ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Stimulus Equivalence Technology to Teach Statistical Inference in a Group Setting
Author: Critchfield, Thomas S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Stimuli,Laboratories,Statistical Inference,Undergraduate Students,Evaluation Methods,Pretests Posttests,Teaching Methods,Psychology,Educational Technology

Computerized lessons employing stimulus equivalence technology, used previously under laboratory conditions to teach inferential statistics concepts to college students, were employed in a group setting for the first time. Students showed the same directly taught and emergent learning gains as in laboratory studies. A brief paper-and-pencil examination, suitable for classroom use, captured effects demonstrated previously through laboratory tests. The results support the extension of the lessons to more naturalistic settings. (Contains 1 table and 2 figures.)
An Experimental Analysis of Negative Reinforcement Contingencies for Adult-Delivered Reprimands
Author: Miller, Jonathan R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Negative Reinforcement,Adults,Simulation,Developmental Disabilities,Behavior Problems,Learning Processes,Role Playing

Seven adults participated in simulated teaching sessions with an experimenter who role played as a student with developmental disabilities. The experimenter engaged in problem behavior and either (a) terminated problem behavior contingent on participant reprimands (negative reinforcement) or (b) did not terminate problem behavior contingent on reprimands (extinction). Results suggested that reprimands were sensitive to negative reinforcement in the form of the immediate cessation of problem behavior. These preliminary findings support role play as a potentially viable laboratory model for analyzing behaviors of typical adults. (Contains 1 figure.)
Recent Research on Emergent Verbal Behavior: Clinical Applications and Future Directions
Author: Grow, Laura L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Verbal Stimuli,Developmental Disabilities,Verbal Operant Conditioning,Children,Evaluation,Child Behavior

Previous research on the acquisition of verbal behavior in children with developmental disabilities has focused on teaching four primary verbal operants: (1) "mand"; (2) "tact"; (3) "echoic"; and (4) "intraverbal". In Skinner's (1957) analysis of verbal behavior, he stated that each verbal operant is maintained by unique antecedent and consequence events and, therefore, is functionally independent. Skinner's work served as a catalyst for a growing body of literature that has evaluated the functional independence of verbal operants and the emergence of untrained verbal operants. This paper describes recent studies that have evaluated the functional independence of verbal operants. Procedures that facilitate the emergence of untrained verbal operants and important areas of future research to increase efficiency of language programs for children diagnosed with developmental disabilities are discussed.
How Fine Motor Skills Influence the Assessment of High Abilities and Underachievement in Math
Author: Ziegler, Albert
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Mathematics Achievement,Intelligence Tests,Intelligence Quotient,Identification,Tests,Cognitive Ability,Psychomotor Skills,Underachievement,Test Use

Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification. An empirical investigation with 788 fourth-grade pupils could show that fine motor skills have an incremental predictive value for mathematics achievement beyond cognitive abilities. Among pupils who had been identified as gifted by either an IQ test that places high demands on fine motor skills or an IQ test that places low demands on fine motor skills, only about every fourth child was identified by both intelligence tests. Furthermore, it could be shown that, when using the IQ test that places low demands on fine motor skills, more underachievers could be identified than with the test that places high demands on fine motor skills. The discussion offers several recommendations for the selection of IQ tests best suited for the identification of gifted students in general and gifted underachievers. (Contains 4 tables and 1 footnote.)
The Phenomenon of Waiting in Class
Author: Peine, Marie E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Classroom Techniques,Gifted,Grade 1,Evaluation Methods,Elementary Secondary Education,Student Attitudes,Teaching Methods,Student Experience

Gifted children often complain about waiting in class to learn. A qualitative study of 16 children in elementary and middle school in grades 1-8 revealed that sitting and waiting was a universal ingredient of being gifted in those regular classrooms. Children experienced 3 kinds of waiting: school/classroom, instructional, and assignment. Grounded theory uncovered the variations in context producing waiting and the actions children use when encountering each type. Waiting is neither necessarily boring nor does it exist for every gifted child. Gifted children's voices illustrate how they experience life in the classroom. Implications of the findings for rethinking teaching, teacher evaluation, and classroom management are discussed. (Contains 1 table, 3 figures and 2 footnotes.)
Effects of Task Difficulty and Teacher Attention on the Off-Task Behavior of High-Ability Students with Behavior Issues
Author: Simonsen, Brandi
Date: 2010-00-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Task Analysis,Difficulty Level,Mathematics Skills,Gifted,Student Behavior,Time on Task,Correlation,Attention,Mathematics Instruction,Middle School Students,Academic Ability

