ethanporcaro/eric-fulltext-meta huggingface dataset:
The Complementary School-University Partnership through the Lens of a Learning Community
Author: Orgoványi-Gajdos, Judit
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Communities of Practice,Professional Development Schools,Foreign Countries,Preservice Teachers,Cooperating Teachers,Preservice Teacher Education,Problem Solving,Elementary School Teachers,Secondary School Teachers,Teacher Educators,Institutional Mission,Educational Innovation

The paper includes the results of a descriptive case-study in which a university-based Hungarian practice school is compared to the model of Professional Development School. Data sources include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university's practice school (N=22). The data were collected via a set of questionnaires and analyzed with descriptive and mathematical statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any parties' beliefs. The main goal of the school practice is to improve candidates' individual skills, but those of enhancing collaboration are not developed adequately. Furthermore, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process.
The Effect of Video Modeling on Preschoolers&apos; Learning Who Are Diagnosed with Autism Spectrum Disorder: A Meta-Analysis
Author: Lyngdoh, Sanpalei Nylla
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Children,Autism,Pervasive Developmental Disorders,Intervention,Video Technology,Skill Development,Program Effectiveness,Communication Skills,Interpersonal Competence,Behavior Modification,Attention,Imitation,Play,Maintenance,Generalization,Daily Living Skills

We conducted a meta-analysis of 22 video modeling intervention studies that included 49 preschool children diagnosed with autism spectrum disorders. Using the Nonoverlap of all pairs (&quot;NAP&quot;), an index of data overlap between phases in single-case research, we calculated effect size. Effect sizes for subgroups were also calculated. The subgroups included play, socialization, communication, imitation, and life skills. Finally, we conducted a &quot;t&quot;-test to compare effect sizes between subgroups. Results showed that overall effect size was 0.85 which was found to be medium and subgroups were all found to have medium effects as well and ranged from 0.73 to 0.92. The &quot;t&quot;-test yielded non-significant results between the five sub-groups. Results across the studies indicated that video modeling is effective in teaching these skills. We discuss the results and make suggestions for future researchers and practitioners.
The Impact of Assistive Technology on Autism Spectrum Disorder: A Systematic Review
Author: Bollin, Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Assistive Technology,Evaluation Methods,Speech Impairments,Communication Skills,Interpersonal Competence,Psychomotor Skills,Social Development,Emotional Development

The purpose of this research was to review the assistive technology (AT) specific assessment models and instruments that have been developed for children with Autism Spectrum Disorder (ASD) in order to provide an overview of the strategies to be employed in rehabilitation and education. Three electronic databases were searched for peer-reviewed studies investigating children with Autism Spectrum Disorder (ASD) and the use of assistive technology to assist with speech difficulties, little social interaction, and poor motor skills. Relevant studies were independently reviewed and appraised by three reviewers. Methodological quality was quantified using the American Speech-Language-Hearing Association's levels of evidence. In total, 21 studies were included in the review. We argue that there is a need to develop a more thorough guide for AT professionals in the process of AT assessment for children with Autism Spectrum Disorder.
Social Skills and Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
Author: Hernandez, Carissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Based Instruction (Disabilities),Students with Disabilities,Middle School Students,Severe Disabilities,Middle School Teachers,Paraprofessional School Personnel,Teaching Methods,Autism,Pervasive Developmental Disorders,Barriers,Teacher Attitudes,Program Effectiveness,Interpersonal Competence,Social Development,Grade 7,Grade 8,Social Behavior,Travel,Mathematics Skills,Cooking Instruction,Socialization

The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social skills of students with moderate to severe disabilities. Educators and administrators who may want more information on CBI and its benefits may also utilize the findings.
Autism Support Teachers&apos; Attitudes about Inclusion for Children with Autism
Author: Rosen, Perri
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Teacher Attitudes,Barriers,Educational Resources,Elementary School Teachers,Urban Schools,Elementary School Students,Special Education Teachers,General Education,Teacher Competencies,Readiness,Inclusion,Educational Environment,Academic Support Services,Students with Disabilities,Self Contained Classrooms,Student Placement,Student Characteristics,Teacher Characteristics,Parent Influence,Student Needs

