ethanporcaro/eric-fulltext-meta huggingface dataset:
Ecological Concept Development of Preservice Teacher Candidates: Opaque Empty Shells
Author: Puk, Tom
Date: 2010-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Environmental Education,Guidelines,Concept Formation,Foreign Countries,Educational Policy,Ecology,Teacher Education Programs,Teacher Competencies,Fuels,Sustainable Development,Integrity

In the Ontario publically-funded school system, there are no provincial curriculum guidelines or distinct courses for Ecological Literacy. Rather, the Ontario Ministry of Education policy is that &quot;environmental education&quot; should be taught in all grades and all existing subject matter. Because there are no specific Ecological Literacy courses in the provincial curriculum, few programs in Ontario Faculties of Education exist to train teachers in Ecological Literacy. Thus, in this study, we examined what incoming teacher-candidates from various disciplinary backgrounds know about general concepts of Ecological Literacy, as the expectation is that all teachers should teach &quot;environmental education&quot; in whatever subject area they end up teaching. Specifically we wanted to determine how teacher-candidates would define and explain various concepts with the presumption that these are the same or similar definitions they would be using in their own classrooms when they become qualified teachers. (Contains 1 table.)
The School Curriculum and Environmental Education: A School Environmental Audit Experience
Author: Conde, Maria del Carmen
Date: 2010-10-00
Type: Journal Articles
Subjects: Educational Research,Environmental Education,Foreign Countries,Curriculum Development,Conservation (Environment),Action Research,Elementary Schools,Early Childhood Education,Motivation,Audits (Verification),Instructional Materials

Thirteen primary and pre-primary schools in Extremadura (Spain) were participants in an educational research project, &quot;Ecocentros&quot;, based on school environmental audits (eco-audits). To understand the contribution these experiences can make to achieving the objectives of environmental education, it is essential to know what is actually incorporated into the curriculum and how. Progress was made in the integration of environmental education at the classroom level. This strengthens the development of the processes of participation and the motivation of the pupils and the teaching community. (Contains 3 tables and 1 figure.)
Can Project-Based Learning Close the Gap? Turkish Student Teachers and Proenvironmental Behaviours
Author: Kilinc, Ahmet
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Student Projects,Environmental Education,Instructional Effectiveness,Student Teachers,Preservice Teacher Education,Behavior Change,Conservation (Environment)

According to environmental education scholars, most people do not use their environmental awareness to behave proenvironmentally. Scholars therefore believe that there is a gap between humans' cognitive and behavioural patterns. On one hand, a plethora of factors, such as religion, culture, self-efficacy, emotions, and so on, may be responsible for this gap. On the other hand, the ways we try to create environmental awareness may be problematic. The present study addresses the latter issue. Instead of conveying shallow environmental information, we foresaw that an action-oriented program would provide fruitful conclusions. To this end, the aim of this study was to examine the effectiveness of a project-based learning environment as an action-oriented method for developing proenvironmental behaviours. 33 student teachers, who took a project-based Environmental Science course, in the 3rd year of Elementary Science Teacher Training Program at Ahi Evran University, Turkey, voluntarily participated in the present study and responded to the questionnaires. A mixed design with quantitative and qualitative methods was used for the data analysis. The qualitative part consisted of a questionnaire including two open-ended questions. Content analysis was employed to examine these data. In the quantitative analyses, descriptive statistics, t-tests, and ANOVA were used. The findings of present study suggest that the project-based learning environment caused positive changes in student teachers' behaviours regarding environmental protection. The paper concludes with a discussion about the relationships between environmental education and science, socio-cultural issues, and educational implications. (Contains 3 tables and 1 figure.)
AD/HD Health Related Quality of Life Questionnaire Completed by Children or Adolescents
Author: Erickson, Deborah
Date: 2010-00-00
Type: Journal Articles
Subjects: Physicians,Academic Achievement,Quality of Life,Construct Validity,Questionnaires,Adolescents,Factor Analysis,Attention Deficit Hyperactivity Disorder,Children,Test Construction,Psychometrics,Self Evaluation (Individuals),Friendship,Family Relationship,Peer Relationship,Drug Therapy,Attention,Test Reliability,Foreign Countries

