the preschool children; and (ii) the Audio-visual Intervention Program has not been found to be differently affecting the language development of the preschool children at different SES levels. Hence, in many ways the findings of the present study can be beneficial in strengthening the non-formal preschool education component. It can be useful for the young children, the teachers who handle the young children, teacher training institutions and the policy makers as well.
Perception of Summer Cooperative Graduates on Employers Generic Skills Preference, Haramaya University, Ethiopia
Author: Aman, Mohammed
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Statistical Analysis,Statistical Significance,Employers,Thinking Skills,Employment Potential,Job Skills,Employer Attitudes,College Graduates,Student Attitudes

Meeting the needs of employers and equipping graduates with employability skills are considered as among the shared responsibilities of Universities and different organizations. This study intends to assess the perception of summer cooperative graduates on their employers' preference for generic skills to secure employment, based on their work-performance. A self-administered questionnaire was distributed for 150 summer cooperative students and 110 were received and used for analysis during the 2013 summer academic program. Both descriptive and empirical analyses were used to achieve the objectives. The One-way-ANOVA result showed statistically significant difference among respondents on the higher order thinking skills as first choice among employers. This implies that, employers of cooperative graduates prioritize higher order thinking skills than the basic academic and personal quality skills. Hence, there is a need to focus and imbed higher order thinking skills enhancing contents in the curriculum.
An Evaluation of the Measurement of Perceived Classroom Assessment Environment
Author: Alkharusi, Hussain
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Student Evaluation,Psychometrics,Rating Scales,Reliability,Student Attitudes,Measures (Individuals),Statistical Analysis,Factor Structure,Predictive Validity,Construct Validity,Elementary School Students,Elementary School Teachers

A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997). It is usually a group experience varying from class to class dependent upon the teacher's assessment practices (Brookhart, 2004). As such, the measurement of class-level perception of the assessment environment should deserve recognition and investigation. This study aimed at evaluating the measurement of the perceived classroom assessment environment by comparing the psychometric properties of the scale at the student level and class level. Using a multi-stage random sampling process, data were collected from 4088 students nested within 236 classes of the second cycle of the basic education in the Sultanate of Oman. Students responded to the 18-items of Alkharusi's (2011) Perceived Classroom Assessment Environment Scale. Results of the principal axis factoring yielded two factors, learning-oriented and performance-oriented assessment environment, at both levels. However, the two factors explained about 38% of the variance at the class level compared to about 20% of the variance at the student level. Reliability coefficients in terms of Cronbach alpha ranged between 0.79 and 0.83 at the class level compared to 0.65 and 0.67 at the student level.
Inclusive Education in the United States: Middle School General Education Teachers' Approaches to Inclusion
Author: Mackey, Megan
Date: 2014-07-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Middle School Teachers,General Education,Attitudes toward Disabilities,Educational Planning,Teacher Attitudes,Expectation,Educational Strategies,Positive Attitudes,Educational Practices,Special Needs Students,Semi Structured Interviews,Observation

Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive attitudes about having students with disabilities in their general education classrooms. Each teacher developed and implemented numerous instructional practices which have implications for the effective inclusion of students with disabilities in general education classrooms.
Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity
Author: Bachman, Christine
Date: 2015-01-00
Type: Journal Articles
Subjects: Blended Learning,Physical Activities,Physical Education,College Students,Curriculum Design,Self Determination,Student Motivation,Web Based Instruction,Literature Reviews,Questionnaires,Likert Scales,Correlation,Regression (Statistics),Statistical Analysis

For approximately twenty-years, Web-enhanced learning environments have been popular in higher education. Much research has examined how best practices can integrate technology, pedagogical theories, and resources to enhance learning. Numerous studies of hybrid teaching have revealed mostly positive effects. Yet, very little research has examined how to teach a successful physical activity course using a hybrid format. Review of the literature: We reviewed the research regarding the design and implementation of a Web-enhanced physical activity course in a college population using pedagogical principles of learning and the self-determination theory. Method: Data were collected from students at the beginning and end of the course. The hybrid course consisted of completing weekly online activities, and selecting and participating in a face-to-face physical activity based on student's choice. Conclusion: The authors propose this template as a model to assist faculty in designing and implementing a blended physical activity course.
Evaluation of &quot;First Certificate Gold Course Book&quot;: Evidence from Students of a Private English Institute in Iran
Author: Haghighi, Sara
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Statistical Analysis,Check Lists,Textbook Evaluation,Likert Scales,Textbooks,Questionnaires,Teacher Attitudes,Student Attitudes,English Teachers,College Students

The purpose of this study was to evaluate the &quot;first certificate Gold course book&quot; (Aclam &amp; Burgess, 2006) taught at Mehr English Institute in Lahijan (Guilan Province, Iran). The objectives of this book focused on developing a communicative competence, providing plenty of practice, including listening and reading texts to bring the course up to date, including writing tasks, etc. The sample consisted of 35 EFL learners who were selected through random sampling. Also, 6 teachers evaluated the textbook. The researcher used a quantitative research survey design which includes a researcher-made evaluation checklist on the basis of eight checklist references. The course book was evaluated according to five key aspects: design and organization, topics, skills and strategies, practical considerations and illustrations, and activities. Quantitative data was obtained through a five-point Likert scale questionnaire consisting of 23 items. Descriptive statistics including percentage were calculated for each item of the questionnaire. Findings indicated that majority of participants and teachers had positive views toward the textbook. It was concluded that despite having a few shortcomings, the course book was fairly successful according to its intended objectives. In the light of these findings, some pedagogical implications are discussed.
Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students
Author: Javed, Muhammad
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Learning Modules,English (Second Language),English Teachers,Reading Ability,Pilot Projects,Scores,Reading Improvement,Secondary School Students,Content Validity,Reliability,Taxonomy,Reading Strategies

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various authentic sources for ESL students having different reading abilities/bands. It also discusses how literal, reorganisation, and inferential questions were constructed appropriately based on the texts selected in the RCMs. Five experienced content/language experts validated the RCMs while eighty ESL students selected through purposive sampling from a secondary school from Penang, Malaysia participated in the pilot study for determining the reliability of the RCMs. The results of the pilot study revealed that the participants improved their scores gradually. Kuder and Richardson Formula 20 (KR-20) was employed to determine the internal consistency of the RCMs. The calculated values of RCMs ranged between 0.804 and 0.923 that indicate high reliability. The RCMs were standardised through a rigorous developmental process by using the Pebble in the Pond Model (Merril, 2002). We hope that the standardised RCMs would act as indicators for the ESL teachers to enhance ESL students' performance in reading comprehension.