This study examined autism support teachers' attitudes about inclusion, as well as perceived barriers and resource needs. A survey was developed for this study and administered to 27 elementary teachers in autism support (AS) classrooms in a large, urban district. Approximately 75% of students in the sample were educated primarily in self-contained settings, although 70% had teachers who recommended more inclusion. AS teachers were more concerned about the readiness of general education teachers and their classrooms than the readiness of their students. The greatest needs were school-wide training (47%), acceptance of students with autism (38%), smaller class sizes (31%) and more support staff (31%). AS teachers' attitudes about student placement were somewhat conflicted, underscoring the need to build school-wide capacity and promote greater acceptance.
Academic Experiences of Students Who Are Deaf at the University of Education, Winneba, Ghana
Author: Oppong, Alexander M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Experience,Deafness,Sign Language,Deaf Interpreting,Student Attitudes,Student Evaluation,Evaluation Methods,Inclusion,Notetaking,Equal Education,Academic Accommodations (Disabilities),Hearing Impairments,Access to Information,Lecture Method,Barriers

Guided by Tinto's (1975) model of student retention or departure, this phenomenological study explored academic experiences of students who are deaf at the University of Education, Winneba (UEW), Ghana. Fourteen deaf students were purposively sampled from a population of 36 students. Data were gathered through a semi-structured interview. Data were coded and analyzed using thematic approach. Academically, participants indicated that they were usually assessed on content areas they are taught. They also added that assessment became challenging when Sign Language interpreters were not present at the examination halls. The study recommended that tertiary educational institutions that practice inclusion for deaf employ more Sign Language interpreters, and note-takers to help deaf students have equal access to the curricular and that this study be replicated elsewhere that would include more public tertiary educational institutions with larger number of participants.
The Open Corpus Challenge in eLearning
Author: Pattanshetti, Mahantesh K.
Date: 2018-03-00
Type: Journal Articles
Subjects: Electronic Learning,Open Educational Resources,Hypermedia,Computer Assisted Instruction,Information Retrieval,Metadata,Indexing,Access to Education,Natural Language Processing,Web 2.0 Technologies,Navigation (Information Systems),Cost Effectiveness

Learning has transcended into a life-long endeavor in the information age. It is no longer restricted to confines of formal classrooms. Consequently, a student is not restricted to traditional learning resources like teachers, textbooks or printed content. Digital resources available on the Internet form a very significant component of self-learning. Copious volumes of learning resources without legal barriers to self-learning reside in digital repositories, educational institution portals and on numerous websites. Learners wishing to utilize the web for personalized learning are faced with a daunting array of content to wade through and select the suitable ones to fulfill his/her learning objectives. Therefore, it is not a question of availability; it is one of relevance and suitability. Typically, in addition to time constraints, learners lack the expertise to screen content for effective eLearning. Adaptive hypermedia systems (AHSs) offer a path to harnessing this large volume of learning resources for personalized learning. This &quot;review paper&quot; provides a concise and coherent discussion about the evolution of AHSs along with the challenges that need to be addressed for effectively harnessing openly available educational resources referred to as open corpus resources (OCRs).
Effects of Video Modeling and Video Modeling plus Prompting and Reinforcement on the Daily Living Skills of a Student with Autism
Author: Wynkoop, Kaylee S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Modeling (Psychology),Prompting,Reinforcement,Daily Living Skills,Students with Disabilities,Autism,Pervasive Developmental Disorders,Program Effectiveness,Elementary School Students,Intervention,Children,Adjustment (to Environment),Behavior Rating Scales,Special Education,Handheld Devices