This study used traditional behavioral assessment procedures (functional behavioral assessment and structural analysis) in a single-subject design to determine whether a functional relationship existed between (a) levels of task difficulty and teacher attention and (b) off-task behavior in 3 students identified as highly able in mathematics who also showed consistent behavior issues. Students' rates of off-task behavior were observed while working under varying conditions of task difficulty and teacher attention. Results indicated that higher rates of off-task behaviors were associated with low attention conditions. Task difficulty did not appear to have a consistent relationship with student behavior. (Contains 1 table, 1 figure and 1 footnote.)
Nurturing a Garden: A Qualitative Investigation into School Counselors' Experiences with Gifted Students
Author: Wood, Susannah M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Elementary Secondary Education,Counselor Training,Counselor Client Relationship,Data Analysis,Counseling,School Counselors,Adolescents,Investigations,Student Attitudes

There has been a noticeable lack of research concerning how gifted adolescents work with school counselors. The purpose of this phenomenological qualitative study was to investigate K-12 school counselors' knowledge of and experience with gifted students. An emergent, inductive data analysis of interviews and written artifacts of school counselors revealed the following 8 major themes: the counseling relationship, experience with gifted traits, challenge and rigor, beliefs and philosophy, identification and services, collaborative relationships, concerns and constraints, and training and knowledge. Implications for school counselor training regarding service delivery to gifted students and areas for future research are included. (Contains 1 table.)
Bilinguality and Giftedness in a Canadian Public School: Toward a New Approach to Accommodating Bilinguals within a Monolingual Classroom
Author: Priven, Dmitri
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Minorities,Public Schools,Psycholinguistics,Gifted,Monolingualism,Foreign Countries,Bilingualism,Immigrants,Interviews,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Student Attitudes,Second Language Learning,Skill Development,Linguistic Theory,Educational Practices,Teaching Methods

This exploratory study investigates the intersection of bilinguality and giftedness in the public school system in Ontario and the connection between the bilinguality of gifted immigrant minority language (IML) speakers and their giftedness. Following a series of semistructured interviews with gifted pupils and teachers in the gifted program in an Ontario elementary school, it was concluded that the bilinguality of gifted IML students who are literate in their home language is not utilized for either curricular or community-building purposes. Drawing on recent research in psycholinguistics of bilinguality, this paper argues that the bilinguality of gifted IML students constitutes a cognitive asset that should be used for curricular purposes in the gifted program, suggesting potential ways to accommodate the continued bilingual development of the students within the largely monolingual framework of the Ontario curriculum. These potential ways are situated within the current research on biliteracy and critical literacy. (Contains 1 table and 3 footnotes.)
Improving Performance for Gifted Students in a Cluster Grouping Model
Author: Brulles, Dina
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Action Research,Mathematics Achievement,Cluster Grouping,Models,Urban Schools,Elementary Education,Comparative Analysis,Grade 7,Grade 8,Teaching Methods

Although experts in gifted education widely promote cluster grouping gifted students, little empirical evidence is available to attest to its effectiveness. This study is an example of comparative action research in the form of a quantitative case study that focused on the mandated cluster grouping practices for gifted students in an urban elementary school district. Some school administrators chose not to follow the model as designed, resulting in the emergence of two groups: gifted students in cluster-grouped classrooms and those in regular heterogeneous classrooms. This action research project analyzed achievement in mathematics for subgroups that included gender, grade levels, ethnicity, and English language learner status. Results indicate that the gifted students in gifted cluster classes demonstrated statistically significant and scientifically meaningful achievement growth, regardless of their demographic group. (Contains 3 tables, 1 footnote, and 5 figures.)
Educational Camps and Their Effects on Female Perceptions of Technology Programs
Author: Jacobs-Rose, Christina
Date: 2010-00-00
Type: Journal Articles
Subjects: Day Camp Programs,Educational Opportunities,Career Exploration,Females,Extracurricular Activities,Athletics,Dance,Attitude Change,Technology,Careers,STEM Education,Technology Uses in Education,Computer Attitudes,Interests,Program Effectiveness

