ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Students with Autism Spectrum Disorders: Technology, Curriculum, and Common Sense
Author: Ennis-Cole, Demetria
Date: 2012-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Influence of Technology,Technology Uses in Education,Curriculum Development,Educational Planning,Educational Practices,Technology Education,Assistive Technology,Interviews,Educational Strategies,Teaching Guides,Delivery Systems,Positive Reinforcement,Sensory Aids,Attention Control,Theory of Mind,Accessibility (for Disabled),Parent Attitudes

Autism is a spectrum of disorders which comprises Asperger's Syndrome, Pervasive Developmental Delay-Not Otherwise Specified (PDD-NOS), Rett's Syndrome, Childhood Disintegrative Disorder, and Autistic Disorder. It affects 1 in 110 children (Center for Disease Control and Prevention, [CDC], 2011), and it is a complex neurological disorder that is characterized by impairments in communication/language, behavior, and social interaction. The individual with ASD may have mild to severe impairments in one or more of the areas listed above. This makes it difficult to meet their needs, and it provides educational challenges. This manuscript explores the role of technology, curriculum development, and common sense in educational planning for individuals in the spectrum.
A Pilot Study: The Effect of Singing and Non-Singing--Instructional Strategies on Harmonic Listening Skills
Author: Gonzales, Cynthia I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Singing,Teaching Methods,Listening Skills,Music Education,Music Activities,Children,Adolescents,Syllables,Sign Language,Pilot Projects,Scores,Music,Surveys,Visual Aids,Pretests Posttests

The purpose of this investigation is to examine the effects of singing and non-singing experiences when students develop harmonic listening skills. Participants were children and adolescents who participate in a community youth choir (N = 21). Ages ranged from 9-16 years. The subjects were organized into four separate groups. All subjects attended four consecutive days of classes and each class was 45 minutes in duration. All data were collected during the summer months of July and August 2012. All of the students who participated in the community choir had previous experience with solfége syllables and hand signs; thereby, the instructor of the study used solfége and hand signs as pedagogical tools. The instructional strategies used in this pilot study focused on learning to sing chord arpeggios in Do-Ti inversions within a tonal context to help identify harmonies when taking harmonic dictation. Mean scores for those students who received singing instructional strategies, and participated in singing experiences, were higher than the scores of those who did not receive singing instruction or sing themselves. Results from this pilot study were consistent with Chittum's (1969) conclusions that students who learn to sing chord arpeggios are more successful when asked to take harmonic dictation. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2012).]
Self Concept: Should We Follow Cognitive or Social Construction with Students with Disabilities?
Author: Rader, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Concept,Disabilities,Developmental Stages,Teaching Methods,Child Development,Adolescent Development,Special Education,Psychology,Self Determination

Initial investigations into the development of self-concept have been largely descriptive and focused primarily on the concept of self-representation, namely, how the me-self evolves across childhood and adolescence. Investigators sought to document developmental differences in self-representation through coding of spontaneously generated descriptions of the self. These efforts identified broad, discontinuous, qualitative skills in how the self was described. However, there was little analysis of the structural organization of self-concept. Interest in self-processes has burgeoned in the past decade within many branches of psychology. Riding on the bandwagon of the cognitive revolution, self-theorists reconceptualized the self as a cognitive construction that is quite functional in bringing organization and meaning to one's experiences. In addition to psychologists' emphasis on self-concept, educators have become interested in the implications of self-concept among special populations within the school setting. Thus, this paper explores the common principles across these newer frameworks and provides educators with specific practical implications to use in the classroom.
Researches on Learning Disabilities--Where Are We?
Author: Raja, B. William Dharma
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Literature Reviews,Meta Analysis,Self Esteem,Emotional Development,Instructional Innovation,Teacher Behavior,Attitudes toward Disabilities,Parent Attitudes,Research Needs,Comparative Analysis,Children

