ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Fifth Grade Students' Conceptual Development of Probability through Activity Based Instruction: A Quasi-Experimental Study
Author: Gurbuz, Ramazan
Date: 2010-00-00
Type: Journal Articles
Subjects: Probability,Concept Formation,Elementary School Mathematics,Mathematics Instruction,Elementary School Students,Grade 5,Active Learning,Conventional Instruction,Instructional Effectiveness,Comparative Analysis,Foreign Countries

This study aims to compare the effects of activity-based instruction and traditional instruction on fifth grade primary school students' conceptual development of probability. The study was conducted through quasi-experimental method and carried out with 50 5th grade primary school students, 25 for experimental group and 25 for control group. The Conceptual Development Test consisting of 12 open-ended questions was administered to the students in the study before and after the treatment. Data were analyzed using independent samples t-test, and analysis of covariance (ANCOVA). It was determined that activity-based instruction was more effective in helping students develop the probability concepts than did traditional one. (Contains 3 tables, 2 figures, and 1 graph.)
The Value Preferences of the Academicians in Turkey towards Their Children, Students, and Colloquies
Author: Ozdemir, M. Cagatay
Date: 2010-00-00
Type: Journal Articles
Subjects: Universities,Private Colleges,Foreign Countries,Sampling,Public Colleges,College Faculty,Values,Student Characteristics,Teacher Characteristics,Child Behavior,Student Behavior,Teacher Behavior,Ethics,Student Motivation,Teacher Attitudes,Childhood Attitudes,Teacher Surveys

The purpose of this study is to determine the preferences of Turkish academicians about the values of the most positive and negative characteristics that they want to see in their children, students, and colleagues. In this study, Bacanli's (2002) &quot;the most positive&quot; and &quot;the most negative&quot; adjectives data gathering tool is used to collect the data. The population includes 75.000 academicians from public and private universities. Moreover, the sample, which consists of 3400 academicians, is selected by using systematic sampling. The survey method is used and frequency, percent, and Chi-square are conducted to analyze the data. When the results of the study are considered, the academicians valued that the most positive characteristics of their children is to be &quot;honest,&quot; of their students is to be &quot;hard-working,&quot; and of their colleagues is to be &quot;open-minded.&quot; However, the most negative characteristic of their children is to be a &quot;liar,&quot; of their students and colleagues are to be &quot;inconsistent&quot; in their behaviors.
The Relationship between Transformational School Leadership and Ethical Climate
Author: Sagnak, Mesut
Date: 2010-00-00
Type: Journal Articles
Subjects: Stimulation,Elementary Schools,Ethics,Transformational Leadership,Instructional Leadership,Principals,Correlation,Educational Environment,Foreign Countries,Goal Orientation,Expectation,Administrator Role,Altruism

This study aimed to investigate the relationship between transformational school leadership and ethical climate. The participants were 764 teachers in 50 elementary schools in Nigde during the 2008/2009 academic year. Two distinct instruments were used in this study. The Principal Leadership Style Inventory developed by Leithwood and Jantzi (1991) was used for determining principals' transformational leadership style and the Ethical Climate Questionnaire developed by Victor and Cullen (1988) was used to determine the ethical climate. Pearson product correlation coefficient and simple regression techniques were used for data analysis. Results showed that principals carried out fostering group goals the highest and holding high performance expectations the lowest among transformational leadership dimensions. Elementary schools had caring at the highest level and instrumental at the lowest level as ethical climate types. All dimensions of transformational leadership were positively related to caring, law and code, and rules ethical climate types. The highest relationship was found between all dimensions of transformational leadership and caring ethical climate type. Instrumental ethical climate was negatively related to providing vision or inspiration, models behavior, fostering group goals, providing support and providing intellectual stimulation. Instrumental was not significantly related holding high performance expectations. The highest negative relationship was found between instrumental and providing support, models behavior. Independence ethical climate was positively related to providing support, intellectual stimulation and holding high performance expectations. Independence was not significantly associated with providing vision or inspiration, models behavior and fostering group goals. School transformational leadership was a significant predict of ethical climate. A simple regression analysis showed that approximately 40% of the total variance pertaining to ethical climate can be explained by transformational leadership behaviors. (Contains 3 tables.)
Analysis of Primary School Curriculum of Turkey, Finland, and Ireland in Terms of Media Literacy Education
Author: Tanriverdi, Belgin
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Creativity,Core Curriculum,Visual Arts,Intercultural Communication,Foreign Countries,Media Literacy,Elementary School Curriculum,Citizenship Education,Outcomes of Education,Teaching Methods,Elementary School Students,Educational Assessment,Educational Objectives,Goal Orientation,Irish,Mathematics Instruction,Science Instruction,Health Education,Attitudes,Values,Skill Development,Thinking Skills