The purpose of this study was to investigate the impact of Cheering in the Classroom, a four day program designed purposefully to increase female awareness and perceptions of technology fields. The camp included discipline-based activities from the 13 different programs of study based in technology. The camp targeted high school cheerleaders and dancers, allowing them the opportunity to engage in hands-on-activities and competitions using new technology that was directly related to the cheerleading or dance. Each activity allowed the participants to see how technology can be used to understand and improve cheerleading/dance activities. The study compared participant's perceptions of the Cheering in the Classroom camp to the perceptions of the TEAM (Technology Expanding All Minds) camp. Data were collected with the use of a Lyket-type scale through pre and post surveys. Responses from the survey calculated participants' awareness and perceptions of technology to determine the effectiveness of the Cheering in the Classroom camp. Results of the study  indicated that the cheering in the classroom camp had a more positive influence on participants perceptions of technology, leading the researcher to believe that building recruitment initiatives based upon participant personal interests can aid in positive perceptions of technology and technological careers. (Contains 4 tables.)
Identifying Perceived Professional Development Needs of Idaho Secondary CTE Teachers: Program Management Needs of Skilled and Technical Science Teachers
Author: Cannon, John G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Secondary School Teachers,Faculty Development,Educational Needs,Teacher Attitudes,Competence,Program Administration,Teacher Characteristics,Inservice Teacher Education,Preservice Teacher Education

The purpose of this study was to examine the perceived training needs of Idaho secondary skilled and technical science teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of skilled and technical science teachers employed by Idaho secondary schools for the 2008-09 academic year (N = 181). Sixty percent (n = 109) of the 181 teachers participated in the study. The findings indicated that the perceived in-service training areas for the program management construct, as identified by a mean weighted discrepancy score (MWDS) ranking, to be grant writing and funding opportunities, developing curriculum-based school-to-work and/or school-to-career activities, and establishing and organizing co-op/internships. Individuals involved with teacher preparation and in-service training can use the findings of this study to inform the development of pre-service curriculum and in-service educational offerings. (Contains 5 tables.)
Identification of Quality Visual-Based Learning Material for Technology Education
Author: Katsioloudis, Petros
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Education,Instructional Materials,Visual Aids,Identification,Middle School Teachers,Secondary School Teachers,Student Characteristics,Delphi Technique

It is widely known that the use of visual technology enhances learning by providing a better understanding of the topic as well as motivating students. If all visual-based learning materials (tables, figures, photos, etc.) were equally effective in facilitating student achievement of all kinds of educational objectives, there would virtually be no problem associated with this type of instruction. However, this is not the case since there are many different types of visuals, differing in the amount of realistic detail they contain. The importance of knowing how to select the best type of visual-based learning materials is recognized throughout higher education; however, with the exception of some descriptive literature, few studies have been conducted to identify the essential indicators of useful visual-based learning materials in technology education courses for the middle and high school grades. The major emphasis of this study involved determining quality indicators of visual-based learning material in technology education for grades 7-12 to transmit information effectively, and also quality indicators of the learner's characteristics to be exposed to such material. The findings of this research suggested many possible recommendations for further study in the areas of quality visual-based learning material in technology education programs for grades 7-12 and the use of the Delphi method as a research tool. (Contains 5 tables, 1 photo, and 1 figure.)
Impact of an Engineering Mentorship Program on African-American Male High School Students' Perceptions and Self-Efficacy
Author: Denson, Cameron D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Career Choice,Statistical Significance,Engineering Education,Program Effectiveness,African American Students,Males,Career Development,Mathematics Skills,Science Process Skills,High School Students,Mentors,Comparative Analysis,College Students,Racial Differences,Age Differences,College School Cooperation

The purpose of this study was to examine the impact of an engineering mentorship program on African-American male high school students' perceptions of engineering as a viable career choice. In this study, indicators included students' perceptions of engineering, their self-efficacy in the area of mathematics, and their self-efficacy in the area of science.  Using an independent t-test to determine a difference of statistical significance, inferential statistics were provided to answer the following research questions: (a) Is there a significant difference in perceptions of engineering for students who participated in the NCETE/NSBE mentorship program when compared with non-mentored students?, (b) Is there a  significant difference in self-efficacy in the area of mathematics for students who participated in the  NCETE/NSBE mentorship when compared with non-mentored students?, and (c) Is there a significant difference in self-efficacy in the area of science for students who participated in the NCETE/NSBE mentorship when compared with non-mentored students? (Contains 1 table.)
Factors Affecting College Students' Knowledge and Opinions of Genetically Modified Foods
Author: Laux, Chad M.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Research Universities,Student Attitudes,Safety,Food,Genetics,Physical Sciences,Biotechnology,Surveys,Intellectual Disciplines,Science Curriculum

