ethanporcaro/eric-fulltext-meta huggingface dataset:
School Psychologists' Experiences with Teacher-to-Student Mistreatment
Author: Lyles, Sharon R. Brown
Date: 2014-04-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: School Psychologists,Teacher Student Relationship,Experience,Qualitative Research,Phenomenology,Preschool Education,Elementary Secondary Education,Online Surveys,Interviews,Antisocial Behavior,Verbal Communication,Nonverbal Communication,Bullying,Teacher Behavior

The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its significant negative impact on students from either the teacher or student viewpoint, but no research has been conducted on this issue from the school psychologist's perspective. The central research question addressed by the study was this: What are school psychologists' experiences with teacher-to-student mistreatment? Members of the Virginia Academy of School Psychologists (VASP) and Virginia school psychologists, as identified by the Virginia Department of Education (VADOE), were invited to complete an initial online survey. Of the 139 school psychologists who responded to the survey, six were interviewed and engaged in an online discussion forum for member-checking, follow-up, and feedback purposes. The study indicated that 74.8% (n = 89) of school psychologists acknowledged that teacher-to-student mistreatment exists in the school environment. School psychologists' position is that teacher-to-student mistreatment is ethically and morally inappropriate, and the repercussions can be enduring for the student. The impact of teacher-to-student mistreatment increased the advocacy, collaboration, and consultation duties on the role of a school psychologist. School psychologists expressed a desire to be a preventative, proactive link that encourages early intervention between teachers, students, parents, and administrators. The following are appended: (1) Institutional Review Board Approval Letter; (2) Cover Letter; (3) Consent Form; (4) Survey Questions; (5) Follow-up Email (Two-week reminder); (6) Demographic Questionnaire for Interview; (7) Informed Consent Form for Interview/Discussion Forum participants; (8) Interview Guide - Interview Questions; (9) Online Discussion Forum Questions; (10) Expert Review and Pilot Test Protocol; (11) Selection of Results from Open-Ended Survey Questions; (12) Procedures for the Gift Card Giveaway; (13) Interview Transcript Selections; (14) Online Discussion Forum Transcript Selections; (15) Themes by Research Question; (16) Themes by Data Sources; (17) Audit Trail/Timeline/Researcher Reflection Selections; (18) Permission from VASP; (19) Permission from VADOE; and (20) Research Question Findings.
Perceptions of Saudi Students towards Electronic and Traditional Writing Groups
Author: Alqurashi, Fahad
Date: 2008-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Student Attitudes,Cooperative Learning,Electronic Learning,Conventional Instruction,Comparative Analysis,Control Groups,Questionnaires,Novelty (Stimulus Dimension),Hypothesis Testing,Peer Evaluation,Small Group Instruction,Interpersonal Competence,Self Efficacy,Item Analysis,Error of Measurement,Peer Relationship,Writing (Composition),Statistical Analysis

This paper reports the findings of an experiment that investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based learning. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration, social self-efficacy, and perceived peer academic support. Students' responses to the questionnaire did not show any significant differences between the experimental group and control group with respect to the three variables. Three factors might have led to such results: inadequate questionnaire procedure implementation, the novelty factor, and technical obstacles experienced during the experiment. Such positive attitudes reflect the need to update composition teaching methods, foster group work strategies, and develop more computer resources and networking facilities. [In Jendli, A., Coombe, C., &amp; Troudi, S. (Eds.), &quot;Best Practices in English Language Teaching&quot; (pp. 225-237). Dubai: TESOL Arabia Publications. (2008).]
Effects of a Facility Dog on Student Learning and Learning Environment
Author: Bradley, Jordana
Date: 2013-11-07
Type: Reports - Research
Subjects: Animals,Educational Environment,Learning,Student Needs,Teaching Methods,Middle School Students,Private Schools,Middle School Teachers,School Counselors,Principals,Interviews,Observation,Case Studies,Psychological Needs

