ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom Learning: How High School Students Perceive the Physical Condition to Impact Learning
Author: Dhand, Rajpal
Date: 2019-03-14
Type: Reports - Research
Subjects: High School Students,Classroom Environment,Lighting,Space Utilization,High Schools,Student Attitudes,Gender Differences,Age Differences

This descriptive study assesses how high school students perceive the physical condition of their school to impact their ability to learn with the physical condition defined in terms of lighting and classroom space. The gap poses an issue due to the urgency of policy makers in discussion of directing funding away from maintaining the physical condition of a high school. Since students ultimately predicate the academic and motivational climate of school, their perceptions are assessed to determine the effects the physical conditions have on learning. A survey containing close-ended and open-ended questions has been implemented and the results elicited that high school students sought lighting to be influential towards learning while classroom space had little effect on learning.
A Systematic Review of Autism Spectrum Disorder in Children and Adolescents: Social Deficits and Intervention
Author: Saad, Mourad Ali Eissa
Date: 2017-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Adolescents,Interpersonal Competence,Coaching (Performance),Peer Teaching,Music Therapy,Communication Skills,Story Telling,Augmentative and Alternative Communication,Early Intervention

Autism is a neurodevelopmental disorder that challenges families and professionals to find effective interventions that can improve the lives of individuals with autism spectrum disorders. The objectives of this paper are to find out social deficits and different interventions for autism spectrum disorder in children and adolescents.
Globalisation Education
Author: Lin, Grace Hui Chin
Date: 2019-04-20
Type: Reports - Research
Subjects: Global Education,Curriculum Design,Second Language Instruction,Second Language Learning,English (Second Language),Educational Policy,Accountability,Textbooks,Organizational Communication,Social Environment,Universities,Role of Education,Educational Benefits,Official Languages,Language Role,Public Health,Acquired Immunodeficiency Syndrome (AIDS),Internet,Climate,War,Social Problems,Intercultural Communication,Cultural Awareness,Multicultural Education,Cultural Differences,Information Seeking,Perspective Taking,Foreign Countries

This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and &quot;English Education&quot; (Sifakis &amp; Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms.
The Effectiveness of Social Stories among Children and Adolescents with Autism Spectrum Disorders: Meta-Analysis
Author: Saad, Mourad Ali Eissa
Date: 2016-09-01
Type: Journal Articles
Subjects: Story Telling,Interpersonal Competence,Children,Adolescents,Autism,Pervasive Developmental Disorders,Behavior Modification,Behavior Problems,Intervention,Social Behavior,Video Technology,Social Development

Social Stories are individualized short stories used to assist children and adolescents with autism spectrum disorders in understanding social situations by describing and explaining appropriate behavior and providing examples of appropriate responses. The purpose of this paper is to explore Social Stories when used with children and adolescence with Autism Spectrum Disorders. This behavioral intervention is frequently used within the ASD population to address their difficulty with Theory of Mind or understanding and interpretation of situations, or others thoughts, feelings, or emotions. Results suggest that Social Stories have been utilized to improve many types of behaviours including prosocial behavior, social communication, conversational skills, on-task behavior, out-of-seat behavior, reciprocal interactions, decreasing &quot;socially inappropriate and undesirable behaviors, acceptable verbal greeting initiations, self-regulation, and overall social skills among children and adolescents with autism spectrum disorders social stories seem to be a promising practice that warrants future research. Results will be discussed and future directions for research will be addressed.
The Art of Asking Questions: What Lessons We Can Teach Our Students
Author: Soiferman, L. Karen
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Questioning Techniques,Lecture Method,Teacher Student Relationship,Teaching Methods,Course Content,College Students,College Faculty,Critical Thinking,Textbooks,Reading Processes,Student Attitudes,Fear,Peer Relationship,Academic Ability,Self Concept,Metacognition,Extraversion Introversion,Learner Engagement