This article focusses on the review of research studies done on the area of learning disabilities and the need to conduct more research studies in this area. School children are seen to have different types of learning difficulties with regard to academics. Children with learning disability, who occupy the largest number receiving special education, are not recognized much in schools. It is mistaken for stupidity in pupils by teachers or parents who are not exposed to awareness of special needs of such children. The purpose of this paper is to review studies on self-esteem, emotional maturity, innovative methods of instruction for children with learning disabilities; parents' awareness regarding learning disabilities and teachers' behaviour towards children with learning disabilities and find the gap so as to derive the implications. These studies explored problems of such children and the instructional strategies adopted for them. More researches have to be done in this area to meet the needs of these students who need special attention.
Adolescents' Computer Mediated Learning and Influences on Inter-Personal Relationships
Author: Miloseva, Lence
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Interpersonal Relationship,Learning Motivation,Teaching Methods,Learning Processes,Online Courses,Foreign Countries,Electronic Mail,Intimacy,Interpersonal Attraction,Questionnaires,Student Attitudes,Learning Strategies,Adolescents,Computer Mediated Communication,Multiple Regression Analysis,Statistical Analysis

This study reports the findings of the several projects initiated at the Faculty of Education, Goce Delcev University, Stip, to investigate the motivation skills, but is uniquely specific to as inter, personal relationships and resources that influence the learner's participation in the teaching/learning process in the context of online-learning and face to face learning (FtF). Uniquely it also explores e-mail romantic relationships with regard to the levels of relationship satisfaction, intimacy, &quot;inclusion&quot; and interpersonal attraction. Empirical research of this kind is arguably rare and will lead to a better understanding of the possibilities and limitations of a medium that could have large effects on the relationships we have in the lives of participants of computer mediated learning.
Personality Adjustment and Job Satisfaction among the Lecturers Working in Junior Colleges
Author: Raju, T. J. M. S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Personality Change,Social Adjustment,College Faculty,Questionnaires,Correlation,Teacher Attitudes,Social Differences,Demography,Predictor Variables,Foreign Countries

The present study focused on the relationship between personality adjustment and job satisfaction among junior college Lecturers in Vizianagaram District of Andhra Pradesh, India. The successfulness of any educational program basically depends on the right performance and acceptance of teacher community. This mainly depends on their satisfaction in their profession. The teacher in their present situation is facing various academic and administrative issues. The teachers' personality adjustment is related to various professional, administrative, personal and societal aspects that are involved in the teacher profession. The aspects of teachers' personality adjustment and job satisfaction are conceptually independent and practically interdependent. The data were collected from the 112 Lecturers working in 11 Junior college in Vizianagaram District by way of two standardized questionnaires namely personality adjustment inventory developed by Sharma (1972) and job satisfaction scale constructed by Rao (1986). The data were analyzed by way of means, standard deviations, critical ratios and Coefficient of correlations. The results were discussed and the conclusions were drawn. On over all observation of the study some educational implications were given.
Emotional Creativity (EC) among Pre-Service and In-Service Trainee Teachers
Author: Singh, Gaurav
Date: 2010-00-00
Type: Journal Articles
Subjects: Trainees,Preservice Teacher Education,Inservice Teacher Education,Emotional Development,Creativity,Creative Development,Creative Activities,Cohort Analysis,Affective Objectives,Affective Measures,Foreign Countries

In the personality of a teacher, his emotional creativity is an important counterpart. In current study, researchers have carried out an investigation of emotional creativity of trainee teachers of pre-service and in-service trainee teachers. The objectives were to compare the emotional creativity of Trainee teachers of Pre-service Courses and in-service Courses and to analyze the major aspects of emotional creativity of Trainee teachers. The findings suggest that Trainee Teachers of in-service training programme are more emotionally creative. On two aspects of emotional creativity i.e. emotional preparedness and effectiveness, trainee teachers of in-service course are much better, whereas on the aspect of novelty, there is no significant difference between trainee teachers of pre-service course and in-service course.
College Writing Rubrics
Author: Muirhead, Brent
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Scoring Rubrics,Writing Skills,Feedback (Response),Evaluation Criteria,Writing Assignments,Undergraduate Students,Student Centered Learning,Learning Theories,Grades (Scholastic),Teacher Student Relationship,Writing Improvement