Assessing health-related quality of life (HQOL) for children or adolescents with attention-deficit/hyperactivity disorder (AD/HD) to corroborate a diagnosis and monitor treatment outcomes, is usually relegated to parent, teacher and physician observation of the child/adolescent. Allowing adults to act as proxy reporters for children/adolescents increases the bias and contributes to subjective evaluation of the child/adolescent's HQOL. This article describes the development and validation of a HQOL scale that children or adolescents can complete themselves. The areas assessed included relationships with friends and family, reactions to medication, school achievement and ability to focus and attend. A factor analysis used to achieve construct validation yielded a 21 item scale. Reliability and criterion validation results were determined to be adequate. This new, short, self-report AD/HD HQOL scale for children and adolescents can be administered in a school setting or a physician's office by administrative staff to support other AD/HD assessment measures and monitor treatment outcomes. (Contains 2 tables.)
The Influence of Parents on the Formation of Psychological Needs of Teenagers with Disability
Author: Konarska, Joanna
Date: 2010-00-00
Type: Journal Articles
Subjects: Psychological Needs,Visual Impairments,Social Behavior,Parent Participation,Parent Influence,Comparative Analysis,Rehabilitation,Questionnaires,Needs Assessment,Social Development,Foreign Countries,Secondary School Students

The cognitive aim of this research is to examine the level of intensity of needs in the case of teenagers with visual impairments, compared with their able-bodied peers, as well as participation of parents in formation of these needs. The practical aim of the study is to consider the acquired knowledge in programs of early rehabilitation and helping parents who are an indispensable link in the process of need formation for a child. To describe the level of fulfilling needs, the author used the questionnaire made by G.G. Stern (1958). The analysis of needs presented in this study was a part of a broad investigation of conditions of social behavior of people with disability (Konarska, 1991, 2002, 2003, 2003 a, 2005, 2007). This study showed connection between examined needs and parental influence on their formation. In the author's investigation, the connection between early influence of parents on the formation of needs of the examined teenagers and the level of intensification of the needs they present was not always direct and clear. This research showed that despite great parental efforts, level of some needs was not sufficient to make building a relationship with other people easier in the future. Weak needs of achievement, low needs of autonomy, low compensation ability, and weakly developed cognitive needs, indicated that great effort of parents in order to create these needs, was not successful. Obtained results suggest that if parents do not reach intended educational aim, it means, they need professional help. (Contains 2 tables.)
Down Syndrome and Automatic Processing of Familiar and Unfamiliar Emotional Faces
Author: Morales, Guadalupe E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Down Syndrome,Familiarity,Novelty (Stimulus Dimension),Emotional Response,Visual Stimuli,Hypothesis Testing,Cognitive Ability,Visual Perception,Comparative Analysis,Foreign Countries

Participants with Down syndrome (DS) were required to participate in a face recognition experiment to recognize familiar (DS faces) and unfamiliar emotional faces (non DS faces), by using an affective priming paradigm. Pairs of emotional facial stimuli were presented (one face after another) with a short Stimulus Onset Asynchrony of 300 milliseconds and Inter stimulus Interval ISI set up to 50 milliseconds. The goal was to test the hypothesis that recognition deficits on negative information reported by academic literature on this population does not apply to automatic emotional processing specially to meaningful negative information (familiar faces). Results showed that not all of the participants have a recognition deficit on negative stimuli and interestingly, positive familiar faces could not be primed by other valenced facial stimuli. However, positive familiar faces were recognized faster than neutral faces. Educational and clinical implications are discussed at the end of the paper. (Contains 2 figures.)
General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings
Author: Loiacono, Vito
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,General Education,Federal Legislation,Autism,Disabilities,Teaching Skills,Team Teaching,Teacher Collaboration,Regular and Special Education Relationship,Mainstreaming,Inclusion,Teaching Methods,Teacher Competencies,Behavior Modification,Behavior Problems,Student Behavior,Program Effectiveness,Teacher Education Programs,Curriculum Development,Teacher Education