The purpose of this study is to evaluate the implications of Media Literacy Education (MLE) in Turkey by analyzing the Primary School Curricula in terms of MLE comparatively in Turkey, Ireland and Finland. In this study, the selection of Finland and Ireland curricula is related with those countries' being the pioneering countries in MLE and the structural differences in their curricula. In other words, the selection of these countries serves as a model in terms of approaching to MLE as a separate course (Turkey), in a strand unit (Ireland) and interdisciplinary manner (Finland). The method used in this study was document analysis. The documents analyzed in the study were the Primary School Curriculum of these countries and also documents, such as reports, books and journals, published by governmental and non-governmental organizations (NGOs) working on Media Literacy Education. Since a standard MLE for European countries does not exist, the curricula of Primary school education of Turkey, Ireland, and Finland were analyzed and interpreted in terms of (a) general outcomes and learning outcomes of the curricula, (b) content, (c) learning situation (methods and techniques) and (d) assessment and evaluation strategies. This study revealed that in the vision of Primary school curricula of Turkey, there are not any objectives related to MLE unlike Finland and Ireland Curricula. When analyzed the curriculum of each course this study also revealed that the objectives related to MLE are only implemented in Turkish Curriculum (1-5). On the contrary, in Ireland there are objectives related to MLE in English, Visual Arts, Mathematics, Irish language, and mostly in Science and Social Personal and Health (SPHE) curricula and it is included in the objectives of core curriculum in Finland. In addition to this, the objectives and learning outcomes of Turkey's MLE curriculum seems to aim at gaining knowledge and understanding the issues although they are focused on developing attitude, skills and values; and also developing active citizenship, intercultural communication, critical thinking skills and creativity in Finland's and Ireland's curricula. Considering the findings of the study, it is suggested that MLE should be a skill-based teaching rather than a stand-alone subject in Primary school curricula. (Contains 1 footnote.)
Cartoons as a Teaching Tool: A Research on Turkish Language Grammar Teaching
Author: Yaman, Havva
Date: 2010-00-00
Type: Journal Articles
Subjects: Cartoons,Content Analysis,Test Construction,Teaching Methods,Foreign Countries,Elementary School Students,Grammar,Student Motivation,Language Arts

The purpose of this study is to determine the effect of teaching by utilizing cartoons on student success in the Turkish language courses in primary school secondary level students. Working group of the study consists of 54 students studying in primary state school in Sakarya province Hendek district. In the study, the &quot;Rule and Concept Test on Sound Knowledge&quot; was used with Cronbach alpha value of 0.72. Mann Whitney U Test and Wilcoxon Test were used in analysis of the data. Moreover, an interview was conducted with the experimental group students. The QSR NVivo 7 program and content analysis were used in analysis of qualitative data. In the research, it is determined that teaching students with caricatures increases the Turkish language success; helps motivate them in the course; and increases participation, compared to the traditional method. Some suggestions are proposed on the use of cartoons in Turkish language grammar.
Applying Signal-Detection Theory to the Study of Observer Accuracy and Bias in Behavioral Assessment
Author: Lerman, Dorothea C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Classroom Techniques,Behavior Modification,Behavior Change,Adolescents,Laboratory Experiments,Models,Data Collection,Theories,Identification,Graduate Students,Undergraduate Students,Observation,Developmental Disabilities

We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome. (Contains 1 table, 4 figures and 1 footnote.)
Comparison of Simultaneous Prompting and No-No Prompting in Two-Choice Discrimination Learning with Children with Autism
Author: Leaf, Justin B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Prompting,Discrimination Learning,Mathematics Skills,Researchers,Comparative Analysis,Mathematics Instruction,Teaching Methods,Children,Instructional Effectiveness

This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teaching only one pair of skills to 1 participant in the same amount of teaching time and trials. Researchers conducted a preference assessment to determine which of the two prompting procedures the 3 participants preferred. The participants showed mixed preferences. (Contains 1 table and 3 figures.)
Preschoolers' Compliance with Simple Instructions: A Descriptive and  Experimental Evaluation
Author: Stephenson, Kasey M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Responses,Nonverbal Communication,Prompting,Integrity,Preschool Children,Compliance (Psychology),Age Differences,Correlation,Student Behavior,Proximity,Play,Intervention,Influences

