ethanporcaro/eric-fulltext-meta huggingface dataset:
A Literature Review of Implementing Response to Intervention for English Language Learners
Author: Choi, Eunjeong
Date: 2012-11-00
Type: Journal Articles
Subjects: Response to Intervention,English Language Learners,Literature Reviews,Reading Difficulties,Learning Disabilities,English (Second Language),Second Language Learning,Early Intervention,At Risk Students,Coding,Faculty Development,Direct Instruction,Instructional Effectiveness,Student Needs,Cultural Differences

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty-six articles that meet the criteria are analyzed for themes and important findings. The result of the literature review along with the implications of the identified studies is reported. It is identified that direct instruction used in tier 2 is an effective technique when infusing linguistic and cultural aspects of ELL with diverse needs.
Actions Speak Louder than Words: How Do Special Education Administrators Prevent and Resolve Conflict with Families?
Author: Mueller, Tracy Gershwin
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education,Administrator Role,Qualitative Research,Interviews,Conflict,Prevention,Conflict Resolution,Interpersonal Communication,Parents,Intervention,School Districts,Coding,Individualized Education Programs,Teamwork

Conflict between parents of children with disabilities and school district members has been an ongoing issue for decades. Special education administrators are often designated to address conflict with the intent to find an amicable resolution. Otherwise, conflict can lead to due process hearings that move valuable time and money away from general district funds. Understanding how administrators informally address such conflict can guide leaders as they promote collaboration between the home and school. This paper presents a qualitative interview study of special education directors' experiences with conflict prevention and resolution. Seven key action-based strategies that prevent and resolve conflict with families were identified: establish communication, provide parent support, level the playing field, intervene at the lowest level possible, maintain the focus on the child, find a middle ground, and understand perspectives. Each of these themes is discussed in detail, along with implications for practice and future research.
Measurements of Student and Teacher Perceptions of Co-Teaching Models
Author: Keeley, Randa G.
Date: 2015-06-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Models,Student Attitudes,Teacher Attitudes,Inclusion,Comparative Analysis,Statistical Analysis,Junior High School Students,Secondary School Teachers,Likert Scales

Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching).
Barriers to Full Participation in the Individualized Education Program for Culturally and Linguistically Diverse Parents
Author: Tamzarian, Arpi
Date: 2012-11-00
Type: Journal Articles
Subjects: Barriers,Individualized Education Programs,Special Education,Verbal Communication,Nonverbal Communication,Intercultural Communication,Communication Problems,Intervention,Disabilities,Empathy,Educational Legislation,Equal Education,Federal Legislation,Cultural Differences,English (Second Language),Second Language Learning,Parent Participation

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.
&quot;Tengo Que Habla Español. Yo No Entiendo Ingles!&quot;: A Qualitative Case Study on a Bilingual Child with Autism Spectrum Conditions
Author: Kim, Hyun Uk
Date: 2014-06-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Autism,Pervasive Developmental Disorders,Bilingualism,Monolingualism,Educational Practices,Video Technology,Audio Equipment,Family Relationship,Semi Structured Interviews,Preschool Children,Mothers,Parent Attitudes,Cooperation,Play,Inclusion,Parent Participation,Child Rearing,Parent Child Relationship

Language differences in children with Autism Spectrum Conditions (ASC) often lead professionals to believe that children with ASC cannot or should not become bilingual, thus advising parents with a child with ASC raised in a bilingual household to adhere to English only. Emerging studies, however, attest that children with ASC can become bilingual, and that there are no language differences between bilingual and monolingual children with ASC. Although these findings are promising, very few studies investigated external factors, such as cultural expectations, school practices and other pertinent factors involved in raising and educating children with ASC bilingually. Drawing from video-and audio-taped data from spontaneous interactions among family members, interviews and field notes, this qualitative case study describes one family's cultural beliefs and practices that influenced raising their child with ASC bilingually. Implications for educators and other professionals are also described.
Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination
Author: Ure, Odd Bjørn
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Governance,Qualifications,Outcomes of Education,Coordination,Vocational Education,Higher Education,Foreign Countries

The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions.
The Accessibility of a Children's Museum
Author: Curtis, Mary G.
Date: 2013-05-00
Type: Journal Articles
Subjects: Museums,Disabilities,Graduate Students,Service Learning,Access to Education,Children,Assistive Technology,Exhibits,Learning Experience,Special Education,Statistical Data

