ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Level of Adoption Survey to Inform Collaborative Discussion regarding Educational Innovation
Author: Orr, Doug
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Technology,Surveys,Professional Development,Data Collection,Computer Software,Video Technology,Foreign Countries,Universities

Learning organizations rely on collaborative information and understanding to support and sustain professional growth and development. A collaborative self-assessment instrument can provide clear articulation and characterization of the level of adoption of innovation such as the use of instructional technologies. Adapted from the &quot;Level of Use&quot; (LoU) and &quot;Stages of Concern&quot; indices, the Level of Adoption (LoA) survey was developed to assess changes in understanding of and competence with emerging and innovative educational technologies. The LoA survey, while reflecting the criteria and framework of the original LoU from which it was derived, utilizes a specifically structured on-line, self-reporting scale of &quot;level of adoption&quot; to promote collaborative self-reflection and discussion. Growth in knowledge of, and confidence with, specific emergent technologies is clearly indicated by the results of this pilot study, thus supporting the use of collaborative reflection and assessment to foster personal and systemic professional development. (Contains 2 tables and 9 figures.)
School Cultures, Teachers, and Technology Transformation
Author: Kitchenham, Andrew D.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Culture,Educational Technology,Foreign Countries,Educational Research,Educational Change,Teaching Methods,Literature Reviews,Data Collection,Data Analysis,Educational Environment,Grade 4,Elementary Secondary Education

This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves' (2003) model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. (Contains 2 tables.)
Weaving a Personal Web: Using Online Technologies to Create Customized, Connected, and Dynamic Learning Environments
Author: McElvaney, Jessica
Date: 2009-00-00
Type: Journal Articles
Subjects: Desktop Publishing,Internet,Foreign Countries,Computer Mediated Communication,Elementary Secondary Education,Undergraduate Students

This paper explores how &quot;personal web technologies&quot; (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage &quot;personal learning environments&quot; (PLEs) and &quot;personal learning networks&quot; (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. (Contains 3 figures and 5 tables.)
Online Synchronous Communication in the Second-Language Classroom
Author: Murphy, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Rural Areas,Urban Areas,Foreign Countries,Grade 6,French,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Classification,Interviews,Self Esteem,Learning Motivation,Teaching Methods,Technical Support

The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL). Participants were 92 Grade 6, FSL students and four teachers from urban and rural areas of Newfoundland, Canada. Data collection relied on online observation, teachers' use of blogs and an online discussion forum, face-to-face planning and reflection meetings for teachers as well as interviews with all participants. Benefits included independence and peer-learning; authenticity and motivation; anonymity and confidence; enhanced self-esteem. Challenges related to teacher multi-tasking; poor sound quality; technical problems; momentum; grouping; scheduling. Solutions included use of student moderators; audio tutorials and direct messaging; activity tutorials; technical support and capacity building. The categories and their subcategories were grouped into two themes of positive affect and student-centered learning.
Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms
Author: Li, Qing
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Rural Schools,Student Attitudes,Inquiry,Active Learning,Grade 9,Grade 8,Educational Environment,Mathematics Anxiety,Rural Education,Foreign Countries,Mathematics Instruction,Science Education

The main purpose of this design-based research study is to examine the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students' mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/scientists (as e-mentors). Specifically, the following two research questions guide this study: (1) In what ways, if any, does the inquiry-based learning environment impact student beliefs and learning outcomes? (2) What challenges emerge in the development of an inquiry-based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments. (Contains 5 tables and 1 footnote.)
Gaming Geography: Educational Games and Literacy Development in the Grade 4 Classroom
Author: Lotherington, Heather
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Games,Sentence Structure,Geography,Grade 4,Literacy,Computer Literacy,Teaching Methods,Public Schools,Case Studies,Foreign Countries,Models