Educators must consider alternative teaching strategies. Facility dogs as an instructional enhancement are an innovative teaching approach. This case study, guided by human-animal bond theory, investigated how the presence of a trained facility dog, Smooch, affected the school environment. Interviews, field notes and observations were used to gather data. Findings indicated that the facility dog improves student learning; enhances the learning environment; helps address students' social, emotional, and behavioral needs; improves the environment for staff; and serves as an alternative teaching tool. The findings relative to helping to address students' academic, social, emotional, and behavioral needs will be discussed.
Effects of Ben 10 on Kids in the Age-Group 5 to 8 Years
Author: Sandhu, Devendar
Date: 2014-07-12
Type: Reports - Research
Subjects: Childrens Television,Television Viewing,Children,Parents,Mass Media Effects,Questionnaires,Animation,Violence,Color,Rating Scales,Consumer Education,Correlation,Psychological Patterns,Child Health,Foreign Countries

&quot;The problem with our society is that our values aren't in the right place. There's an awful lot of bleeding and naked bodies on prime-time networks, but not nearly enough cable television on public programming.&quot; --Bauvard, Evergreens Are Prudish Technology has expanded the availability of information through various routes, such as, television, music, movies, internet and magazines. These routes avail children to endless learning venues about any issue that might be of interest to them. Television is a common media mode which is available to most Indian houses. As per the Turnaround Management Association's TAM Annual Universe Update-2010, India now has over 134 million households (out of 223 million) with television sets, of which over 103 million have access to Cable TV or Satellite TV. Kids are exposed to TV at a very young age and they view TV actively or passively &quot;without&quot; any &quot;filtrations,&quot; one program after the other. &quot;Unless parents are empowered with expert information, they are ill-equipped to judge which programs to place off-limits for their kids.&quot; This retrospective descriptive study explores whether kids and their parents felt the side effects of viewing Ben 10. The sample population of 30 kids in the age-group 5 to 8 years old and their parents participated in the research. Factors examined in the study were psychological effects, health effects, TV contents rating views, etc. The Ben 10 Diet Questionnaire was administered to kids and parents (N = 30) to explore how much time and type of media they consumed as they were in their formation years. Data from the survey established that there are psychological and health effects of Ben 10 on their young kids. Results indicated that parents thought, 12-15 years is the right age-group for the kids to view Ben 10. They also thought that TV owes them &quot;Proper Consumer Advice&quot; related to the programmes they broadcast in form of TV content ratings according to Indian standards. Two appendices include: (1) Ben 10: Alien Force Diet Questionnaire (For Kids); and (2) Ben 10: AF Diet Questionnaire (For Parents).
An Investigation of &quot;Circle of Friends&quot; Peer-Mediated Intervention for Students with Autism
Author: Schlieder, Mary
Date: 2014-02-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Peer Groups,Social Support Groups,Adolescents,Case Studies,Inclusion,Interpersonal Competence,Peer Acceptance,Empathy,Public Schools,High Schools,Interviews,Facilitators (Individuals),Parents,Leaders

The dramatic rise in children diagnosed with autism spectrum disorder (ASD) is accompanied by a substantial increase in public school inclusion. A growing body of research supports the need for teachers proficient in evidence-based practices to support such students. One strategy involves using peer support networks like Circle of Friends (CoF) for ASD adolescents. A collective case study was used to investigate experiences of stakeholders relative to a CoF community. Four themes emerged from a cross-case analysis: the influence a CoF partnership initiative has on inclusion, social skills improvement, empowerment, and sense of wellbeing. For the purposes of this article, findings relative to inclusion are discussed. CoF fostered an attitude of peer acceptance for classmates with ASD and helped alleviate feelings of fear peers experienced toward ASD classmates. CoF peers developed empathy and understanding for the CoF target student, and those qualities extended to students outside the circles. CoF seemed to have fostered true social inclusion, altering traditional divisions between special education and typical education populations. Peer acceptance generalized outside the school setting, even in the absence of CoF adult facilitators, and fostered long-term, genuine friendships. Findings from the larger study led to the development of an interactive website to foster a virtual learning community to enhance this ongoing partnership. The website might promote a deeper understanding of peer support networks for improved social skills, increased school involvement, decreased isolation, and decreased bullying in youth with ASD, as well as a successful community agency-public school partnership model. An appendix presents the interview questions.
Storytelling to Teach Cultural Awareness: The Right Story at the Right Time
Author: Baldasaro, Mary McCullum
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Cultural Awareness,Story Telling,Personal Narratives,Phenomenology,Indigenous Knowledge,Indigenous Populations,Canada Natives,Stereotypes,Treaties,Elementary School Teachers,Elementary School Students,Program Evaluation