Service learning is an effective means of implementing course curriculum in the real world (Driskoll, 2009). As a Carnegie Foundation classified campus for the Advancement of Teaching, Community Engagement, the University of Texas Brownsville actively promotes service learning and partnerships with community agencies (www.utb.edu/vpaa/cce/Pages/). While enrolled in a graduate course in assistive technology, graduate participants in special education were challenged with a service learning project for the local children's museum. To help meet the needs of the museum, the graduate students were charged with task of evaluating the accessibility of the museum exhibits for children with disabilities. This project provided service learning experience to graduate participants while fulfilling the needs of the children's museum.
The Effects of Professional Development on Co-Teaching for Special and General Education Teachers and Students
Author: Miller, Chelsea
Date: 2013-05-00
Type: Journal Articles
Subjects: Faculty Development,Team Teaching,Special Education Teachers,Regular and Special Education Relationship,Individualized Education Programs,Middle School Students,Middle School Teachers,Pretests Posttests,Student Surveys,Teacher Surveys,Student Experience,Teaching Experience,Urban Schools

As we progress into a future where more students with IEPs are in general education classes, teachers must be innovative, creative, and passionate about providing an opportunity for all students to succeed in the classroom. Rather than students with IEPs being taken from their classrooms to receive remedial services from their special education teacher, it is more beneficial to all students and teachers to have education specialists and general education teachers co-teach classes (Conderman, 2011). Education specialists have extensive knowledge in acquisition of literacy skills, how to scaffold, and present information through multiple mediums. General education teachers are experts in their content areas, and are effective in delivering instruction to an audience of learners with different needs. Together, they can learn from each other to create a more enriched learning environment where all students can succeed. This study examined the pre- and post-surveys of 35 (15 special education and 20 general education) middle school students and 22 teachers about their experiences with co-teaching.
No Teacher Left Behind: Educating Students with ASD and ADHD in the Inclusion Classroom
Author: Jones, Michaela N.
Date: 2013-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Inclusion,Token Economy,Grade 7,Males,Public Schools,Middle School Students,Student Behavior,Contingency Management,Behavior Modification,Case Studies,Qualitative Research,Statistical Analysis

The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence the learning environment to be conducive for the students who required more structure than the curriculum typically provided. It is likely that increased support from the administration to provide training and collaboration with special educators for general education teachers would have increased the on-task behavior and participation of both participants.
Examining Co-Teaching through a Socio-Technical Systems Lens
Author: Isherwood, Robert S.
Date: 2012-12-00
Type: Journal Articles
Subjects: Team Teaching,Qualitative Research,Suburban Schools,Special Education,Systems Approach,Inclusion,Regular and Special Education Relationship,Case Studies,Principals,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Interviews,Observation,Scheduling,Time Management,Professional Autonomy,Classroom Techniques,Work Ethic

Qualitative research was conducted in a large suburban school district implementing co-teaching as a new service delivery model for special education. Researchers examined the changes that resulted from the new service delivery model using a socio-technical systems lens. This framework views schools as open systems that contain a structural, task, human, and technical subsystem. The intent of the study was to document the changes in each of these subsystems resulting from the implementation of co-teaching and to provide educators with strategies to implement co-teaching in a seamless and effective manner. Unanticipated challenges included scheduling, teacher work ethic, personality compatibility, classroom composition, and time.
Implementing Multi-Tiered Systems of Support in Mathematics: Findings from Two Schools
Author: Donovan, Erin
Date: 2013-05-00
Type: Journal Articles
Subjects: Special Education,Mathematics,Mathematics Instruction,Elementary School Students,Middle School Students,Evaluation Methods,At Risk Students,Response to Intervention,Rural Schools,Qualitative Research,Semi Structured Interviews,Mathematics Teachers

This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and &quot;spreading the word&quot; and enhancing the use of the model. The results of this study suggest that the RtI model has potential to improve how math instruction is approached in elementary and middle schools.
Attitudes about Inclusion: Through the Lens of Practitioners and Novices
Author: DeSimone, Janet R.
Date: 2013-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Regular and Special Education Relationship,Graduate Students,Attitude Measures,Early Childhood Education,Surveys,Attitudes toward Disabilities,Academic Accommodations (Disabilities)