This paper outlines a case study conducted in two public schools in the greater Toronto area as a complementary component of a multisite experimental study exploring educational game development as a learning activity for motivating and engaging students in curriculum-related literacy activities (Owston et al., 2007). Researchers studied children creating and playing four online board games based on grade 4 geography content, viz., &quot;Tic-tac-toe,&quot; &quot;Trivial Pursuit,&quot; &quot;Snakes and Ladders,&quot; and &quot;Mother Goose.&quot; The schools shared similar positive orientations to technologically focused learning and good technological resources, but they had different institutional histories of implementing computers in curricular learning. Technological equipment was approached, accessed and utilized quite differently in each class, affecting pedagogical practices and learning experiences. Though improvements to traditional literacy learning were found to be limited to improved logical sentence structure (Owston et al., 2007), game development did allow students to build digital literacy skills, including computer literacy and typing skills. Moreover, the project enabled participating teachers to think about profitably incorporating online board game production in broad-based curricular learning. (Contains 6 figures and 3 notes.)
Implementation of Web-Based Learning in Colleges of Education: Barriers and Enablers
Author: Surry, Daniel W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Schools of Education,Organizational Culture,Web Based Instruction,Online Courses,Interpersonal Relationship,Interaction,Internet,Faculty,Foreign Countries,Surveys,Feedback (Response),College Faculty

This paper describes the results of a survey to determine the factors that serve as barriers or enablers to the implementation of web-based learning in colleges of education. A total of 229 faculty members responded to the survey. Of these, 104 had never taught a web-based course while 125 had taught at least one online course. Results of the survey showed that Education faculty in this sample had an overall neutral position about the readiness of colleges of education to implement web-based learning. The survey found that financial resources, infrastructure, and support were seen as barriers to implementation while organizational culture, policies, a commitment to learning, and evaluation were seen as enablers to implementation. Open-ended responses showed that there were interesting differences based on the perceived lack of time and perceived lack of social interaction between faculty who have taught online and those who have not. (Contains 5 tables.)
The Effectiveness of Web-Delivered Learning with Aboriginal Students: Findings from a Study in Coastal Labrador
Author: Philpott, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Indigenous Populations,Declining Enrollment,Academic Achievement,Foreign Countries,Secondary School Curriculum,Stakeholders,Parents,Teacher Educators,Beliefs,Student Attitudes,Comparative Analysis,Internet

This paper outlines the findings of a study that explores perspectives of e-learning for aboriginal students in five coastal communities in Labrador, Canada. The rural nature of many communities in the province of Newfoundland and Labrador, coupled with a dramatically declining enrollment, has resulted in expanding use of e-learning as a means to provide quality high school curriculum. Recently, a Community University Research Alliance partnered with stakeholders to explore the success of e-learning in the province. Through one of the projects of this alliance, the authors examined the success of this mode of delivery for aboriginal students from the perspective of the students themselves, as well as the perspective of parents and educators. Additionally, student performance was examined in comparison to provincial peers. A wealth of data emerged which affords insights into factors that support and hinder e-learning in coastal areas and also informs educators about the diverse learning characteristics and needs of aboriginal students. As Canadian educators are increasingly challenged to address achievement issues that continue to characterize aboriginal populations, this study offers important data on the viability of e-learning as a mode of curriculum delivery. (Contains 5 tables and 1 note.)
Use of Social Software to Address Literacy and Identity Issues in Second Language Learning
Author: Hutchinson, Jill
Date: 2009-00-00
Type: Information Analyses
Subjects: Equal Education,Second Languages,Second Language Learning,Computer Software,Interpersonal Relationship,Interaction,Educational Technology,Constructivism (Learning),Literacy,Foreign Countries,Correlation

The emerging trend of social software technology can address many different second language (L2) learner needs through authentic social interaction and a variety of scaffolding processes. Social software connects education with real-life learning and interests, and engages and motivates students. It can facilitate learning environments that are more learner-centred, informal and collaborative. Increasingly culturally and linguistically diverse classrooms and uneven access to technology are revealing educational inequalities for English Language Learners (ELLs) (Pruitt-Mentle, 2007). In a review of the literature, the author explores how social software tools, through the lens of socio-constructivist theory, can support literacy development and improve linguistic power relationships, building self-esteem and encouraging positive educational and identity experiences for L2 learners. Recommendations for future research on social software use focusing on issues of appropriateness and responsible use for L2 learners, acceptance of social tools and technology accessibility, are presented.
Functional Assessment-Based Interventions for Children At-Risk for Emotional and Behavioral Disorders
Author: Restori, Alberto F.
Date: 2007-00-00
Type: Journal Articles
Subjects: General Education,Behavior Modification,Behavior Disorders,Functional Behavioral Assessment,Reinforcement,Grade 5,Behavior Problems,At Risk Students,Emotional Disturbances,Elementary School Students,Metacognition,Intervention,Outcomes of Treatment

