ethanporcaro/eric-fulltext-meta huggingface dataset:
Confronting Issues of Gender and Ethnicity: Women's Experiences as Aspiring Urban Principals
Author: Sperandio, Jill
Date: 2009-12-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Ethnicity,Instructional Leadership,Principals,Occupational Aspiration,Cohort Analysis,Leadership Training,Mentors,Internship Programs,Change Strategies,Womens Studies,Women Administrators,Gender Issues

This article examines, from a female perspective, the complexities of gender and ethnicity embedded in successful urban school leadership. The authors use qualitative data, collected from female participants in two cohorts of aspiring urban principals in a yearlong experimental leadership preparation program, to discuss issues that arise during the coursework mentoring and school internship components of the program. Recommendations for future programs, drawn from the study, include selecting program participants based on their commitment to social justice, utilizing opportunities to confront gender and ethnic leadership stereotyping, providing the training to conduct school dialogues on social justice issues, and exposing aspiring principals to ethnically diverse urban school environments.
Principals' Perceptions of Preparation and Practice in Gifted and Special Education Content: Are We Doing Enough?
Author: McHatton, Patricia Alvarez
Date: 2010-01-00
Type: Journal Articles
Subjects: Administrator Education,Gifted,Instructional Leadership,Special Education,Principals,Administrator Attitudes,Inservice Teacher Education,Leadership Training,Program Effectiveness,Professional Development,Self Efficacy,Educational Practices,Measures (Individuals),Program Content,Skill Analysis

This paper examines in-service school leaders' perceptions regarding the degree to which their administrator preparation program addressed necessary skills and knowledge to effectively work with educators of children in special education and gifted programs. Principals from a large metropolitan district were surveyed. Findings indicate some dissonance between what educational leadership preparation programs and school districts are providing future school leaders and the on-the-job demands for school administrators. Results are provided along with suggestions for future research. (Contains 2 tables and 4 figures.)
Teaching Mathematics: Issues and Solutions
Author: Little, Mary E.
Date: 2009-10-00
Type: Journal Articles
Subjects: Disabilities,Mathematics Skills,Mathematics Instruction,Teaching Methods,Problem Solving,Special Needs Students,Mathematics Teachers,Federal Legislation,Academic Standards,Student Characteristics,Spatial Ability,Language Skills,Thinking Skills,Memory,Individualized Instruction,Academic Accommodations (Disabilities)

The ability to compute, problem solve, and apply concepts and skills in mathematics influences multiple decisions in our lives. The National Research Council (1989) reported that mathematics is especially evident in our technology-rich society, where number sense and problem solving skills have increased the importance and demands of advanced levels of proficiency. However, mathematics is often challenging for students with and without disabilities to master. Comparison studies have focused on student results which show US students not performing as well in math as students in many other developed countries (USDOE, 2000). This manuscript describes the changing context and expectations of math standards and curriculum, given the specific characteristics of students with disabilities. Various research-based instructional methods and strategies are described to address the revised standards in math for teachers to effectively meet the learning needs of students with and without disabilities to master mathematics. (Contains 3 figures.)
Supporting Children with Severe Disabilities to Achieve Means-End
Author: Bruce, Susan
Date: 2009-00-00
Type: Journal Articles
Subjects: Severe Disabilities,Correlation,Children,Child Development,Literature Reviews,Case Studies,Intention,Child Behavior,Teaching Methods,Behavioral Science Research

Means-end behavior occurs when the child can carry out a sequence of steps, including the removal of a physical obstacle, to achieve a goal. The development of means-end knowledge occurs in three stages: transitional, intentional, and comprehensive. Comprehensive means-end is achieved when the child can generate solutions without demonstration of the solution by another and without trial and error. The achievement of means-end is considered a pivotal developmental milestone because of its strong positive correlation to intentional communication and its relationship to understanding the intent of other's actions. It is important to create accessible opportunities for children with disabilities to observe others solving means-end problems. High interest and personalized materials that are age appropriate will motivate children to solve means-end problems. This article presents a review of research on means-end development in children with severe disabilities, information on how to assess and teach means-end, and two case studies (with lessons and video) to illustrate key concepts. (Contains 5 figures.)
Help! They Still Don't Understand Counting
Author: Sadler, Faith H.
Date: 2009-10-00
Type: Journal Articles
Subjects: Preschool Children,Problem Solving,Mathematics Instruction,Special Needs Students,Teaching Methods,Computation,Developmentally Appropriate Practices,Mathematical Concepts,Numeracy