The purpose of this study was to examine the attitudes of pre-service and in-service education students, towards inclusion in school settings. Graduate students working on their New York State teacher certification in early childhood special education (n = 152) completed a survey, &quot;Attitudes Toward Inclusion.&quot; The survey addressed the following: attitudes towards various disabilities; perceptions of preparedness to modify instruction for students with disabilities and to meet their needs; willingness to include students with more severe disabilities in their classrooms; placement issues; and impact on general education students. The findings revealed three major themes: (1) inclusion for some students with special needs, as long as their disabilities are not severe; (2) social and learning benefits of inclusion; and (3) successful inclusion requires leadership and support. Recommendations for teacher preparation and program implementation are provided.
Cooperative VET in Training Networks: Analysing the Free-Rider Problem in a Sociology-of-Conventions Perspective
Author: Leemann, Regula Julia
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Cooperative Education,Networks,Apprenticeships,Case Studies,Adoption (Ideas),Sociology,Small Businesses,Foreign Countries,Semi Structured Interviews

In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to understand the reasons for the slow dissemination and reluctant adoption of this promising form of organising VET in Switzerland. The results of the study show that the system of moving from one company to another creates a variety of free-rider constellations in the distribution of the collectively generated corporative benefits. This explains why companies are reluctant to participate in this model. For the network to be sustainable, the intermediary organisation has to address discontent arising from free-rider problems while taking into account that the solutions found are always tentative and will often result in new free-rider problems. [See: Online Submission article, at ED562559.]
Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives
Author: Andersson, Ingela
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Secondary Education,Educational Change,Government Role,Vocational Education,Curriculum Development,Educational Policy,Policy Formation,Labor Market,Labor Force Development,Skill Development,Stakeholders

The article explores the major features of the Swedish Government's new initiative--a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship--a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student's learning are displaced from the school to the workplace setting.
The Academic Takes It All? A Comparison of Returns to Investment in Education between Graduates and Apprentices in Canada
Author: Kopatz, Susanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Comparative Analysis,College Graduates,Apprenticeships,Education Work Relationship,Vocational Education,Librarians,Skilled Workers,Electrical Occupations,Income,Correlation,Reputation,Educational Benefits,Social Status,Computation,Costs,Evaluation Methods

This paper analyses the returns to education of specific occupations in Canada. The purpose is to scrutinize whether and in how far academic and vocational education do differ in monetary benefits regarding individual returns. Therefore, two different methodologies of calculation are used to compute the concrete returns to education. As a result it is shown empirically that within the here selected occupational groups (e.g. librarians and electricians) there is no decisive earnings benefit regarding academic careers, although a positive correlation of income level and educational achievement can be verified. Our findings justify revisiting the underlying assumption that vocational education and training cannot generate benefits comparable with those generated by higher education. The earnings data suggest that monetary aspects may be less crucial than generally assumed to the reputation and perceived value of vocational education and training. Therefore, social status and prestige seem to be the most significant contributory factors to vocational training's low status in Canada.
WorldSkills UK Training Managers: Midas Touch or Fool's Gold?
Author: Wilde, Stephanie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trainers,Training,Competition,Administrator Role,Role Perception,Participation,Educational Benefits,Barriers,Vocational Education,Higher Education,Adult Education,Semi Structured Interviews,Cohort Analysis,Skill Development,Academic Standards

This article focuses on the role of training managers (TMs) in UK participation in WorldSkills Competitions (WSC). The TM role is outlined, according to the perceptions of the TMs, and there is analysis of the benefits to them of participation, as well as the barriers they face, and the benefits and barriers available to participating further education colleges and employers. The article is based on analysis of semi-structured interviews with almost the full cohort of UK TMs preparing competitors for WorldSkills Brazil 2015, and concludes with reflections on the vision and purposes of UK WorldSkills participation.
The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and in the Home: Acquisition and Maintenance
Author: Mann, Zennetta
Date: 2012-11-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Materials,Mathematics Instruction,Rewards,Instructional Effectiveness,Mathematics Skills,Multiplication,Accuracy,Elementary School Mathematics,Elementary School Students,Case Studies,Replication (Evaluation),Outcomes of Education,Student Improvement,Mathematics Achievement,Pretests Posttests,Educational Benefits,Learning Disabilities,Achievement Tests,Mathematics Tests,Interrater Reliability,Comparative Analysis

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre- and post-test outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.