Functional assessments were conducted to identify the variables maintaining disruptive behavior in eight, typically developing fifth-grade students enrolled in general education classrooms. Participants whose behavior was found to be functionally related to either task-avoidance or attention-seeking were randomly assigned to a treatment strategy that was primarily either antecedent- or consequent-based. An ABAB single-case design was employed to analyze the effects of treatment strategies. The current study also conducted a comparison of treatment strategies that were primarily antecedent- or consequent-based. Results showed that antecedent-based treatment strategies (i.e., self-monitoring and task-modification) were more effective than consequent-based treatment strategies (i.e., differential reinforcement) for increasing academic engagement and reducing disruptive behavior. Implications regarding the use of functional assessment with typically developing students at-risk for emotional and behavioral problems enrolled in general education classrooms and the effects of antecedent- and consequent-based treatment strategies as a function of behavior are discussed. (Contains 4 tables and 2 figures.)
The Use of Response to Intervention Practices for Behavior: An Examination of the Validity of a Screening Instrument
Author: Muyskens, Paul
Date: 2007-00-00
Type: Journal Articles
Subjects: Early Intervention,At Risk Students,Teacher Attitudes,Academic Achievement,Behavior Problems,Models,Screening Tests,Correlation,Suspension,Achievement Tests,Scores,Attendance,Test Validity,Measures (Individuals),Check Lists,Interrater Reliability,Statistical Analysis

Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-Intervention model, using a screening measure designed to identify students at risk for behavior difficulties and targeting these students for early intervention. Participants in this study were 22,056 kindergarten through 8th grade students in the Minneapolis Public Schools. Teachers completed a 12-item behavior screener for each student in the fall. The scores on this measure were significantly correlated with suspensions, achievement scores and attendance data over the course of the school year. Potential implications for behavioral planning and interventions are discussed. (Contains 5 tables, 1 figure and 2 footnotes.)
Comprehensive Assessment of Emotional Disturbance: A Cross-Validation Approach
Author: Fisher, Emily S.
Date: 2007-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,School Psychologists,Cultural Influences,Cultural Background,Observation,Intelligence Tests,Measures (Individuals),Evaluation Methods,Intervention,Clinical Diagnosis,Behavior Rating Scales

Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate data from different sources using the RIOT approach (Review, Interview, Observe, Test). Because each data collection process has advantages and limitations, using all four processes together allows for comprehensive assessment for emotional disturbance. Additionally, school psychologists should strongly consider a student's strengths, cultural factors, and the interaction between the student and the environment in order to interpret assessment findings. This approach serves to tailor interventions regardless of diagnosis.
Mental Health Intervention Teams: A Collaborative Model to Promote Positive Behavioral Support for Youth with Emotional or Behavioral Disorders
Author: Lambros, Katina M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Intervention,Emotional Disturbances,Mental Health,Behavior Disorders,Social Adjustment,Health Promotion,Cooperation,Special Education,Academic Achievement,Health Services,School Districts,Research and Development Centers

This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several program divisions within the San Diego Unified School District (SDUSD), namely, the Mental Health Resource Center (MHRC) and the Emotional Disturbance Program (ED) and also includes research and evaluation consultation from the Child and Adolescent Services Research Center (CASRC). This collaborative service model was developed to expand and standardize evidence-based interventions for students in self-contained special education ED classrooms in order to improve their academic and social outcomes. (Contains 2 tables.)
Diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) in Childhood: A Review of the Literature
Author: Brock, Stephen E.
Date: 2007-00-00
Type: Information Analyses
Subjects: School Psychologists,Mental Disorders,Psychological Testing,Attention Deficit Hyperactivity Disorder,Attention Deficit Disorders,Identification,Rating Scales,Children,Clinical Diagnosis,Evaluation Criteria,Interviews,Observation,Diagnostic Tests,Evaluation Methods

