ethanporcaro/eric-fulltext-meta huggingface dataset:
Broadening the Scope of PDS Liaisons' Roles in Community Schools
Author: Ferrara, JoAnne
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Professional Development Schools,Partnerships in Education,Community Schools,Elementary School Teachers,Secondary School Teachers,College Faculty,Interprofessional Relationship,Interpersonal Communication

Professional Development School liaisons are accustomed to developing relationships between their respective universities and partner schools. When the partner school is also a ''full service'' or ''community'' school, the partnership's dynamics change. This article describes the expanded roles of two PDS liaisons as they negotiated the new dimensions of working to facilitate collaboration among all the partners in a full service community school while fostering a focus on whole child education. Qualitative data sources from the classroom teachers, partners, and liaisons demonstrate how NAPDS' Essentials, 1, 3, and 8 are fundamental to the success of all partners in a full-service PDS community school. NAPDS Essentials Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community;#3/Ongoing and reciprocal professional development for all participants guided by need; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.
Deskilling of Teachers: The Case of Turkey
Author: Gür, Bekir S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teaching Skills,Teaching Experience,Professional Autonomy,Qualitative Research,Decision Making,Guides,Professional Identity,Social Control,Influences,Faculty Workload,Teaching Conditions,Collegiality,Teacher Surveys,Teacher Attitudes,Semi Structured Interviews

Studies in various Western countries since the 1980s established that teachers find themselves increasingly more subjected to outside control and are often reduced to enforcers of decisions made by others. This study presents findings from a qualitative study with 20 teachers in an attempt to discover i) whether teachers' work is being transformed and ii) what type of transformation, if any, takes place. It first analyzes the debate on changes in teachers' skills in advanced industrial societies and moves onto a discussion of the nature of teachers' work, the transformation thereof and the alleged deskilling of teachers. The study later presents findings from a qualitative research indicating that there are significant similarities and differences between teachers' experiences in Turkey and in developed countries. This study reveals that the deskilling approach fails to adequately account for Turkish teachers' experiences, agency and adaptability. Furthermore, while teachers do not regard rather detailed curricula and guidebooks as a restriction of their professional domain, they express the opposite view regarding interventions by parents, inspectors and others. Finally, the study demonstrates that educators in Turkey have strong concerns regarding the future of their profession.
Validity Evidence in Scale Development: The Application of Cross Validation and Classification-Sequencing Validation
Author: Acar, Tu¨lin
Date: 2014-00-00
Type: Journal Articles
Subjects: Validity,Classification,Attitude Measures,Factor Analysis,Reliability,Test Construction

In literature, it has been observed that many enhanced criteria are limited by factor analysis techniques. Besides examinations of statistical structure and/or psychological structure, such validity studies as cross validation and classification-sequencing studies should be performed frequently. The purpose of this study is to examine cross validation and sequencing-classification validation at the same time with regard to two sub-samplings from an attitude scale concerning paranormal belief developed to guide researchers in interpreting its results. When the literature regarding scale development is taken into account, most of the scales have been developed in accordance with exploratory factor analysis. Even if the factor loads, model data conformity index, and the internal consistency reliability coefficients of the measuring devices are proper, the validity of the analysis should be examined through different methods. Parameter values which test as appropriate in the examined method may be found to be inappropriate or have different clues from other analyses. Therefore, the researcher&apos;s scale development should follow validity evidences through different methods.
In-Depth Analysis of How Prospective Social Studies Teachers Make Sense of Their Career Choice Decisions
Author: Sahin, Abdurrahman
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Choice,Social Studies,Preservice Teachers,Student Teacher Attitudes,Content Analysis,Career Development,Altruism,Incentives,Decision Making,Motivation,Stereotypes,Sex Stereotypes,Social Attitudes,Qualitative Research,Semi Structured Interviews,Role Models,Barriers,Social Status,Social Influences,Intention,Foreign Countries