The sustained increase in the number of children diagnosed with autism or autism spectrum disorder (ASD) has become a widespread concern throughout the US as well as globally. Federal mandates (Individuals with Disabilities Education Act [IDEA], 2004; No Child Left Behind [NCLB]) have directed state education departments and local educational agencies (LEAs) to address the pedagogical needs of these children in the least restrictive environments, namely, inclusive classroom settings. It has been reported that most teachers graduate from university teacher preparation programs with minimum training in evidence-based practices for children diagnosed with autism. Consequently, educators continue to be challenged to learn disability-specific teaching skills that are grounded in the principles of Applied Behavior Analysis (ABA) to address meeting the learning needs of these students. This study examines: (a) the increase of children diagnosed with autism in the Southeastern region of NY over a five year period (2003-2007); and (b) the number of ABA trained general education teachers in this region who co-teach in inclusive classrooms that include children classified with autism. The findings of this study recommend future research be empirically conducted in: (a) comparing the various ABA methodologies to determine the efficacy of each intervention with children classified with ASD; and (b) revising preparatory programs for teachers in higher education to include ABA methodologies to prepare educators to teach children with ASD in inclusive settings. Based on the research findings, institutions of higher education should continue to examine their course of study for all educators and revise their respective curricula to include ABA intervention methodologies which would ultimately benefit not only children classified with autism but other disability categories as well. (Contains 2 tables.)
Inclusive Education Policy Implementation: Implications for Teacher Workforce Development in Trinidad and Tobago
Author: Johnstone, Christopher J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Policy,Teacher Surveys,National Surveys,Teacher Attitudes,Teacher Characteristics,Disabilities,Elementary School Teachers,Secondary School Teachers,Preservice Teacher Education,Faculty Development,Regular and Special Education Relationship

This manuscript examines results from a national survey of teachers in Trinidad and Tobago. Data from this study were derived from a national survey conducted by the consulting firm Miske Witt and Associates for the Trinidad and Tobago Ministry of Education. The aim of the survey was to solicit broad-based perspectives on teachers' knowledge and attitudes about inclusive education. Items for the survey were constructed on consultation from Ministry requests for information about the knowledge, attitudes, and resources available to teachers--specifically related to students with disabilities. Through descriptive and regression analyses, data provide insights into teacher preparation and professional development priorities. Among them, further training for general education teachers on how to help students with disabilities succeed in mainstream environments. (Contains 5 tables.)
Inclusion Classrooms and Teachers: A Survey of Current Practices
Author: Kilanowski-Press, Lisa
Date: 2010-00-00
Type: Journal Articles
Subjects: Small Group Instruction,General Education,Special Education Teachers,Teaching Experience,Faculty Development,Volunteers,Special Needs Students,Inclusion,Mainstreaming,Regular and Special Education Relationship,Teaching Methods,Team Teaching,Individualized Instruction,Planning,Class Size,Disabilities,Severity (of Disability),Teacher Qualifications,Teacher Competencies,Preservice Teacher Education,Consultants,Teacher Aides,Surveys

This study investigates the current state of inclusion practices in general education classrooms via survey of 71 inclusion teachers currently serving as special educators across the state of New York. Specifically, small group instruction, co-teaching, one-to-one instruction, and planning support are explored in relationship to class size, number of students with disabilities, and severity of disability. The qualifications, strengths, and professional development experiences of inclusion teachers based on their reported years of teaching experience, preparatory course work, and professional development opportunities are examined. Finally, information on common forms of assistance including consultant special education teachers, teacher assistants, and classroom volunteers are documented. Quantitative analysis of survey responses indicate great variability among the inclusion practices employed in general education classrooms. Co-teaching, though frequently cited as the most beneficial model of inclusive practice, emerged as the least documented method of instruction, with the utilization of consultant teacher models emerging as the most prevalent. Endorsement of the use volunteer support was found to be the second most common support mechanism employed within inclusive classrooms. Few differences in the types of supports employed were found across population densities. Findings highlight the heterogeneity of current inclusion practices, and bear implications in terms of future research examining the qualifications of support staff assisting students with special needs, such as volunteers, and the overall efficacy of inclusion practices in general. (Contains 11 tables.)
Inside Practice of Science Teachers for Students with Hearing Impairments in Botswana Primary Schools
Author: Mukhopadhyay, Sourav
Date: 2010-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Deafness,Educational Finance,Foreign Countries,Science Teachers,Teaching Methods,Hearing Impairments,Science Education,Elementary School Students,Science Instruction

