ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Technology in Enhancing Social Skills
Author: Singer-Califano, Autumn
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Development,Interpersonal Competence,Skill Development,At Risk Students,Intervention,Technology Uses in Education,Emotional Disturbances,Behavior Disorders,Video Technology,Television Viewing,Computer Simulation,Films,Multimedia Instruction

Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there appears to be promise in using multimedia technology to provide students with social skills deficits social skills training. This training may include several modalities such as television, virtual reality, computers, and videos. Though these interventions primarily have been used with individuals with developmental disabilities, this article examines the potential of using such technology with students who are emotionally or behaviorally disturbed to assess, train, and rehabilitate social skills deficits.
The Not-so-Easy Road of Overseas Study: Life Like an Outsider
Author: Palmer, Yolanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Experience,Study Abroad,Graduate Study,Graduate Students,Foreign Countries,Communities of Practice,Social Isolation,Student Adjustment,Student Attitudes,Foreign Students,Latin Americans,Acculturation,Social Integration,Learning Processes

Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.
Inclusive Education Setting in Southwestern Nigeria: Myth or Reality?
Author: Oluremi, Fareo Dorcas
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Mainstreaming,Regular and Special Education Relationship,Accessibility (for Disabled),Barriers,Assistive Technology,Teacher Attitudes,Special Education Teachers,Statistical Analysis,Academic Achievement,Gender Differences,Disabilities,Access to Education,Hypothesis Testing,Secondary School Students,Secondary School Teachers,Public Schools,Check Lists,Questionnaires,Symptoms (Individual Disorders)

Researches from developed and developing countries found that there were problems affecting the inclusive education in Nigeria. Hence, there is need to determine the challenges facing the schools where inclusive education is being implemented, and what could be done to improve the programme. The study showed that essential facilities and materials like hand railings, hearing aids, Braille, instructional materials, and lower toilets were not available, although the few that were available (typewriters, resource rooms, wheel chairs) were in poor condition. The difference between the attitude of special and regular teachers to students with special educational needs was significant with a t-test value of 1.91 (P&lt;0.05). The influence of students with special educational needs exceptionality types in their self-perception was significant with a Chi-square analysis of 39.75 (P&lt;0.05). However, the difference between the academic performance of male and female students with special educational needs was not significant with a t-test value of 1.19 (P&gt;0.05). The study concluded that inclusive education was a reality in Nigeria because it became an educational policy since 1977 that all the states should have inclusive schools for students with special educational needs; and this has been in operation in Nigeria since then. Nevertheless, students with special educational needs were yet to be fully integrated into regular classroom setting. This was due to problems affecting inclusion; which could negatively affect their social and academic performance. The school curriculum should be modified to meet specific needs and purpose of educating students with special educational needs. Efforts should be made by government and other stakeholders of education to frequently expose teachers in mainstreamed setting to workshop and seminars on education of students with special educational needs.
Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings
Author: Salyers, Vince
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Expectation,Learning Experience,Global Education,Qualitative Research,Surveys,Statistical Analysis,Study Abroad,Educational Benefits,College Students,Foreign Countries,Mixed Methods Research,Interviews

An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students' motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.
Uneven Experiences: The Impact of Student-Faculty Interactions on International Students' Sense of Belonging
Author: Glass, Chris R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Teacher Student Relationship,Student Adjustment,College Faculty,College Students,Student Attitudes,Social Integration,Comparative Analysis,Personal Narratives,Trust (Psychology),College Preparation,Economic Factors,Educational Finance,Coding,Acculturation,Educational Experience,Semi Structured Interviews

This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating--or inhibiting--international students' academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups--academic preparedness (low, high) and financial resources (low, high). Overall, international students' interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.
The Integrated Teacher: Selecting the Best Approach for a Variety of Classroom Situations
Author: Harman, Marsha J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Public Schools,Student Diversity,Classroom Environment,Educational Theories,Classroom Techniques,Conditioning,Reinforcement,Observational Learning,Humanistic Education

