ethanporcaro/eric-fulltext-meta huggingface dataset:
Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
Author: Lindsey, Pam
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Case Studies,Assistive Technology,Technology Uses in Education,Educational Technology,Fiction,Reading Instruction,Elementary School Students,Autism,Pervasive Developmental Disorders,Vocabulary,Grammar,Teaching Methods,Childrens Literature

This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to correctly indentify (a) unknown vocabulary words, (b) words with multiple meanings, (c) idiom phrases, and (d) comprehend main story grammar elements within a fictional story line. Also, JB's teachers wanted to see if JB understood (e) characterization within a fictional story. JB's experience reading a fictional text with assistive technological support to accomplish reading skill objectives is described and evaluated by his teachers and researchers.
The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times
Author: Guardino, Caroline
Date: 2012-00-00
Type: Journal Articles
Subjects: Aggression,Student Behavior,Self Contained Classrooms,Special Education,Kindergarten,Preschool Education,Case Studies,Intervention,Classroom Environment,Behavior Modification,Environmental Influences,Urban Schools,Disabilities,Coaching (Performance),Observation,Interviews,Teacher Surveys

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual cues and carrels). Data were collected during pre-experimental, baseline, intervention 1, and intervention 2. Results indicate that modifying the classroom environment decreased aggressive behaviors during transition times by as much as 12% from the beginning of the study. The change in aggressive behavior was moderate and teachers perceived the intervention as having a positive impact on students' learning and their ability to teach. Implications for practitioners are discussed.
The Competency Based Community Assessment: A Five Step Process
Author: Roberts, Laura A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Community Based Instruction (Disabilities),Daily Living Skills,Special Education,Community Involvement,Transitional Programs,Adults

A crucial step in the process of preparing students with disabilities for adult life is transition assessment. Using a comprehensive assessment that is built around the student's interests, followed by assessment administration within the context of his/her community can provide special education professionals with rich data that is useful for program planning and establishing IEP goals. This article describes each step of a transitional assessment called the Competency Based Community Assessment (CBCA) which the others have found useful as a tool for creating individualized transition plans, along with program planning that is geared toward helping students with disabilities reach their full capacity in the areas of independent living, community participation and post-secondary education/employment.
Meeting the Needs of Special Education Students in Inclusion Classrooms
Author: LeDoux, Cathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Regular and Special Education Relationship,Student Needs,Individualized Education Programs,Response to Intervention,Observation,Teacher Attitudes,General Education,Action Research,Disabilities,Faculty Development,Teacher Competencies,Elementary School Teachers,Focus Groups,Communication Skills,Teacher Collaboration,Questionnaires,Statistical Analysis

Based on interactions with general education teachers, observations of special education students in inclusion classrooms, and general education teachers' input during the Response to Intervention (RTI) process, a resource teacher found that many teachers were ill prepared to meet the diverse needs of special education students in the inclusion classroom. More importantly, the students' Individualized Education Plans (IEPs) were not being implemented. As such, an action research project was initiated to explore three main research questions: (1) What challenges do special education students present for general education teachers in inclusive classrooms?; (2) What are the perceived needs of general education teachers in relation to accommodating special education students in their classrooms?; and (3) In what ways can administration support general education teachers in accommodating special education students? The findings identify general education teachers' need for better communication, professional development concerning children with disabilities, and a need for more planning time.
Discovering Privacy--or the Lack Thereof
Author: Pomykalski, James J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Privacy,Ethics,Information Science,Social Responsibility,Information Technology,Business Administration Education,College Students,Information Security,Learning Activities,Consciousness Raising

Many IS courses address the issues of ethical decision making and privacy through full course or section of a larger course. In this paper, the author discusses the development of a series of activities in an IS2010.07 course. The primary purpose of these activities is to raise awareness by the students of issues dealing with the collection, analysis, use, and leveraging of consumer data, including their own.
Cloud Computing E-Communication Services in the University Environment
Author: Babin, Ron
Date: 2017-01-00
Type: Journal Articles
Subjects: Internet,Computer Software,Information Management,Educational Technology,Information Storage,Technology Uses in Education,Information Security,Computer Oriented Programs,Foreign Countries,Higher Education