Getting students to ask questions in class, about the content, can be a difficult undertaking especially once students get to university. The nature of the lecture format makes it problematic for students as they often feel like they can't ask questions. When children are small they ask questions all the time. Sometimes we get tired of them asking questions and wish they would stop. Then when they get older they do stop asking questions and I am often disturbed by that in my classes. I want my students to ask questions but they appear to be reluctant to put themselves front and centre by asking questions in class. When students do ask questions they are often of the procedural variety as they attempt to find out information about an assignment. The challenge is to get them to ask questions about the content. This discussion paper focuses on the reasons why students do not ask questions in university and provides some insight on how we can encourage our university level students to ask questions in our classes.
Enhancing English Prospective Teachers&apos; Presentational Communication Skills and Intercultural Competence: Post-Process Based Program
Author: Abdelhalim Aly, Safaa M.
Date: 2014-09-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Oral Language,Written Language,Program Effectiveness,Language Teachers,Pretests Posttests,Communicative Competence (Languages),Program Evaluation,Teaching Methods,Scoring Rubrics,Foreign Countries

This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers' presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication tests, an intercultural competence situation test and scale were administered to the study participants before and after the treatment. Participants' performance on the post-tests revealed that they made tangible progress in their presentational skills and intercultural competence. Hence, this study was successful in achieving its aim. Theoretical and practical implications of the study results are discussed.
A Glimmer of Hope for Refugee Education: Teacher Perceptions, Performances, and Practices
Author: Gözpinar, Halis
Date: 2019-03-07
Type: Reports - Research
Subjects: Foreign Countries,Refugees,Second Language Learning,English (Second Language),High School Students,Secondary Education,Educational Planning,Self Concept,Friendship,High School Teachers,English Teachers,Teacher Attitudes,Social Integration,Acculturation,Classroom Environment,Faculty Development,Culturally Relevant Education,Instructional Materials,Stress Variables,Knowledge Level

As schools across Turkey are starting to diversify, the need within the Turkish education system to educate the overwhelmingly large influx refugees from neighboring countries becomes an ever more prominent and pressing issue. This study is qualitative in nature, and provides information by using multiple sources of data. It aims to examine how eighteen Turkish high school teachers of English as Foreign Language (EFL) who teach refugee children view refugee-oriented education in Turkey, as well as both to assess their level of competence in the matter, and to obtain any feedback that they may have. Teachers across the country want the Turkish National Ministry of Education to review and thus bring current teacher training programs in line with international standards, as well as want programs to be more sensitive towards cross-cultural/intercultural competence. According to them, schools and educational institutions need to develop an action plan not only in the long run, but short term as well. In line with this purpose, teachers suggest that because EFL classrooms are a neutral space for refugees, local students and refugees thus come together and reconstruct/redefine their identities and from life-long friendships. Most teachers also agree that teaching is a profession that is learned over time, and the learning of how to work with refugees is no exception to that rule. The researcher has reflected his teaching experience with refugee students in this research into this particular field.
&quot;Learnance,&quot; a Relevant Tool to Study Relationships to Scientific Knowledge and Effects of School Science Categorization
Author: Las-Vergnas, Olivier
Date: 2016-00-00
Type: Reports - Research
Subjects: STEM Education,Secondary School Students,Foreign Countries,Classification,Scientific Literacy,Adults,Scientists,Barriers,Correlation,Behavior Patterns,Scientific Attitudes

The purpose of this paper is to present complementary studies focused on the a posteriori effects of school science categorization (SSC) on adults' relationships to scientific knowledge. This interest of this issue is linked to the fact that specificities of the science secondary school diplomas in many countries such as France make many adults feel later unable to explore any issues related to school science and to STEM. In terms of methods, this paper presents how Carré's &quot;learnance&quot; concept (2005) can be used in this purpose as a relevant tool. As results, those studies shows that the effects of this SSC can be described by considering a general &quot;learnance&quot; attitude and a&quot; spectrum of&quot; thematic &quot;learnance&quot;, according to two complementary empirical approaches: the implementation of evidence of a thematic deficit of a posteriori learnance; the study of &quot;positive deviants&quot;; and who, despite their initial academic categorization, appropriate scientific knowledge, like some chronic patients or amateur scientists. [This paper is an English translation of a paper published in &quot;Education Permanente&quot; n207 2016 (ISSN 0339-7513). Translation by the author.]
Issues Related to Identification of Children with Autism Spectrum Disorders (ASDs): Insights from DSM-5
Author: Saad, Mourad Ali Eissa
Date: 2018-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Disability Identification,Clinical Diagnosis,Incidence,Asperger Syndrome,Symptoms (Individual Disorders),Comorbidity,Interpersonal Competence,Behavior Problems