People choose teaching as a career for intrinsic, altruistic, extrinsic, materialistic, and stereotypical reasons. It is also argued that extrinsic, material, and stereotypical reasons divert people's career preferences away from their real interest or talent. Hence the effectiveness of educating teachers depends upon exploring pre-service teachers' rationale for choosing teaching as a career, and using this perspective to shape the teacher education process. This qualitative case study was conducted to investigate holistically how pre-service teachers in the field of social studies make sense of their choice of career. The participants were 12 pre-service teachers who were enrolled in a teacher education program for social studies at a major university in western Turkey for the 2010-2011 academic year. Data was collected through in-depth interviews and analyzed using the content analysis technique. The findings revealed that five related themes took place along the pre-service social studies teachers' journey to the teaching profession: disturbances, role models, getaway, status, and transformation. These themes give idiosyncratic explanations as to why pre-service teachers often depend on extrinsic and altruistic reasons. The participants' experiences also disclosed that these steps, or themes, must be understood in relationship to each other. These experiences might also make important instruments for a constructivist teacher education in the field of social studies.
Learning through Blogging: Use of Blogs to Enhance the Perceived Learning of Pre-Service ICT Teachers
Author: Kiliç, Eylem
Date: 2014-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Electronic Learning,Preservice Teachers,Student Surveys,Information Technology,Regression (Statistics),Community Attitudes,Instructional Design,Factor Analysis,Learning Processes,Foreign Countries

Blogging has become an increasingly popular technological tool within an educational context. Even though the potential of blog use in increasing student interactivity and collaboration has been explored by many educators, the research conducted on the effectiveness of blog use in an educational context is still quite limited and is considered as a contradictory research area. Therefore, this study aims to investigate the effectiveness of blogging as an educational tool in an undergraduate course for pre-service ICT teachers. For this study, the survey research design method was used and 75 sophomore pre-service teachers (22 female and 53 male) participated in this study. A blogging survey instrument which measured the sense of community and perceived learning was used to collect data. This data was then analyzed using an independent sample t-test, a one way Analysis of Variance (ANOVA) and a linear multiple regression. The result of this study revealed that there was a significant difference in the perceived learning between the pre-service ICT teacher with a low sense of community and those with a high sense of community. In addition, the Sense of Community and User Friendliness of blogs were identified as independent predictors of perceived learning while controlling computer expertise. The implication of this study will now be discussed.
Experiences of Students with Disabilities in a Public University in Jordan
Author: Al-Hmouz, Hanan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Public Colleges,Student Attitudes,Student Surveys,Educational Legislation,Access to Education,Equal Education,Barriers,Undergraduate Students,Inclusion

The study examined students with disabilities perspectives toward their experiences in a public University in Jordan using a survey approach. The aim of this study was to take a closer look at the experiences of students with disabilities in Jordan and, in light of new legislation, to identify obstacles in the higher education system. It found that there was still much work to be done to enhance the higher education experiences for students with disabilities and identified several issues that should be addressed in order to enable access and entitlement to higher education. Recommendations and implications for future research are discussed in the context of the current disability legislation in Jordan.
A Cross-Cultural Comparison of Teachers' Perspectives on Inclusive Education through a Study Abroad Program in Brazil and in the US
Author: Chakraborti-Ghosh, Sumita
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Inclusion,Cross Cultural Studies,Comparative Analysis,Comparative Education,Teacher Attitudes,Educational Practices,College Faculty,Educational Philosophy,Mixed Methods Research,Observation,Interviews,Questionnaires,Special Education,Mainstreaming,Equal Education,Accessibility (for Disabled),Teacher Surveys,Likert Scales,School Support,Program Implementation,Teacher Education,Foreign Countries

The purpose of this study was to examine the differences in philosophies and perceptions of inclusive education between teachers in Brazil and teachers in the United States. As part of a study abroad program, a team of university faculty and graduate students from Tennessee traveled to Rio de Janeiro, Brazil, in order to investigate their inclusive educational practices. Mixed-methodology approach was used including analyzing classroom and school observations, teacher and administrator interviews, and analysis of survey questionnaire. The participants were teachers from both private and public schools in the United States and Brazil. Results demonstrated that the Brazilian philosophy of inclusion is not exclusively related to special education and students with disabilities, but encompasses a more democratic ideal for all students, including those with disabilities and those from extreme poverty. Of all the teachers surveyed, the private school teachers in Brazil had the most positive perception of the overall role of inclusive education compared to their public school and American counterparts.
Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives
Author: Hamilton-Jones, Bethany M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Collaboration,Teacher Education Programs,Classroom Techniques,Preservice Teachers,Student Teacher Attitudes,Beliefs,Qualitative Research,Case Studies,Distance Education,Electronic Learning,Interviews,Content Analysis,Definitions,Collegiality,Barriers,Readiness,Team Teaching,Regular and Special Education Relationship