It is important as we look at the educational environment to understand that it is a complex system that calls for analyses at multiple levels. One who enters from a single theoretical orientation is at a distinct disadvantage. Particularly when unique students arrive with various emotional and behavioral difficulties, being restricted to a narrow behavioral position, a humanistic position, a cognitive/systems position or whatever position chosen, severely limits the possibility of positive outcomes. The multiple levels of the situation include the behaviors displayed, the personality/characteristics of the children, the environment in which events are occurring, overall systemic functioning, and the personality/characteristics of the teacher. As teachers of these multiple levels, who would we expect best able to effect a positive outcome in this classroom/environment? Over which of these multiple levels do we, as teachers, have the most control? Hopefully, we would expect the teachers and administrators to be better skilled than the students in effecting change. This article explores the need for a variety of theoretical applications to effectively meet the demands of the diverse students and situations in public schools. Specifically, the utility of humanistic applications, behavioral applications, and social learning/cognitive applications in the classroom are examined.
Neuropsychological Definition of Learning: Strategies for Rewiring Neural Networks
Author: Barwegen, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: Brain,Neurological Organization,Neurology,Neuropsychology,Attitudes,Behavior,Perception,Research,Attention,Learning Processes,Cognitive Processes,Rewards,Reinforcement

For many years, most scientists believed that the physical structure of our brains, and by definition the people we had become, was set after the initial developmental period of early childhood and adolescence. New research in the area of neurology and neuropsychology is revealing that our brain is a much more open system than ever thought possible, and that the physical structure of our brain can be changed through the experiences that we have throughout our lives. This article highlights some of the current research which has led to these conclusions, explains how the neuropsychological research affects our views of learning, and provides some concrete recommendations for how we can intentionally pursue and affect long-term in our thoughts, attitudes, and behaviors.
A Study of the Reasoning Abilities of Ninth Standard Students with Respect to Their Gender and Type of the Institution
Author: Sarsani, Mahender Reddy
Date: 2008-00-00
Type: Journal Articles
Subjects: Thinking Skills,Problem Solving,Learning Processes,Surveys,Foreign Countries,Private Schools,Public Schools,Scores,Logical Thinking,Abstract Reasoning,Hypothesis Testing,Grade 9,Statistical Analysis

Reasoning and learning are closely related, both being the methods of solving problems, learning usually results from the process of reasoning. All inventions, discoveries, art, literature and advances in culture and civilization are based on thinking, reasoning and problem solving capacity of human being. A sound reasoning leads to better adjustment of the child with the environment; and it also controls his total behaviour. The present research is proposed to measure the reasoning abilities of the students with developed tool by the researcher called &quot;Battery of Reasoning Test&quot; (BRT). The test was divided into four parts and consists of 80 items. The reliability of the test was 0.86. A &quot;survey&quot; approach was adopted to test the reasoning abilities of the students studying in Hyderabad, capital city of Andhra Pradesh. The pilot study was conducted on a sample of 100 students from five schools. A sample of 400 students was selected from twenty schools for the final study which comprises 200 boys and 200 girls from the private and government schools. The study revealed that boys performed better than girls in reasoning ability. It is also found that private school students have better reasoning abilities than government school students. In the further detailed analysis, it is found that the boys studying in private schools are performing better than their counter parts that are girls of private schools, boys of government schools and girls of government schools on BRT test. The lowest mean score on BRT was found among the girls studying in government schools. Therefore proper care should be taken to develop reasoning power of girls and particularly students studying in government schools.
Teaching against the Grain: Enacting Constructivist Beliefs within Institutional
Author: Madden, Marjorie
Date: 2008-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teacher Educators,Teaching Methods,Critical Literacy,Power Structure,Learning Processes,Theory Practice Relationship,Attitude Change,Teacher Attitudes,Inquiry,College Students

This study purports to document, analyze, and interpret the learning that occurred across two university literacy courses in which faculty implemented a constructivist, critical literacy pedagogy. Findings explore what it means to share power in the classroom and the relationships between critical teaching and developing a literacy theory of practice.
Impact of Activity Oriented Health Education among Youth
Author: Singaravelu, G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Learning Activities,Active Learning,Health Education,Elementary School Students,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Instructional Effectiveness,Males,Conventional Instruction,Females,Gender Differences,Foreign Countries,Hypothesis Testing,Scores,Academic Achievement