"Compliance" is often used to describe a situation in which a child completes instructions from adults, and low levels of compliance are a common teacher concern. We conducted a descriptive assessment that showed that compliance was relatively stable for individual children, variable across children, and positively correlated with age. The impact of six antecedent variables (proximity, position, physical contact, eye contact, vocal attention, and play interruption) on compliance was assessed for 4 children. Next, the effects of three-step prompting were assessed alone, in combination with the antecedent variables, and at different integrity levels for 2 children. Results of the experimental analyses showed that compliance gradually increased with the addition of each antecedent variable for 2 of the 4 children. Three-step prompting in combination with the six antecedent variables increased compliance for the remaining 2 children, and high compliance levels were maintained until treatment integrity was decreased to 20% of full strength. The utility of this naturalistic compliance assessment is discussed, as are the relevant experiences that give rise to acceptable levels of compliance in preschool classrooms. (Contains 1 table and 4 figures.)
Discriminated Functional Communication: A Procedural Extension of Functional Communication Training
Author: Kuhn, David E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Stimuli,Caregivers,Intervention,Reinforcement,Outcomes of Treatment,Interpersonal Communication,Attention,Training,Interpersonal Competence,Children,Functional Behavioral Assessment,Developmental Disabilities,Observation

A limitation associated with communication-based interventions for problem behavior is the potential for requesting reinforcement at high rates. Multiple-schedule arrangements have been demonstrated to be effective for controlling rates of responding (Hanley, Iwata, & Thompson, 2001). In the current study, we extended previous research by teaching individuals to attend to naturally occurring discriminative stimuli (e.g., caregiver behavior) instead of arbitrary stimuli (e.g., picture cards). Following successful treatment with functional communication and extinction, 2 participants were taught to request attention differentially based on whether the caregiver was engaging in a variety of "busy" (e.g., talking on the phone) or "nonbusy" (e.g., reading a magazine) activities. Following training, each participant engaged in communication primarily when caregivers were engaged in nonbusy activities. (Contains 1 table and 5 figures.)
Increasing Response Diversity in Children with Autism
Author: Napolitano, Deborah A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Reinforcement,Responses,Children,Intervention,Pervasive Developmental Disorders,Behavior Problems,Antisocial Behavior,Behavior Modification

Repetitive and invariant behavior is a diagnostic feature of autism. We implemented a lag reinforcement schedule to increase response diversity for 6 participants with autism aged 6 to 10 years, 4 of whom also received prompting plus additional training. These procedures appeared to increase the variety of building-block structures, demonstrating that an intervention that includes differential reinforcement can increase response diversity for children with an autism spectrum disorder. (Contains 2 figures.)
Developing Stimulus Control of the High-Rate Social-Approach Responses of an Adult with Mental Retardation: A Multiple-Schedule Evaluation
Author: Grow, Laura L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mental Retardation,Caregivers,Adults,Evaluation Methods,Reinforcement,Correlation,Feedback (Response),Stimuli

We evaluated a multiple schedule in which the extinction (S-) components were signaled overtly by a black lanyard and the reinforcement (S+) components were not correlated with any programmed stimuli in developing stimulus control over the high-rate social-approach responses of an adult with mental retardation. Responding was consistently low in the presence of the S- and consistently high when the lanyard was absent (i.e., the S+ condition). Component durations were thinned successfully to a level that was manageable for caregivers. (Contains 1 figure.)
Effects of Video Modeling on Treatment Integrity of Behavioral Interventions
Author: DiGennaro-Reed, Florence D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Modeling (Psychology),Integrity,Daily Living Skills,Intervention,Video Technology,Teacher Educators,Likert Scales,Teacher Attitudes,Beginning Teachers,Developmental Disabilities

We examined the effects of individualized video modeling on the accurate implementation of behavioral interventions using a multiple baseline design across 3 teachers. During video modeling, treatment integrity improved above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback increased treatment integrity to 100% for all participants, and performance was maintained 1 week later. Teachers found video modeling to be more socially acceptable with performance feedback than alone, but rated both positively. (Contains 1 figure.)
Temporal Patterns of Behavior from the Scheduling of Psychology Quizzes
Author: Jarmolowicz, David P.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Introductory Courses,Psychology,Tests,Student Behavior,Computer Assisted Testing,Time Management,Pattern Recognition