This article examines recent literature related to the diagnosis of Attention-deficit/Hyperactivity Disorder (AD/HD) in childhood. First, the article discusses diagnostic criteria presented in the "Diagnostic and Statistical Manual of Mental Disorders" (American Psychiatric Association, 2000). Next, it explores the diagnostic procedures for AD/HD recommended in current publications. Results of this comprehensive literature review indicate that rating scales, interviews, laboratory/psychological testing, and observations are the most frequently recommended AD/HD diagnostic techniques. The implications of these findings for school psychologists are discussed. (Contains 2 tables and 1 footnote.)
Current Educational Practices in Classifying and Serving Students with Obsessive-Compulsive Disorder
Author: Adams, Gail B.
Date: 2007-00-00
Type: Journal Articles
Subjects: School Psychologists,Figurative Language,Disabilities,Identification,Educational Practices,Behavior Disorders,Classification,Clinical Diagnosis,Surveys,Federal Legislation,Labeling (of Persons),Services,Symptoms (Individual Disorders),Severity (of Disability)

Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical diagnoses, and concerns regarding the provision of appropriate services to these students. In the present study, Illinois school psychologists completed a survey on current practices for classifying and serving students with a primary diagnosis of OCD. The results indicated that 0.7% of the students served by school psychologists had a primary diagnosis of OCD. The majority of these students (74.5%) were served under IDEA. Of the students receiving services under IDEA, 51.4% were classified under E/BD and 31.8% under OHI. Approximately two-thirds of the students with OCD (67.1%) were educated in less restrictive settings (e.g., regular classroom with or without resource/part-time special class). School psychologists' comments suggested a pattern of ambiguity and uncertainty surrounding the appropriateness of IDEA categories for OCD, concerns regarding the stigma of labeling, and problems related to providing appropriate services to these students. Response-to-Intervention (RtI) as an alternative to current evaluation practices is proposed and recommendations for improving traditional categorical service delivery models when RtI is not implemented are provided. (Contains 3 tables.)
Developing Emotional Competence in Preschoolers: A Review of Regulation Research and Recommendations for Practice
Author: Tobin, Renee M.
Date: 2007-00-00
Type: Information Analyses
Subjects: Psychological Services,Emotional Intelligence,Psychological Studies,School Psychologists,Behavior Disorders,Preschool Children,Intervention,Self Control,Counselor Role

Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support children with regulatory difficulties may be enhanced if they are informed by basic psychological research on the topic. This paper includes a review of basic regulation research conducted over the last 20 years. This research base about the positive development of regulatory skills is then related to the treatment of emotion regulation deficits, emphasizing the role that school psychologists and school-based interventions may play in supporting appropriate regulatory strategies for young children. (Contains 1 table.)
A Comparison of Classification Methods for Use in Predicting School-Based Outcomes
Author: Dowdy, Erin
Date: 2007-00-00
Type: Journal Articles
Subjects: Grade Point Average,Educational Objectives,Outcomes of Education,Academic Achievement,Predictive Validity,Psychopathology,Rating Scales,Classification,Elementary School Students,Comparative Analysis,Measures (Individuals),Regression (Statistics),Correlation

There is growing evidence that current classification methods are not consistent with current empirical knowledge of childhood psychopathology and the optimal way to classify school-age children remains controversial. The current study investigated three classification methods (categorical, dimensional, person-oriented) for use in predicting school-based outcomes. Children (grades 1-5; N = 558) were administered the Behavior Assessment System for Children-Teacher Rating Scale and results were used to form three classification systems. Educational outcome variables were collected seven months later and the predictive validity of the three classification systems was compared using regression analyses. Findings indicated that all three methods for predicting educational outcomes were modest and were best able to predict later grade point averages. Results indicate the relative superiority of person-oriented and dimensional methods of classification; however these classification methods warrant further investigation. (Contains 6 tables.)