The discussion will describe how rubrics can help to provide effective assessment criteria for evaluating written assignments in college undergraduate classes. A student-centered theory focus will highlight how valuable teacher/student communication can help lead to improving student writing. Rubrics can be a practical way to improve feedback, reduce student grade issues and provide accurate and timely information on student writing skills.
Findings of Studies on Dyscalculia--A Synthesis
Author: Raja, B. William Dharma
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Literature Reviews,Synthesis,Arithmetic,Mathematics Skills,Elementary Secondary Education,Higher Education,Attention Deficit Hyperactivity Disorder,Learning Strategies,Educational Strategies,Instructional Design,Low Achievement,Mathematics Achievement,Developmental Disabilities

Children with learning disabilities face problems in acquiring the basic skills needed for learning. Dyscalculia is one among those learning disorders which affects the ability to acquire arithmetic skills that are needed to perform mathematical calculations. However this is a learning difficulty which is often not recognized. The objectives of this paper are to review studies and related literature on different types of dyscalculia; dyscalculics at various levels; relating dyscalculia to other learning disabilities; methods for overcoming dyscalculia; and comparison of dyscalculics and normal children. The dissertation abstracts international (1990-2010), the educational and psychological journals both at national and international levels, websites and related books have been reviewed for fulfilling the objectives of this paper. Among the studies reviewed, ten were taken from dissertation abstracts international, eleven from journals and six were from websites. The related literature was also collected from five books and from an Indian newspaper. Review of studies reveals the fact that less research has been done in the area of mathematical deficiencies. The need to conduct more researches on dyscalculia is essential in order to mitigate the problems of dyscalculics.
A Study on Unheeded Affective Domain Affects the Affection on Neighbourhood
Author: Singaravelu, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary School Students,Affective Behavior,Cognitive Processes,Psychomotor Skills,Student Development,Teacher Attitudes,Gender Differences,Remedial Instruction,Foreign Countries,Questionnaires,Statistical Analysis,Hypothesis Testing

Three domains have to be developed for making a perfect man. Affective domain is indispensable for protecting the aged parents, encouraging the moral values and changing the positive attitude of the learners. All the parents, policy makers and academicians expect to develop the cognitive domain of the learners but they fail to improve the domains of affective as well as psychomotor. Affective domain deals with the attitude of the learner and the emotional part of the learning. The skills that a person acquires in (or owing to) this domain are used more in humanities or arts subjects. Objectives of the study: (i) To assess the development of three domains. (ii)To find out the significant association on the opinion on affective domain between the teachers of male and female.(iii) To find out the remedial measures to develop affective domain. Methodology: Survey method was adopted in the study. Sample: One hundred pupils studying in standard XII and ten teachers from Government Higher secondary school, Thondamutur were selected as samples for the study. Tool: Researcher's self-made questionnaire to the students and an opinionnaire to the teachers were used as tools for the study. Procedure of the study: 1. Assessing the development of domains, 2. Identifying remedial measures. Findings: Affective domain is not yet developed.
Effectiveness of Instructional Strategies Based on Gagne's Instructional Design (ID) in Improving Thinking Skills of Secondary School Students
Author: D'souza, Flosy C. R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Design,Teaching Methods,Science Instruction,Skill Development,Thinking Skills,Secondary School Students,Classification,Pretests Posttests,Instructional Improvement,Teacher Education Curriculum,Outcomes of Education,Statistical Analysis