Temporal patterns of behavior have been observed in real-life performances such as bill passing in the U.S. Congress, in-class studying, and quiz taking. However, the practical utility of understanding these patterns has not been evaluated. The current study demonstrated the presence of temporal patterns of quiz taking in a university-level introductory psychology course and used these patterns to manage the traffic of quiz takers in a computerized testing lab. Results are discussed in terms of the applications of tracking temporal response patterns. (Contains 1 figure.)
Recombinative Generalization of Subword Units Using Matching to Sample
Author: Mahon, Catherine
Date: 2010-00-00
Type: Journal Articles
Subjects: Rhyme,Generalization,Reading Instruction,Behavior,Adults,Word Recognition,Test Theory,Computer Assisted Testing,Training

The purpose of the current study was to develop and test a computerized matching-to-sample (MTS) protocol to facilitate recombinative generalization of subword units (onsets and rimes) and recognition of novel onset-rime and onset-rime-rime words. In addition, we sought to isolate the key training components necessary for recombinative generalization. Twenty-five literate adults participated. Conditional discrimination training emerged as a crucial training component. These findings support the effectiveness of MTS in facilitating recombinative generalization, particularly when conditional discrimination training with subword units is used. (Contains 1 figure.)
Evaluation of Combined-Antecedent Variables on Functional Analysis Results and Treatment of Problem Behavior in a School Setting
Author: Dolezal, Danielle N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mental Retardation,Head Injuries,Neurological Impairments,Intervention,Comparative Analysis,Disabilities,Evaluation Methods,Classroom Environment,Behavior Problems,Outcomes of Treatment,Males,Special Education

Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single-antecedent condition was compared to a multiple-antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated with problem behavior in a student with traumatic brain injury and intellectual disabilities. Results indicated that the SDA was effective in identifying relevant antecedent variables that led to the development of an effective intervention in the classroom. (Contains 1 figure.)
The Effects of Self-Monitoring on the Procedural Integrity of a Behavioral Intervention for Young Children with Developmental Disabilities
Author: Plavnick, Joshua B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Reliability,Functional Behavioral Assessment,Token Economy,Special Education,Classroom Environment,Public Schools,Children,Elementary School Teachers

The effects of self-monitoring on procedural integrity of token economy implementation by 3 staff in a special education classroom were evaluated. The subsequent changes in academic readiness behaviors of 2 students with low-incidence disabilities were measured. Multiple baselines across staff and students showed that procedural integrity increased when staff used monitoring checklists, and students' academic readiness behavior also increased. Results are discussed with respect to the use of self-monitoring and the importance of procedural integrity in public school settings. (Contains 2 figures.)
Prompting Safety Belt Use: Comparative Impact on the Target Behavior and Relevant Body Language
Author: Cox, Matthew G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Restraints (Vehicle Safety),Cues,Incidence,Higher Education,Campuses,Undergraduate Students,Nonverbal Communication,Research Assistants

Researchers used two behavioral prompts to compare increases in safety belt use: a Click It or Ticket prompt or a Flash-for-Life prompt. Participants were 1,822 unbuckled drivers exiting two student parking lots of a large university. Research assistants identified unbuckled drivers, flashed one of the two prompts, and recorded whether drivers buckled after the prompt and the drivers' facial expressions and hand gestures. Findings and implications are discussed. (Contains 1 table and 1 figure.)
Evaluation of Stimulus Control over a Communication Response as an Intervention for Stereotypical Responding
Author: Anderson, Cynthia M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Modification,Punishment,Intervention,Evaluation Methods,Behavior Patterns,Feedback (Response),Developmental Disabilities,Reinforcement,Adults,Males,Down Syndrome

Stereotypical behavior maintained by automatic reinforcement often does not result in harm but may be undesirable in some situations. In the current investigation, participants were 2 individuals who engaged in nonharmful stereotypical responses shown in an analogue functional analysis to be insensitive to social contingencies. After bringing these responses under stimulus control using differential punishment, both participants learned a mand to terminate punishment for stereotypy. We also assessed whether the mand could be brought under stimulus control. (Contains 2 figures.)
Using Behavioral Skills Training to Promote Safe and Correct Staff Guarding and Ambulation Distance of Students with Multiple Physical Disabilities
Author: Nabeyama, Bobby
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Multiple Disabilities,Skill Development,Caregivers,Intervention,Human Posture,Physical Activities,Responses,Generalization,Safety,Physical Therapy

The study analyzed the effects of self-recording and behavioral skills training on guarding responses of 3 staff members while they assisted 3 students with multiple disabilities to ambulate. The intervention increased the percentage of correct posture and guarding responses and the distance that students ambulated. These effects generalized when staff taught new students. (Contains 2 figures.)