Stories contain the wisdom of the world, teaching cultural values. Story builds community, celebrates cultural diversity, and preserves cultural identity. Where truth has been suppressed, story is an instrument of epiphany; story builds literacy skills and develops metaphorical understanding. A storytelling center in Ontario, Canada, had been a cultural institution for 23 years and developed the art and craft of storytelling in the members of its storytelling guild. When the center faced permanent closure, members were devastated. The conceptual underpinnings for this research study were narrative theory, place theory, and knowledge communities. Narrative theory postulates that storytelling is a universal experience; place theory incorporates sense of place, place attachment, and place identity. In knowledge communities, knowledge is constructed through narrative and shared practice. The purpose of this phenomenological study was to explore member perceptions of story, storytelling, and leadership and to investigate the moment of this lived experience using interviews and focus groups. Findings indicated that story strengthens both content retention and language acquisition. These findings led to the development of project focused on story-centered lessons for teachers. [This paper was published in &quot;LEARNing Landscapes,&quot; v7 n2 p219-232 2014.]
Teachers' Perspectives about an Anti-Bullying Program
Author: Lester, Robin Rawlings
Date: 2013-11-08
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Middle School Teachers,Secondary Education,Bullying,Intervention,Program Effectiveness,Program Improvement,Program Implementation,Satisfaction,Educational Environment,Parent Participation,School Activities,Phenomenology,Qualitative Research,Interviews

Bullying has become a nationwide concern at the K-12 level. Guided by the theoretical framework of social learning theory, this study explored the perceptions of secondary education teachers about the bully-proofing program in place at one target middle school. Despite the target middle school's anti-bullying program, the incidence of bullying had increased during the first and third year of the program's implementation. Because the teachers had first-hand knowledge of the target middle school's anti-bullying program, the study participants included four teachers, and data were collected using semi-structured, open-ended, audio taped interviews. Interviews were transcribed verbatim and analyzed by coding in order to identify emerging themes. Themes that emerged included the content of the anti-bullying curriculum, the contributions of the anti-bullying program, recommendations for effective anti-bullying programs, and teacher readiness and preparedness to implement curriculum. Reflexivity, member checking, and peer review were used to enhance trustworthiness of the study. Findings indicated that participants believe there is a need for an up-to-date anti-bullying program at the target school and a need to clarify the roles and responsibilities of school stakeholders. Study findings could have educational policy implications as well as positive social change implications at the local and national level as teachers and other stakeholders work together in order to combat bullying in schools and create a safe learning environment for students.
Understanding Student Voices about Assessment: Links to Learning and Motivation
Author: McMillan, James H.
Date: 2014-04-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Middle School Students,Student Attitudes,Student Evaluation,Goal Orientation,Self Control,Self Efficacy,Student Motivation,Feedback (Response),Grades (Scholastic),Mastery Learning,Tests,Difficulty Level,Test Preparation,Test Results,Responsibility,Attribution Theory,Self Evaluation (Individuals),Semi Structured Interviews,Qualitative Research