Video modeling (VM) is an intervention that may be implemented to improve the daily living skills of students with autism. A multiple probe across behaviors design was employed to examine the effects of VM and VM plus prompting and reinforcement (VM+P&amp;R) on the daily living skills of one elementary student with autism. The percentage of correctly completed steps according to a task analysis for each of three target daily living skills was measured across each condition. Results showed the student improved performance under the VM condition. However, further improvement was demonstrated under the VM+P&amp;R condition. Implications for practitioners choosing between VM and VM+P&amp;R and directions for future research are discussed.
Using Concept Mapping to Measure Changes in Interdisciplinary Learning during High School
Author: Reiska, Priit
Date: 2018-03-00
Type: Journal Articles
Subjects: Concept Mapping,Interdisciplinary Approach,High School Students,Scientific Literacy,Foreign Countries,Grade 10,Grade 12,Longitudinal Studies,Adolescents,Chemistry,Biology,Geography,Physics,Institutional Characteristics,Achievement Tests,Science Tests,Scores

How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013). In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a) &quot;How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?&quot;, and (b) &quot;Is their thinking more interdisciplinary after two years of studies in an Estonian high school?&quot; Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA) test (hereafter called PISA-like multidimensional test) as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps they constructed. The results suggest that there were changes in the students' interdisciplinary knowledge, but these were small and varied depending on the students' school type. They also suggest that changes may be needed in the Estonian educational system to increase the students' level of interdisciplinary understanding of science.
A Whole Language Reading Intervention: A Case Study
Author: Glavach, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Whole Language Approach,Reading Instruction,Language Rhythm,Phonics,Teaching Methods,Intervention,Reading Difficulties,Dyslexia,Language Fluency,Brain Hemisphere Functions,Diagnostic Tests,Phonemes,Reading Failure,Case Studies,Reading Interests,At Risk Students,Reading Strategies,Oral Reading,Phrase Structure,Cues,Childrens Literature,Elementary School Students,Scores,Reading Tests

The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic and phonics training early, thus there has been a strong emphasis on phonemic and phonics training in schools. It is believed that if children receive this instruction early, reading difficulties can be avoided, and children develop into both accurate and fluent readers. The authors see this as valuable, however, they question the continued use of phonics for children who do not respond. While research shows that reading pathways in the right hemisphere register for readers with dyslexia, the authors suggest this could be a strength for a whole language reading intervention. Also, research shows that children with dyslexia are less sensitive to the rhythm of natural speech and that can lead to poor phoneme production and reading failure.
Effects of Knowledge Articulation and Self-Reflection on Team Performance
Author: Ractham, Vichita Vathanophas
Date: 2018-06-00
Type: Journal Articles
Subjects: Teamwork,Knowledge Level,Correlation,Performance,Metacognition,Knowledge Management,Information Dissemination,Graduate Students,Business Administration,Reliability,Validity,Group Dynamics

The objective for this study is to investigate the impact of knowledge externalization on team performance by the study of knowledge articulation and self-reflection. Multiple regression is applied for analysis of the data collected from 401 participants. The findings designate the significant positive relation between knowledge articulation and team performance. On the other hand, self-reflection is found to have negative relation with team performance. The findings also designate interaction between individual knowledge articulation and self-reflection on team performance. An individual's knowledge articulation is found to be more effective on team performance when the individual has high self-reflection. However, the effectiveness of an individual's knowledge articulation on team performance is prone to be less when that individual has low self-reflection.
The Use of a Wiki to Boost Open and Collaborative Learning in a Spanish University
Author: Medero, Gema Sánchez
Date: 2020-03-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Cooperative Learning,Collaborative Writing,College Students,Foreign Countries,Technology Uses in Education,College Faculty,Student Motivation,Active Learning,Teaching Methods,Open Education