The study enlightens the impact of Activity Oriented Learning in learning Health Education at primary level. Health Education was taught in various methods which were not fruitful to achieve expected level. Activity oriented method encouraged the young children to learn the health awareness quickly.The purpose of the research is to simplify the learning about Health Education in younger mind through activities. Experimental method was espoused for the study. Eighty students of standard V were selected for the study. Forty students were taken as Experimental group another forty as Control group. Researcher self-made-Achievement test was used for the pretest and posttest. The validity and reliability were well established. Finding: The post-test scores of control group have a mean 50.80 and that of experimental group students have a mean 79.05. It shows that the performance of experimental group students is better than the performance of control group students and that the application of Activity Oriented Learning to the students of standard V is more effective than conventional method in enhancing their achievement in Health Education in science.
A Study on the Nature of Learning Behaviour Pattern among University Students
Author: Halder, Santoshi
Date: 2008-00-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Foreign Countries,Cooperation,Competition,Individualism,Gender Differences,Majors (Students),Statistical Analysis,Cooperative Learning,Hypothesis Testing,Student Surveys,Student Attitudes

Changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations, communities, and societies. Students can be from many cultures, ethnic groups, language groups and religions as well as from different economic social classes and ability levels. At the same time there are differences between disciplines in teaching-learning which creates patterns of interaction that result in diversity being valued or rejected and impact on the kind of attitudes and values one develop. Pluralism and diversity among individuals creates an opportunity, but like all opportunities, there are potentially either positive or negative outcomes. When diverse students are brought together, whether the diversity results in positive or negative outcomes depends largely on how learning situations are structured competitively, individualistically or cooperatively. While our nation is undergoing a particularly turbulent time, it has become prime requirement to inculcate in the young minds the values of cooperative learning. With these theoretical assumptions the author of the present study aimed at finding out the nature of learning behaviour (cooperative, competitive and individualistic) among the post graduate students of the three disciplines of Calcutta University. Data has been collected from 120 university students. The statistical treatment has been restricted to ANOVA and t-test. Data based fact highlighted marked specificity of learning behaviour (cooperative, competitive and individualistic) with respect to gender and discipline of the university students.
Integrating Ethics in Teaching Social Studies: A Focus on the Students' Values and Character
Author: So, Odette G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Ethics,Values,Teaching Methods,Learning Processes,Social Studies,Teacher Responsibility,Secondary School Teachers,High Schools,Foreign Countries,Curriculum Development,Elementary Education,Citizenship Education,Interdisciplinary Approach

The article discusses about the importance of ethics, values and character integration in the teaching and learning process particularly on the part of the teacher. In the teaching of Social Studies as a subject, the teacher has also the responsibility of imparting and implying values and ethics particularly in the secondary schools education. In the paper, the experiences of the Polytechnic University of the Philippines Laboratory High School in teaching Social Studies, its curriculum and how ethics and values are integrated in the subject are discussed.
Behavioral Objectives Revisited: Why Professionals Need to Use Them
Author: Warner, Laverne
Date: 2008-00-00
Type: Journal Articles
Subjects: Behavioral Objectives,Student Educational Objectives,Educational Planning,Instructional Development,Disabilities,Accountability,State Standards,Curriculum Based Assessment

This article discusses why teachers, clinicians, consultants, and psychologists prepare behavioral objectives when they work with individuals and groups. The reasons include planning instruction and intervention to meet state standards and guidelines, evaluating the outcomes of instruction, data collection for research purposes, and reporting results to stakeholders. Additionally, the authors discuss the components of sound behavioral objectives for multiple purposes.
Using Web-Based Practice Activities to Enhance and Support Pre-Service Teachers' Learning
Author: Stecker, Pamela M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Educational Technology,Performance Based Assessment,Standards,Teacher Competencies,Teaching Skills,Knowledge Base for Teaching,Progress Monitoring,Technology Uses in Education,Evaluation Methods