The use of biotechnology in food and agricultural applications has increased greatly during the past decade and is considered by many to be a controversial topic. Drawing upon a previous national study, a new survey was conducted of U.S. and international college students at a large, land-grant, Research University to determine factors that may affect opinions about genetically modified (GM) food products. Factors examined included nationality, discipline area of study, perceptions of safety, and awareness and levels of acceptance regarding GM food. Results indicated students born outside the United States had more negative opinions about genetically modified foods than did American-born students. Students who were studying a physical science-based curriculum had a more positive opinion of GM food than did students studying a curriculum that was not based in the physical science. In addition, students who reported a higher level of acceptance of genetically modified foods felt more positively about the safety of the technology. (Contains 1 figure and 6 tables.)
Technology Education to Engineering: A Good Move?
Author: Williams, P. John
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Engineering,Foreign Countries,Technology Education,Vocational Education,STEM Education,Engineering Education,Fused Curriculum,Curriculum Evaluation,Educational Research

Recent curriculum changes in the educational system of Australia have resulted in allowing optional Engineering course work to count for university entrance for students choosing to apply to a university. In other educational systems, Engineering is playing an increasingly important role, either as a stand-alone subject or as part of an integrated approach to Science, Mathematics, and Technology. These developments raise questions about the relationship between Engineering and Technology education, some of which are explored in this article. (Contains 4 tables.)
Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership
Author: Merrill, Chris
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Summative Evaluation,Action Research,Visualization,Mathematical Concepts,Mathematics Teachers,Geometry,Trigonometry,Secondary School Teachers,Secondary School Mathematics,Faculty Development,College School Cooperation,Partnerships in Education,Professional Development Schools,Teaching Skills,Pedagogical Content Knowledge,Spatial Ability,Mathematics Skills,Visual Perception,Imagery,Mathematical Logic,Computer Software,Computer Assisted Instruction,Formative Evaluation

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal Department of Education. The MSP is aimed at improving the content knowledge of mathematics teachers regarding the implementation of three-dimensional (3-D) solid modeling in the mathematics classroom; the ultimate goal is to improve students' learning in mathematics. The premise for this professional development grant can be found in the literature that suggests that there is a significant positive relationship between spatial visualization abilities and mathematical performance. Also, the literature implies that spatial ability and visual imagery play vital roles in mathematical thinking. Further, the professional development program maintains that spatial visualization and reasoning are core skills that all students should develop. Eight mathematics teachers from the PPSD and the LEA's Mathematics Coordinator completed over 80 hours of professional development geared toward the improvement of teaching mathematics; they used 3-D solid modeling software (SolidWorks, 2009) during the summer and fall semesters of 2009 and during the spring 2010 semester, these teachers conducted action research projects based on their professional development. Formative and summative evaluation techniques were developed and implemented.
Networking Labs in the Online Environment: Indicators for Success
Author: Lahoud, Hilmi A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Computer Assisted Instruction,Learning Experience,Educational Practices,Educational Needs,Student Surveys,Aptitude Treatment Interaction,Hands on Science,Science Course Improvement Projects,Science Process Skills,Student Attitudes,Computer Simulation,Integrated Learning Systems,Educational Indicators

Several techniques have been used to provide hands-on educational experiences to online learners, including remote labs, simulation software, and virtual labs, which offer a more structured environment, including simulations and scheduled asynchronous access to physical resources. This exploratory study investigated how these methods can be used from the learner's perspective to enhance the online learning experience by improving its effectiveness and maintaining students' satisfaction while keeping the same level of standards and outcomes as face-to-face courses. Current and former online learners from several community and four-year colleges were surveyed to evaluate their experiences for utilizing different networking lab techniques. An analysis of survey results highlights the importance of lab accessibility to learner satisfaction and evaluates the interaction between learner experience and preference for networking labs. These results are used to recommend the best implementation practices and to guide future studies in online networking labs. (Contains 7 figures and 6 tables.)