This qualitative study examined elementary and middle school students&apos; perceptions of assessment. Individual interviews were conducted with 64 students, with questions focused on their emotional reactions and thinking about classroom and large-scale assessment as related to goal orientation, self-regulation, attributions, and self-efficacy. The findings indicated that perceptions were influenced by both their relatively stable personal dispositions and motivational intent, and task-specific characteristics of assessment events. Results showed that students value assessments, feedback, and grades as a needed and accepted component of learning and school, that they trusted assessment results, and that they wanted to learn from mistakes. Negative reactions to being wrong or making mistakes were generally temporary. Students made mostly internal attributions to efforts for their performance, with a mastery goal orientation. Students most valued fair, challenging assessments conducted close to learning. There was relatively little evidence of self-assessment, feedback, or instructional adjustment aspects of formative assessment. A model of their perceptions is presented that aligns their attitudes and perspectives with achievement and motivational constructs. The results suggest that teachers can improve both performance and motivation by constructing assessments for recently learned material that require student effort for success, include results that can show areas that need improvement, and support internal attributions for the development of self-efficacy. Further research is needed to gain a deeper understanding of how students approach, understand, and react to various types of assessment, and how the effect of assessment is mediated by students&apos; conceptions.
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 1
Author: Simonson, Michael, Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Instructional Design,Electronic Learning,Leadership,Competence,Cooperation,Mixed Methods Research,Case Studies,Principals,Technology Integration,Social Networks,Professional Development,Discussion (Teaching Technique),Online Courses,Psychological Patterns,Cognitive Processes,Problem Solving,Autism,Pervasive Developmental Disorders,Children,Family (Sociological Unit),Computer Software,Preferences,Scaffolding (Teaching Technique),Middle School Students,Computer Uses in Education,Science and Society,Persuasive Discourse,Influences,Discussion Groups,Asynchronous Communication,Peer Evaluation,Group Activities,Business Administration Education,Student Attitudes,Attitude Measures,Test Validity,Multimedia Instruction,Attention Deficit Hyperactivity Disorder,Preservice Teacher Education,Video Technology,Field Experience Programs,Games,Telecommunications,Handheld Devices,College Students,Comparative Analysis,Training,Improvement,Electronic Publishing,Web Sites,Foreign Countries

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 2
Author: Simonson, Michael, Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Handheld Devices,Workplace Learning,Electronic Learning,Games,Middle Schools,Reading,Cross Cultural Training,Multimedia Instruction,School Libraries,Web Sites,Usability,Communities of Practice,Access to Education,Distance Education,Scaffolding (Teaching Technique),Transfer of Training,Persuasive Discourse,Virtual Classrooms,Medical Education,Online Courses,Anthropology,Student Attitudes,Skill Development,Theories,Educational Games,Design,Dropouts,High Schools,Programming,Workshops,Undergraduate Study,Blended Learning,Generational Differences,College Instruction,Rural Population,Instructional Design,Social Networks,Change,Inquiry,Active Learning,Mathematics Instruction,Employees,Participation,Training,Electronic Publishing,Synchronous Communication,Cooperative Learning,Open Source Technology,English (Second Language),Second Language Instruction,Case Studies,Career Education,Informal Education,Foreign Countries,Video Games,Motivation,Learning

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
Author: Simonson, Michael, Ed.
Date: 2013-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Discussion Groups,Content Analysis,Games,Multimedia Instruction,College Students,Epistemology,Beliefs,Asynchronous Communication,Visual Stimuli,Attention,Electronic Learning,Psychological Patterns,Outcomes of Education,Animation,Undergraduate Students,Student Attitudes,Writing Instruction,Academic Discourse,Foreign Countries,Media Specialists,Student Role,Graduate Students,Leadership,Motivation,Web Sites,Academic Advising,Structural Equation Models,Courseware,Open Education,Internet,Mass Media Use,Secondary School Students,Electronic Publishing,Books,Evaluation,Research Methodology,Online Courses,Educational Improvement,Personality Traits,Performance,Educational Games,Computer Games,Genetics,College Science,Science Instruction,Action Research,Student Participation,Quality Assurance,Barriers,Community Colleges,Success,Learner Engagement,Web 2.0 Technologies,Elementary School Teachers,Teacher Attitudes,Web Based Instruction,Cooperative Learning,Elementary Secondary Education,Music,Space Sciences,Cognitive Style,Language Proficiency,Learning Strategies,Mathematics Anxiety,Influences,Preservice Teachers,Intention,Technology Integration,Handheld Devices,Scaffolding (Teaching Technique),Problem Solving,Nursing Students,Bullying,Repetition,Emotional Response,Computer Mediated Communication,Plagiarism,Integrity,Student Behavior,Comparative Analysis,Synchronous Communication,English Language Learners,Kindergarten,Measures (Individuals),Korean,Test Reliability,Test Validity,Information Seeking,College Faculty,Social Networks,Foreign Students,Tenure,Faculty Promotion,Inquiry,Active Learning,Creativity,Academic Achievement

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]