This article details two ways in which web-based practice activities were used to support instruction and enhance preservice teachers' learning in a course on teaching reading to students with learning disabilities. First, we describe two performance-based assessments used to evaluate the integration of preservice teachers' knowledge and skills with respect professional standards. Then, we briefly summarize two small studies that contrasted technology-enhanced practice with more traditional practice activities to support preservice teachers' learning specifically progress monitoring and in teaching essential beginning ready. Last, we discuss how teacher preparation programs may better meet performance-based professional standards through relatively simple integration of web-based technology in course activities designed to improve preservice teachers' knowledge and skills.
Student Goals: Psychological Perspectives
Author: Muirhead, Brent
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Educational Objectives,Cognitive Psychology,Goal Orientation,Difficulty Level,Academic Persistence,Learning Motivation,Creative Thinking,Feedback (Response),Educational Strategies,Best Practices,Study Habits,Motivation Techniques

The paper will discuss research insights into student academic goals. Cognitive psychologists have found that effective goal setting procedures involves establishing specific and challenging learning objectives. Students who set difficult goals must be persistent while facing the risk of potential failure that could diminish their intrinsic motivation. Teachers can encourage students to take academic risks by having a supportive classroom climate, creating interesting course work, affirming creative thinking and self-directed goal setting and offering relevant feedback on assignments.
Learning Styles of Sophomore Students of PUP Laboratory High School (SY 2006-2007)
Author: Castolo, Carmencita L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cognitive Style,High School Students,Laboratory Schools,Academic Achievement,Student Characteristics,Gender Differences,Family Income,Auditory Perception,Socioeconomic Status,Visual Perception,Kinesthetic Perception,Learning Modalities,Hypothesis Testing,Questionnaires,Foreign Countries

Learning styles have a big contribution to the academic performance of a student. Awareness of one's learning styles will help a person maximize his potential in accumulating learning to the best of his ability with the use of his preferred learning styles. The teacher's awareness of the student's learning styles will help him/her select teaching strategies that would maximize the student's learning potential. This descriptive research analyzed the learning styles of the sophomore students of PUP Laboratory High School. Specifically, the researchers sought answers to the following sub-problems: 1. What is the description of the respondents in terms of selected personal variables? 2. What is the academic performance of the respondents? 3. Is there a significant difference in the academic performance of the respondents when grouped according to the selected personal variables? Findings show that there are more female students than males; that most of the respondents came from families having PHP5001-10,000 monthly family income; and, that although they use varied learning styles, the most dominant is the auditory learning style. Academically, students are average learners. Their academic performances significantly differ when grouped according to gender, socio-economic status, and learning styles. With these findings, the researchers recommend that the PUP-LHS should maintain academic and non-academic programs which addresses the strengths and weaknesses of students of both genders; that the school should be involved more with the community programs to know clearly the socio-economic status of students; that there should be intensive trainings which will enhance the auditory skills of both the teachers and the students; and, that the students should also be responsive to the PUP-LHS' commitment in giving the best educational services for them to improve their academic performance. Follow-up studies are also being recommended.
ELM--Eye Light Monitor: Assessment in a World of Hybrid Values
Author: Yaniv, Hanan
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,Alternative Assessment,Well Being,Student Behavior,Graduate Students,Foreign Countries,Visual Aids,Classroom Communication,Self Evaluation (Individuals),Student Evaluation

This paper is an instrumental case study of an alternative assessment method, using a tool called ELM (Eye Light Monitor). ELM proposes a way to keep a finger on the pulse of every child, being attentive to emerging transitions in various parameters of his/her well-being that might affect his/her classroom behaviour and work, and might assist in identifying problems before they become a deeper problem. The case study presented in this paper presents a visual method of weekly communication between a teacher and his students along a list of five to six criteria representing the student's wellbeing. The visual representation provides the teacher with an efficient method for identifying developing individual difficulties that requires intervention or general trends in classroom atmospheric changes.