The article examines issues related to identification of children with autism spectrum disorders (ASDs). The focus is on the Diagnostic Criteria in DSM-5 diagnostic features, associated features supporting diagnosis, and prevalence are discussed.
Guided Pathways to Success: Boosting College Completion
Author: Complete College America
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Time to Degree,School Guidance,College Students,College Credits,Bachelors Degrees,Associate Degrees,Course Selection (Students),Academic Advising,Education Work Relationship,College Programs,Transfer Policy,Block Scheduling,Program Effectiveness

Navigating the complicated path through college can be a difficult task. The report analyses the problems students have on graduating on time--such as earning unnecessary credits--which costs them collectively billions of dollars and millions of hours each year. It also proposes a possible solution--Guided Pathways to Success (GPS), which can provide a step-by-step roadmap and intrusive guidance for students to get to on-time completion. Finally the report describes how some state institutions' are applying GPS in their schools and the results they have seen with the program.
Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review
Author: Saad, Mourad Ali Eissa
Date: 2017-12-00
Type: Journal Articles
Subjects: Phonological Awareness,Intervention,Children,Disabilities,Skill Development,Program Effectiveness,Autism,Pervasive Developmental Disorders,Visual Impairments,Intellectual Disability,Down Syndrome,Hearing Impairments,Speech Impairments,Language Impairments,Young Children,Learning Disabilities,Reading Difficulties

The purpose of this study was to find out the effectiveness of phonological awareness intervention programs. Computerized databases, including ERIC, PubMed, ProQuest Education Journals, and SCOPUS, were searched using the following search strategy: (&quot;phonological awareness&quot;) AND (impairment OR intervention OR training programme). The search was limited to English journal articles. No limitations were set on date of publication. Studies selected for inclusion in this review were required to examine phonological awareness intervention programs for children with disabilities including those with Autism Spectrum Disorder, Visual Impairments, Down syndrome, Speech and/or Language Impairments, Intellectual Disabilities, Hearing Loss, and Learning/Reading Disabilities. Overall, available research findings support the use of phonological awareness intervention programs designed for children with disabilities as an effective tool to improve phonological awareness skills. Implications and recommendations for future research are discussed.
The Engagement of Young Adults with Intellectual Disabilities in Vocational Rehabilitation: 2010-2014 State Trends. Data Note. Number 54
Author: Migliore, Alberto
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Young Adults,Vocational Rehabilitation,Participation,Geographic Location,Geographic Regions,Job Skills,Employment Level

In this Data Note, the authors look at the average number of young adults with intellectual disabilities (ID) who between 2010 and 2014 exited vocational rehabilitation (VR) programs in each of the 50 states and the District of Columbia. To account for the different population sizes of the states, the authors divided these average numbers by the population of young adults with disabilities in the corresponding states, and then multiplied the result by 1,000. These figures are named &quot;VR engagement rates.&quot; Compared to an earlier Data Note that examined the years 2002-2011 (ED587202), five new states reported substantially higher engagement rates in the period 2010-2014: Indiana, Mississippi, Nebraska, Tennessee, and Vermont. Also, Alaska, Arkansas, and New Mexico exited the group of states that, during the years 2002-2011, reported substantially lower engagement rates. [This is a publication of the Partnerships in Employment project and StateData.info--both projects of ThinkWork.org at the Institute for Community Inclusion, University of Massachusetts Boston.]
Comparing VR Outcomes for Individuals with and without Intellectual Disabilities Who Receive Postsecondary Education Services. Data Note. Number 53
Author: Shepard, John
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Intellectual Disability,Job Skills,Postsecondary Education,Participation,Community Colleges,Colleges,Graduate Study

Vocational rehabilitation (VR) agencies assist individuals with intellectual disabilities (ID) who are seeking gainful employment through evaluating their needs and then creating individualized plans for employment (IPEs) around those needs. Depending on the evaluation, one service that might be included within an IPE is postsecondary education (PSE) services. These include services that link individuals to opportunities to attend community college, 4-year universities, or graduate school. Data on individuals who have received services from VR reveal how common it is for people with and without ID to get services, and what types of services they receive, including PSE services. In this Data Note, the authors explore the provision of PSE services to VR customers with and without ID who exited the VR system in FY2014. Overall, the data support the notion that it is important to continue monitoring PSE services provided to VR consumers, particularly for individuals with ID, as there are potential benefits in terms of successful outcomes to receiving these services. [This is a publication of StateData.info, a project of ThinkWork! at the Institute for Community Inclusion.]
The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Disruptive Behavior of Preschool Children
Author: Saad, Mourad Ali Eissa
Date: 2018-09-00
Type: Journal Articles
Subjects: Daily Living Skills,Response to Intervention,Behavior Problems,Preschool Children,Preschools,Program Effectiveness,Behavior Modification,Foreign Countries