The use of cloud computing services has grown dramatically in post-secondary institutions in the last decade. In particular, universities have been attracted to the low-cost and flexibility of acquiring cloud software services from Google, Microsoft and others, to implement e-mail, calendar and document management and other basic office software. These products have helped universities migrate from in-house legacy software platforms to current generation products. This paper explores the Google and Microsoft cloud service offerings for educational institutions, and compares the implementation experiences of six Canadian universities. However, although acquisition costs are minimal or non-existent, members of the academic community including faculty and students are often reluctant to entrust all of their emails, documents and calendar schedules to a complex, global, for-profit third party. The overwhelming tide is for cash-strapped university administrators to adopt third party cloud services, and cautiously manage privacy issues with alternate in-house services. Finally, the move from in-house to cloud services requires the universities to move to a cloud-aware governance model that is sensitive to information privacy and security issues. Results of this research may lead to a better understanding of benefits, advantages, risks and challenges of the cloud computing initiatives at universities and may serve as an objective source of information for other public sector institutions which are considering cloud services implementation.
Facebook Enhanced College Courses and the Impact of Personality on Sense of Classroom Community
Author: Barczyk, Casimir C.
Date: 2017-01-00
Type: Journal Articles
Subjects: Social Media,Personality Traits,Teaching Methods,Educational Technology,Technology Uses in Education,Learner Engagement,College Students,Student Motivation,Student Characteristics,Questionnaires,Student Surveys,Statistical Analysis,Regression (Statistics)

The impact of personality type on students' sense of classroom connectedness was examined in a study of university-level business courses that used Facebook to enhance classroom learning. The study was conducted using an independent measures static group comparison research design. Nearly 600 students registered in six different business courses at the regional campuses of two major universities participated in a study lasting one term. The study focused on the extent to which the Big Five personality variables--extroversion, agreeableness, openness, neuroticism, and conscientiousness--impacted students' sense of connectedness in Facebook-enhanced and non-enhanced courses. Correlation and regression analyses demonstrated that extroversion and agreeableness were related to sense of connectedness, a significant pattern for students in the Facebook-enhanced group. Future research opportunities and provisos are discussed.
Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?
Author: Reynolds, John H.
Date: 2017-01-00
Type: Journal Articles
Subjects: Information Systems,Programming,Curriculum Development,Computer Science Education,Majors (Students),Statistical Analysis,Pilot Projects,Introductory Courses,Information Technology,College Students,Student Surveys

All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors [e.g., Computer Science (CS)]. The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided--supporting the need for preparation prior to a first programming course.
Lateness: A Recurrent Problem among Secondary School Students in Akoko South East Local Government Area of Ondo State Nigeria, Implications for Counselling
Author: Onoyase, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Attendance,Attendance Patterns,Secondary School Students,Foreign Countries,Questionnaires,Urban Youth,Rural Youth,Socioeconomic Status,Student Behavior,Urban Areas,Rural Areas,Hypothesis Testing,Behavior Problems,Likert Scales

The study investigated lateness as a recurrent problem among secondary school students in Akoko South East Local Government Area of Ondo State. Four hypotheses were formulated and an instrument titled &quot;Cause of Lateness to School Questionnaire&quot; (COLTSQ) used to gather data for the study. The instrument had a reliability coefficient of 0.78. It had content validity and language appropriateness. The researcher used two research assistants to administer 325 copies of the questionnaire on SS2 and SS3 students in the 5 public secondary schools used. 300 copies of the questionnaire were retrieved showing 92.3 percent return rate. The data collected were collated and the t-test statistics was used to test the hypotheses at 0.05 level of significance. The findings showed that there is no significant difference between male and female students in their identification of electronic media as a reason for lateness to school, there is no significant difference between students from high and low socio-economic status in their identification of broken home as a reason for lateness to school, there is no significant difference between SS2 and SS3 students in their identification of location of school as a reason for lateness to school, there is no significant difference between students in urban and rural areas in their identification of cultural background as a reason for lateness to school. One of the recommendations is that parents should put in place enforceable rules or time limit for watching television programmes at night and ensure that their children go to bed early.
The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages
Author: Gençtürk, Abdullah Tarik
Date: 2017-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Programming Languages,Programming,Academic Achievement,Student Attitudes,Pretests Posttests,Control Groups,Quasiexperimental Design,Preservice Teachers,Experimental Groups,College Students,Foreign Countries,Educational Technology,Technology Uses in Education,Technological Advancement,Computer Software,Computers,Statistical Analysis

It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in &quot;Programming Languages&quot; lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. &quot;Pre-test-Post-test Control Group Quasi-Experimental Design Model&quot; is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Kelesoglu, Necmettin Erbakan University in 2015-2016 academic year. &quot;Academic Success Test&quot; developed by researcher, &quot;Attitude Towards Programming Languages Scale&quot; which is adapted into Turkish by Durak (2013) and &quot;Interrogative Skills Scale&quot; developed by Aldan, Kandemir and Saraçoglu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students' academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.
Student Awareness and Use of Rubrics in Online Classes
Author: Haught, Patricia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Online Courses,Graduate Students,Online Surveys,Student Surveys,Course Descriptions,Student Attitudes,College Faculty,Management Systems,Teacher Student Relationship,Electronic Mail,Assignments,Distance Education,Learner Engagement