Inclusion of students with disabilities in general education classrooms and programs continues to be a focus in the international field of special education. In the USA where the history of inclusion is over three decades old, current special educator's professional standards clearly expect that certified special educators will enter the field with adept collaboration and co-teaching skills in order to optimize services for students with disabilities in inclusive settings. Coursework in collaboration for pre-service special educators is a common mechanism for providing this training within the United States (McKenzie, 2009). This qualitative case study (n = 12) conducted over a semester of coursework on collaboration in a distance education format utilized grounded theory, through document analysis and interviewing (n = 5), to build a better understanding of pre-service special educators' perceptions and beliefs about collaborating with general educator partners in school settings. Five themes emerged from over 300 participant quotations: (1) definitions of collaboration, (2) outcomes of collaboration, (3) collaborative behaviors between teachers, (4) challenges to collaboration, and (5) preparedness to collaborate. These pre-service special educators most often commented on the challenges they experienced in school settings. Implications for teacher education programs worldwide and future research are discussed.
Perspectives of College of Education Students in Turkey on Autism Spectrum Disorders
Author: Yasar, Pinar
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Student Attitudes,Attitudes toward Disabilities,Education Majors,Schools of Education,Student Surveys,Likert Scales,College Students,Questionnaires,Pervasive Developmental Disorders

This study addressed the autism awareness of College of Education students in two universities in Turkey. The main purpose of this research study was to conduct a needs assessment to learn more about Turkey's College of Education students' knowledge and awareness of autism. The Autism Awareness of College of Education Students in Turkey questionnaire was used to collect the data. The survey statements were designed to answer the research questions and provide considerable information on College of Education students' awareness and attitudes about autism. Participants for this study were randomly selected from among the students in the College of Education at two different universities in Turkey: Gazi University, Ankara, and Karadeniz Technical University, Trabzon. The data from the questionnaire were analyzed with descriptive statistics to understand attitudes, beliefs, and thoughts of College of Education students in Turkey. Results generally demonstrated that College of Education students' knowledge of autism was limited; however, they realized they need more classes and preparation in order to effectively work with children with autism.
How Well Do They Read? Brief English and French Screening Tools for College Students
Author: Fichten, Catherine S.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Screening Tests,Reading Fluency,Language Proficiency,English,French,Reading Difficulties,Community Colleges,Questionnaires,Learning Disabilities,Reading Comprehension,Likert Scales,Foreign Countries,Language of Instruction,Gender Differences,Translation,Media Adaptation,Statistical Analysis,Scoring Rubrics,Psychometrics,Item Analysis

We translated and report on the psychometric properties of English and French versions of two reading difficulties screening tools for junior/community college students. We administered the Adult Reading History Questionnaire-Revised (ARHQ-R) (Parrila, Georgiou, &amp; Corkett, 2007) to 1889 students enrolled in compulsory language courses in English and French colleges in the language of instruction at the school. Eighty students (4%) self-reported a learning disability. We also administered English and French versions of the Test de lecture--Épreuve de compréhension (Institut de Recherche et d'Évaluation Psychopédagogique Inc., 2000) to 432 college students. We categorized all participants into adequate, poor and very poor readers based on each measure and examined scores of students with and without learning disabilities. Although there were significant differences among groups under regular testing times, &quot;extended time&quot; resulted in comparable reading comprehension scores for all groups. Recommendations based on the findings are made for research and practice.
Inclusive and Individually Adapted Education in Norway Results from a Survey Study in Two Municipalities Focusing the Roles of Headteachers, Teachers and Curriculum Planning
Author: Buli-Holmberg, Jorun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Surveys,Principals,Compulsory Education,Inclusion,Individualized Instruction,Curriculum Development,Introductory Courses,Mail Surveys,Teacher Attitudes,Positive Attitudes,Feedback (Response),Teacher Role,Administrator Role,Teaching Methods,Student Needs,Questionnaires,Total Quality Management,Student Evaluation,Special Needs Students,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers

This article aims to throw light on how the intentions behind inclusive and individually adapted education in Norwegian compulsory schools are followed up in practice with regard to central aspects of the roles of headteachers, teachers and curriculum planning. The study was carried out as a postal survey of compulsory school teachers in two municipalities. When the results are viewed as a whole, it is evident that some of the teachers have positive assessments of their own practice with regard to various aspects of inclusive and individually adapted education. However, there are a large number of teachers who have not given such positive feedback. In the majority of cases, less than half of the teachers agree with the category to a large degree in their responses. Thus, there appears to be a clear need in the role of headteachers, teachers and curriculum planning for further development in order to gain understanding for and realise the intentions of inclusive and individually adapted education.
Rehabilitative Learning: Education during Pscyhiatric Hospitalization
Author: Shaked, Haim
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rehabilitation,Mental Disorders,Qualitative Research,Observation,Interviews,Educational Environment,Self Concept,Student Responsibility,Flexible Progression,Adolescents,Hospitalized Children,Attendance,Teacher Student Relationship,Secondary School Students,Secondary School Teachers,Psychiatric Hospitals,Participant Observation

This article presents a case study of a school designed for youth hospitalized for mental disorders, aiming to reveal the educational approach of such a school, a topic on which nothing has been written so far. The study, which lasted a year, employed qualitative techniques: observations, document collection and interviews. The study has found that the school not only provides education to the hospitalized youth, but also functions as an active factor in expediting their recuperation. This significant educational approach is composed of five main principles: (1) Maintenance of a normative atmosphere, (2) Providing the students with a feeling of personal value, (3) Students' responsibility for recovery, (4) Staff's containment of students, and (5) Flexibility. This approach actually endows new meaning to learning, considering it a rehabilitative process.
Transitioning Children with Autism to Australian Schools: Social Validation of Important Teacher Practices
Author: Beamish, Wendi
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Transitional Programs,Articulation (Education),Children,Program Validation,Educational Practices,Early Intervention,School Readiness,Preschool Teachers,Preschool Children,Online Surveys,Teacher Attitudes,Developmental Programs,Teacher Characteristics,Rating Scales,Foreign Countries,Teacher Surveys,Delivery Systems

The transition of young children with autism from early intervention to school needs to be carefully managed in order to maintain intervention gains, protect against the risk of child-and-family anxiety, and enable a successful start to formal education. While many North American studies have mapped high-intensity practices for transitioning children with disabilities to school, only a few have recently examined autism-specific practices. The present study drew on this literature to identify and socially validate transition-to-school practices for Australian children with autism and their families. Queensland intervention and advisory teachers (N = 91) used an on-line survey to rate 36 transition practices. Results indicate that all practices were perceived to be highly important in the Australian context. Future transition-to-school research can draw upon this socially validated practice listing
Supporting Social Competence among Secondary Students in Hong Kong: Teachers' Beliefs about School-Wide Interventions
Author: Tong, Andrew Ming Hei
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Interpersonal Competence,Beliefs,Intervention,Teacher Attitudes,Program Implementation,Behavior Modification,Cognitive Restructuring,Social Problems,Emotional Problems,Behavior Problems,Educational Practices,Functional Behavioral Assessment,Teaching Models,Performance Factors,Questionnaires,Likert Scales,Teacher Student Relationship,Foreign Countries

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior.
What Does Teachers' Perception Have to Do with Inclusive Education: A Bahamian Context
Author: Hunter-Johnson, Yvonne
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Teacher Attitudes,Qualitative Research,Phenomenology,Elementary School Teachers,Semi Structured Interviews,Educational Practices,Best Practices,Performance Factors,Gender Differences,Teaching Experience,Teacher Education,Educational Resources,Class Size,Accessibility (for Disabled),Mainstreaming,Change Strategies,Foreign Countries

Bahamian classrooms are comprised of students with varying disabilities (emotional, physical, mental, and learning), and these students are failing to meet the requirements of their various grade levels due to inadequate interventions critical to addressing their individual needs. For these needs to be met in mainstream classrooms, Inclusive Education is inevitable. Consequently, a qualitative phenomenological study was conducted to survey perceptions of primary school teachers towards this practice. The sample included teachers from various schools within New Providence, The Bahamas. Data was collected through semi-structured interviews. Responses were qualitatively analyzed for themes and main concepts through open-coding. The study emphasizes the need to recognize teachers' perceptions towards inclusive education as a fundamental aspect of the practice's success in primary schools. Findings indicated that ninety percent of the teachers interviewed expressed negative perceptions of inclusive education. It was also revealed that the most prevalent influencing factors of the teachers' negative perceptions were lack of training in special education and inclusive education, and lack of resources. Twenty percent of the teachers expressed positive perceptions of inclusive education, stating however, that the success of such a practice depends greatly upon a myriad of elements.