The purpose of this study was the effectiveness of a life skills training based on the response to intervention model on improving disruptive behavior of preschool children. The sample of the study comprised of 61 children (53 males and 8 females, Mean age= 5.2 years, SD = 0.87) attending two pre-schools in Baltim Town, namely Sanabil Kids and Basil School. Teacher's rating of Child's disruptive behavior scale to collect and analyze data. ANCOVA analysis for the differences in post- test mean scores between experimental and control groups on disruptive behavior showed that (F= 132.872, p&lt; 0,01). T. test results for the differences in post- test mean scores between experimental and control groups showed that (t=19.155, p&lt; 0,01 ) in the favor of experimental group. So, that there were differences in post- test mean scores between experimental and control groups on disruptive behavior in the favor of experimental group. Scheffe test for multi-comparisons in disruptive behavior test showed that there were statistical differences between pre and post measures in favor of post-test, and between pre and follow up measures in favor of follow up testing, but no statistical differences between post and follow up testing. Findings were discussed and implication of findings was included.
Anxiety, Physical Education and Music
Author: D'Acierno, Maria Rosaria
Date: 2012-06-00
Type: Speeches/Meeting Papers
Subjects: Anxiety,Children,Exercise Physiology,Music,Stress Variables,Depression (Psychology),Brain Hemisphere Functions,Pain,Psychological Patterns,Social Class,Disadvantaged,Middle Class,Immigrants,Self Esteem,Physical Activity Level

The main aim of this study was to reduce stress and consequently depression to children (age 6 to 9); a stress, which gave them problems linked to physiological perceptions (vomiting, sweat, shallow and frequent breaths, a sense of choking and muscle pain) and psychological disorders derived from either a sense of separation or social anxiety, excessive shyness, fear of new situations involving new people and new environments, etc. The children were divided into two groups of ten. One belonged to the middle-class native children, and it acted as a control group, the other to immigrant low-class families. We tried to raise their self-esteem by providing them physical exercises under the listening of music, since physical activity and music release neurotransmitters and endorphins, chemicals in the brain that relieve depression. The focus of the experiment was to link the activities controlled by the right as well as the left hemisphere.
The Development of an Online Test to Measure the Interpretation of Implied Meanings as a Major Constituent of Pragmatic Competence
Author: Çetinavci, Ugur Recep
Date: 2017-12-00
Type: Reports - Research
Subjects: Test Construction,Computer Assisted Testing,Communicative Competence (Languages),Second Language Instruction,English (Second Language),Pragmatics,Preservice Teachers,Preservice Teacher Education,Language Tests,Multiple Choice Tests,Native Speakers,Language Proficiency,Test Items,College Students,High School Students,Response Style (Tests),Language Processing,Foreign Countries

Pragmatic competence is among the explicitly acknowledged sub-competences that make the communicative competence in any language (Bachman &amp; Palmer, 1996; Council of Europe, 2001). Within the notion of pragmatic competence itself, &quot;implicature (implied meanings)&quot; comes to the fore as one of the five main areas there (Levinson, 1983). In this regard, the present study developed an online multiple-choice discourse completion test (MDCT) to specifically measure the interpretation of formulaic, thus teachable implied meanings in English. After the initial version produced with the help of a native speaker colleague, the test was piloted rigorously with different comparison groups. At the end of the process, 112 EFL Teacher Trainees, 33 native speakers of English, 37 EFL learners at a university School of Foreign Languages and 11 high school EFL students had taken the test as the comparison subgroups with varying proficiency levels. Moreover, seven ELT professional native speakers had been interviewed about each test item to have their direct feedback on wording and all the revision/improvement alternatives. Consequently, significant performance differences were detected between particular pairs of subgroups, which is a strength of the test as it did reflect the performance variability between the participants from different proficiency levels. The outcome was a MDCT that the native speaker takers reached a good compromise on and is usable both in computerized and pen-and-paper format, which can be used in any ELT or ELT teacher training program concerned to diagnose the students' performance in a major area of pragmatic competence to later take informed instructional decisions.