The study was aimed at evaluating the effectiveness of Instructional Strategies based on Gagne's Instructional Design and Conventional Strategies of teaching science in improving the &quot;Thinking Skills&quot; of secondary school students. The seven &quot;Thinking Skills&quot; suggested by Raths, Louis (1967) namely, &quot;Observation,&quot; &quot;Comparison,&quot; &quot;Classification,&quot; &quot;Summarization,&quot; &quot;Interpretation,&quot; &quot;Inference&quot; and &quot;Evaluation&quot; were considered. The Pre-test and Post-test Parallel Group, T x L (Treatments x Levels) design was used. A self made &quot;Thinking Skills&quot; test was used to collect the data from the sample consisting of 96 students studying in standard Eight. Findings of this research revealed that; (i) Instructional Strategies based on Gagne's Instructional Design when compared to that of Conventional Strategies of teaching is significantly effective in improving the Thinking Skills as a Whole and its sub skills namely, Comparison, Summarization, Interpretation, Inference, and Evaluation; (ii) Above Average performed significantly better than Average and Average performed significantly better than Below Average in Thinking Skills as a Whole; and (iii) All the students and at all the three levels, namely, Above Average, Average and Below Average sustained the Thinking Skills improved through Instructional Strategies based on Gagne's Instructional Design. This study has made an attempt to infuse Thinking Skills into the existing curriculum through Instructional Strategies based on Gagne's Instructional Design. It has implications for the design and development of Instructional Materials in line with Gagne's Instructional Design to achieve different learning outcomes. It has been found to be a systematic strategy to improve classroom instruction across various disciplines and hence its inclusion in the teacher education curriculum will be a major step in making its application possible at the grassroot level.
Memory and Learning--A Study from Neurological Perspective
Author: Fathima, M. Parimala
Date: 2012-00-00
Type: Journal Articles
Subjects: Memory,Learning Processes,Neurosciences,Brain Hemisphere Functions,Sensory Integration,Cognitive Processes,Teaching Methods,Mnemonics,Drills (Practice),Retention (Psychology),Transfer of Training,Imagery,Verbal Communication

Learning is the acquisition and storage of information as a consequence of experience. The human brain is designed in such a way that thousands bits of sensory data are processed each minute. The brain pays attention to what is relevant to daily life, always asking: &quot;What's going on?&quot; and &quot;How is it important relevant to me?&quot; The senses pass on 40,000 bits of information every second. The Neuro-science is to yet explore thoroughly about how a new memory is formed. The sensory stimuli hit the neurons in the appropriate sensory cortex. These crude sensations are then relayed through the thalamus and sent to the sensory association area of the neo-cortex where they are put together into objects we recognize. Then the information is sent to amygdala for emotional evaluation and to the frontal cortex for content evaluation. On the basis of its analysis of physical features of the stimuli, the brain begins to construct meaning. Depending on the clarity in sense and its relevance, the new information is either retained or ignored. A thorough knowledge of the different parts of the human brain involved in the process of memory helps the teacher to adopt suitable methodology in the classroom. In this fast moving world, the learners expect the teacher to give everything in a nutshell. Hence the teacher has to organize the subject content in such a way that the students could understand, restore and retrieve the information easily and quickly. In this paper, the authors went through the meaning and needs of memory, and the categories of memory. Furthermore, they studied and explained eight aspects of memory activation strategies from the view of neurological perspective are suggested for practice in the classroom such as: Mnemonic devices are strategies for enhancing memory; Engage in Adequate rehearsal; Schedule distributed practice; Minimize interference; Engage in deep processing; Emphasize Transfer; Enrich Encoding with Verbal Mnemonics; and Enrich encoding with visual imagery.
Universal Design for Transition: A Single Subject Research Study on the Impact of UDT on Student Achievement, Engagement and Interest
Author: Scott, Laron
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learner Engagement,Student Interests,Instructional Development,Instructional Design,Comparative Analysis,Access to Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Academic Standards,Outcomes of Education,Intervention,Suburban Schools,Self Contained Classrooms,Special Education,High School Students,Secondary Education,Teaching Methods,Likert Scales,Social Studies,Observation,Surveys,Evidence Based Practice,Self Determination,Transitional Programs

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.
Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support
Author: Scott, Laron A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,Special Education Teachers,Self Efficacy,Task Analysis,Statistical Analysis,Disabilities,Secondary School Teachers,High School Students,Individualized Education Programs,Questionnaires,Teacher Attitudes,Teacher Administrator Relationship,Social Change,Self Determination,Meetings,Student Attitudes,Student Participation,Measures (Individuals)

Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special education teachers' self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research question addressed the relationship between a high school special education teacher's support from administration, and the level of the teacher's self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). A two-sample t-test, was performed on the participants' responses. The results showed that special education teachers' support from administration was statistically significantly correlated with their levels of self-efficacy. This study had significant implications for social change by suggesting that a higher level of teacher self-efficacy may lead to an increase in preparing students who are self-determined advocates involved in leading their IEP meetings.