Spanish universities are attempting to offer a more flexible and higher- quality education that is adapted to new social demands. As a result, they are offering a series of technological resources in both university management, as well as, in teaching and research - developments which are encouraged by the educational convergence process, occurring within the European Higher Education Area. In this article, we analyze how a group of university teachers seeks to promote an experience of active collaboration and open education amongst their students through the creation of a Wikipedia site. The goal was to promote a different, more flexible teaching system, where both the teacher and the students break away from their classic roles. This experience was started in order to achieve the following results: 1) motivate learning, 2) encourage active-collaborative learning 3) create a dictionary of the terms related to political science that helps to explain key concepts to students and the public, and 3) improve the quality of education. Despite facing certain obstacles, the results were positive: the students became committed to this practice, learned to collaborate in groups, and solved problems by interacting with their classes; their interest in subjects was increased, and useful tools for other people were created. Moreover, the teachers introduced new pedagogical methods in their classes and made learning relate to their students in a different way. In short, the results show that the use of wiki is effective in improving university teaching.
A Conversational Case-Based Reasoning Approach to Assisting Experts in Solving Professional Problems
Author: Armaghan, Negar
Date: 2018-03-00
Type: Journal Articles
Subjects: Expertise,Foreign Countries,Problem Solving,Documentation,Identification,Knowledge Management,Manufacturing Industry,Questioning Techniques,Failure,Case Records,Information Retrieval,Databases

Nowadays, organizations attempt to retrieve, collect, preserve and manage knowledge and experience of experts in order to reuse them later and to promote innovation. In this sense, Experience Management is one of the important organizational issues. This article discusses the main ideas of a future Conversational Case-Based Reasoning (CCBR) intended to assist the experts of after-sales service in a French industrial company. The aim of this research is to formalize the experience of experts in after-sales service in order to better reuse them for similar problems in future. The research opts for an action research method which consists of two main parts: description of failure and proposition of decision protocol. The data were complemented by questionnaires, documentary analysis (including technical reports and other technical documents), observation and many interviews with experts. The findings include several aspects: the formalization of Problem-solving Cards, proposing the structure of case base, as well as the framework of proposed system. These formalizations permit after-sales service experts to provide effective diagnosis and problem-solving.
Students&apos; Activities in, Perceptions of and Expectations for e-Learning: A Case in Indonesia
Author: Guspatni
Date: 2018-03-00
Type: Journal Articles
Subjects: Student Participation,Student Attitudes,Expectation,Electronic Learning,Foreign Countries,Chemistry,Learning Activities,Web Sites,Design,Course Content,Online Courses,College Students

In this study, 52 students in Padang, West Sumatra, Indonesia used an e-learning system to study a chemistry topic. Students' e-learning activities were recorded, and their perceptions and expectations regarding e-learning were determined via an open-ended questionnaire after the study. There were more students who perceived e-learning as a difficult system to use than those who found it suitable. Most students did only few quizzes and spent less time on e-learning materials. Low activity in e-learning was related to conventional classroom instruction that had been accustomed practice and to the difficulty of reading materials on the screen. This study found students' expectations for e-learning in terms of design, content, and learning atmosphere. First, it is important to design a readable website by choosing the best line length, line height, font style, font size, and font-background color combination. Next, the provision of instructional videos and pictures, comprehensive resources and worked-out examples would develop students' self-confidence to learn through e-learning. Lastly, social features namely synchronous discussion forum and display of online users were noted to sustain students' interest in e-learning.
Moroccan Higher Education Students&apos; and Teachers&apos; Perceptions towards Using Web 2.0 Technologies in Language Learning and Teaching
Author: Faizi, Rdouan
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Technology Uses in Education,Web 2.0 Technologies,Second Language Instruction,Second Language Learning,Computer Mediated Communication,Instructional Effectiveness,Language Skills,Social Media

The objective of this paper is to examine Moroccan higher education students' and teachers' perceptions and attitudes towards using Web 2.0 technologies in language learning and teaching. The results of the study revealed that all the informants were immersed in using these Internet-based applications for personal and educational purposes. Nevertheless, while language learners reported to make beneficial uses of these online platforms as language learning tools, the great majority of the interviewed faculty members did not really benefit from these platforms. Although language teachers acknowledged that Web 2.0 technologies had a positive impact on language teaching and learning, most of them were still reluctant to incorporate these tools in educational practice. The findings demonstrated that most teachers' use of these applications was limited to sending or transferring web links and learning materials produced by other Internet users. Rather than making effective use of Web 2.0 technologies and applications as teaching facilities, most teachers used them only as a means of communication.