The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that &quot;students see rubrics&quot; as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student assessment.
The Effect of Smart Boards on the Cognition and Motivation of Students
Author: Davidovitch, Nitza
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Questionnaires,Educational Technology,Foreign Countries,Teaching Methods,Schemata (Cognition),Instructional Improvement,Student Attitudes,Gender Differences,Case Studies,Computer Mediated Communication,Educational Change,Elementary School Students,Statistical Analysis,Correlation

In recent years the research literature has explored technological developments in varied areas that measure change. The current study focuses on the smart board, and its purpose is to examine its effect on the school system. The study was conducted via a questionnaire completed by 130 respondents (boys and girls) in the fifth and sixth grades of two elementary schools in Jerusalem--Efrata and Tali Gilo. Smart boards were introduced in these two schools in recent years. We hypothesized that smart boards improve teaching, based on the teaching measures developed by Nira Hativa of Tel Aviv University: order and organization, level of clarity, interest, and general level of satisfaction. The study's significant finding is that the greatest improvement since the introduction of smart boards is in the variable of clarity, and a significant difference was found in the favor of sixth grade students. Additionally, a significant difference was found in the variable of interest, in favor of the girls. All four variables appear to be interrelated, and each contributes to the student's success and to improving the student's learning process. The research findings illuminate the contribution of technology to teaching, through a case study of smart boards, in the dimension of clarity, found by the study to be a significant criterion of good teaching. Examination of the various technological tools in light of their contribution to the research-proven dimensions of outstanding teaching might enhance the pedagogical contribution of technological developments to teaching.
WAR Metaphor in the Chinese Economic Media Discourse
Author: Hu, Chunyu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,War,Figurative Language,Mass Media,Economics,Discourse Analysis,Journal Articles,Newspapers,Content Analysis,Ideology,Nouns,Rhetoric,Competition,Emotional Response,Arousal Patterns,Statistical Analysis,Qualitative Research

The economic media discourse depends upon a complex web of metaphors, among which WAR metaphor is worthy of special attention. The data used in this study is comprised of 2566 articles (about 1.2 million words) under the &quot;Economy&quot; column of China Daily published in 2014. Critical Metaphor Analysis (CMA) is used as the analytical framework to investigate WAR metaphor in the economic media discourse. This study is governed by the three steps of CMA including metaphor identification, metaphor interpretation and metaphor explanation. The results show that among the selected 62 lemmas, 40 of them have metaphorical instantiations and more than half of all the metaphorical expressions are nouns. Both social resources and individual resources influence metaphor choice. WAR metaphor has the rhetorical function as persuasion, which constructs the cognitive model of competition in the mind of the readers and arouses their emotions; on the other hand, it hides the cooperative principle of economic activities.
The Relationship between the Styles of Coping with Stress and the Levels of Hopelessness of Preschool Teachers
Author: Ekici, Fatma Yasar
Date: 2017-00-00
Type: Journal Articles
Subjects: Coping,Stress Variables,Preschool Teachers,Preferences,Psychological Patterns,Sampling,Foreign Countries,Self Esteem,Teacher Attitudes,Age Differences,Marital Status,Teaching Experience,Family Size,Institutional Characteristics,Income,Computer Software,Statistical Analysis,Factor Analysis

The main aim of this research is to examine the relationship between the styles of coping with stress and the levels of hopelessness of preschool teachers. Relational survey method was used in this research. The research sample consists of 108 preschool teachers working in preschool education institutions in Küçükçekmece district of Istanbul in the spring term of 2015-2016 and selected by the random sampling method. The Teacher Information Form, Styles of Coping with Stress Scale and Beck Hopelessness Scale were used in the data collection. Data collected for the study were analysed using SPSS 20 program. At the end of the research, it was found out that the most used style by preschool teachers to cope with stress is the self-confident approach and the least used style is the submissive approach. As the preference rates of the self-confident approach and optimistic approach in coping with stress of preschool teachers increase, the level of hopelessness decreases; as the preference rates of the helpless approach increase, the levels of hopelessness increase. The styles of coping with stress and the levels of hopelessness of preschool teachers do not vary by age, marital status, professional seniority, the number of children they have, the level of income and the school type that they work in.