In this qualitative study the authors describe how students with severe to profound hearing impairments learn science subjects in primary school in Botswana. Twenty-two teachers from two centres of deaf education in Botswana were recruited purposively to take part in the current study. Multilayered data collection methods were utilized to gain an understanding of classroom practice of science teaching. A constant comparison method was employed to analyse the data. Findings revealed four themes that highlighted the experiences of science teaching. These include curriculum related issues, language related issues, and resources related issues, and teaching methods. Through this study, the investigators gained an insight of current practices of science education in primary schools in Botswana for students with hearing impairments. The findings of this study could shape policy on educational support for students with hearing impairments and provide a framework for alternate assessment for learners with hearing impairment. (Contains 2 tables.)
Thai College Students' Perceptions on Roles and Functions of School Psychologists
Author: Tangdhanakanond, Kamonwan
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,School Psychologists,Role,Education Majors,Elementary Education,Secondary Education,Foreign Countries

The purpose of the present study was to examine Thai college students' perceptions of school psychologist's roles and functions. Participants were 164 undergraduate students in the Faculty of Education at a Thai university. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in elementary education (p less than 0.05). Students majoring in secondary education and those majoring in elementary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. Juniors rated all of the roles/functions significantly higher than did sophomores (p less than 0.05). However, juniors and sophomores did not differ significantly (p greater than 0.01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article. (Contains 4 tables and 2 figures.)
Cultural Beliefs regarding People with Disabilities in Namibia: Implications for the Inclusion of People with Disabilities
Author: Haihambo, Cynthy
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Parents with Disabilities,Foreign Countries,Educational Policy,Cultural Influences,Beliefs,Role,Cultural Traits,Interpersonal Relationship,African Culture,Negative Attitudes,Attitudes toward Disabilities

Namibia is a southern African country with national level policies promoting community inclusion and inclusive education. Despite these policies, people with disabilities are often excluded from schools and community life. This study explores the nuanced cultural beliefs about the causes of disability in Namibia, and the impacts of such beliefs on the implementation of disability policy. Eight themes emerged from this study regarding specific myths about the causes of disability and appropriate community responses to people with disabilities. This study finds that many Namibians believe in supernatural causes of disability, such as witchcraft, and/or in the role of improper relationships of family members as causes of disability; and that community responses to Namibians with disabilities are often negative. However, many people, particularly parents with disabilities, often have strong positive views of disability as well, reflecting the complex and changing nature of cultural beliefs. This study suggests that the implementation of disability inclusion policies is more likely to be successful if it builds upon positive aspects of cultural beliefs about disability. (Contains 1 table.)
Modelling the Influence of Teacher Characteristics on Student Achievement for Canadian Students with and without Learning Disabilities
Author: Whitley, Jessica
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Teacher Influence,Elementary School Teachers,Elementary School Students,Academic Achievement,Learning Disabilities,Self Efficacy,Teacher Expectations of Students,Educational Attainment,Teaching Experience,Teacher Effectiveness,Models

The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn from the Canadian National Longitudinal Survey of Children and Youth and participants included students in grades one through six who were taught by a single teacher (N = 2367). Results indicated that the hypothesized path model was an excellent fit to the data. Furthermore, academic achievement was significantly impacted by teacher expectations, LD status, and teacher efficacy. Teachers felt less confident in their ability to instruct students with LD, had lower expectations of their long-term success and also rated their achievement more poorly. The findings are discussed within existing research and implications for teacher preparation and in-service training programs are presented. (Contains 2 tables and 2 figures.)
Different Strategies for Embracing Inclusive Education: A Snap Shot of Individual Cases from Three Countries
Author: Wah, Lee Lay
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Change Strategies,Inclusion,Educational Practices,Comparative Education,Accessibility (for Disabled),Organizational Theories,Case Studies,Special Education Teachers,Administrator Attitudes,Teacher Attitudes,Regular and Special Education Relationship,Professional Development,Technical Assistance

This paper provides a snapshot into how three individual schools from three different countries practice inclusive education. In the case of the UK primary school, inclusive practices are focused on the provision of external resources and expertise to supplement instruction in the classroom. In the Netherlands, the focus is on teacher change through change of attitude and in-service development of skills. The third case, a Malaysian case, highlights the discrete relationship between special educators and regular teachers in providing inclusive education in their school. The research evidence shows that strategies to promote inclusive education is dependent on the current strengths and needs of organizations. Each of these organizations embraces inclusive education by capitalizing on their own strengths. It is proposed that inclusive education be interpreted based on situational contexts and should be broad enough to encompass a continuum of needs. The implication of this is that inclusion is an ongoing developmental process whereby all organizations can continue to develop towards greater inclusion whatever is its present state. (Contains 1 table.)