Recent research has revealed new information about how preschoolers develop an understanding of counting, and offers exciting new strategies for teaching. These new strategies encourage children to problem solve and use reasoning to understand quantities and how counting works rather than simply providing them practice with counting procedures. There has been evidence for several years now that this type of problem-solving approach (or investigative approach) to mathematics instruction is beneficial for young elementary school students with special needs (Baroody, 1996; Baroody, 1999; Clements, 2000; National Research Council, 2001). Thus, it is likely that these new findings about preschoolers apply not just to young typically developing children but also to preschoolers with special needs. This article describes a new developmental framework for counting and weaves within it helpful activities derived from recent research as well as a few activities based on long-established best practices. Lastly, this article briefly discusses how difficulty with counting may or may not be indicative of a math disability. (Contains 1 table and 2 figures.)
PATH: Parent Activities toward Healthy Self-Determination
Author: Abernathy, Tammy V.
Date: 2009-10-00
Type: Journal Articles
Subjects: Knowledge Level,Disabilities,School Personnel,Self Determination,Coping,Advocacy,Child Rearing,Learning Activities,Self Evaluation (Individuals),Scoring,Reflection,Psychological Patterns,Student Rights

PATH: Parent Activities toward Healthy Self-Determination was developed as a tool for parents to evaluate their personal status in coping, knowledge of disability related issues, and advocacy. This article describes PATH's five reflective, non-judgmental activities resulting in an opportunity for parents and family's to self-assess progress in developing their child's self-determination. The activities are designed to inform parents and generate ideas and conversations within families and with school personnel. The activities, while scored, are not to be judged or evaluated. Examples from two families with varied levels of knowledge in disability issues are included in the article. Teachers and case managers are urged to share these tools with parents of school-age children with disabilities. (Contains 5 figures.)
"PowerPoint" Is Not Just for Business Presentations and College Lectures: Using "PowerPoint" to Enhance Instruction for Students with Disabilities
Author: Coleman, Mari Beth
Date: 2009-10-00
Type: Journal Articles
Subjects: Access to Computers,Disabilities,Instructional Materials,Visual Aids,Computer Software,Teaching Methods,Educational Technology,Information Technology,Decoding (Reading),Computer Assisted Instruction,Assistive Technology,Computer Uses in Education,Autism,Pervasive Developmental Disorders,Phoneme Grapheme Correspondence,Phonemes

Microsoft PowerPoint software is widely used in business and higher education and is growing in use with school-aged students. A small body of research has demonstrated that it can be effective in enhancing skill instruction for individuals with disabilities. PowerPoint is not a difficult program to learn, but it provides endless possibilities for the creation of instructional materials. This article presents a brief summary of some of the research that has been done using PowerPoint with individuals who have disabilities to promote computer access, reading decoding, and social communication skills. Several examples of PowerPoint presentations that can be created for use in teaching students with disabilities are described with visual examples provided. Brief directions for using several features of PowerPoint to create instructional presentations are given. (Contains 5 figures.)
The Importance of Teacher Involvement in Medication Therapy
Author: Ryan, Joseph B.
Date: 2009-12-00
Type: Journal Articles
Subjects: Student Behavior,Drug Therapy,Teacher Role,Behavior Modification,Symptoms (Individual Disorders),Safety,Child Health,Mental Disorders,Behavior Problems,Knowledge Level,Legal Responsibility

Over the past several decades, there has been a steady increase in the use of medication therapy to help control student behavior within schools. While psychotropic medications do not "cure" mental illnesses, they have demonstrated efficacy in helping children function better at school and within their home environment. However, it is important educators understand these medications may also pose significant risks for children, with potential side effects ranging from mild discomfort to life threatening complications. In this article, the authors review the major types of psychotropic medications, discuss the therapeutic benefits and potential side effects of medications, and provide recommendations regarding how teachers can assist to ensure the safe use of these medications. (Contains 2 tables.)
Making Accommodations Work for Students in the Special Education Setting
Author: VanSciver, James H.
Date: 2009-12-00
Type: Journal Articles
Subjects: Federal Legislation,Disabilities,Special Education,Accountability,Individualized Education Programs,Evaluation,Intervention,Inclusive Schools,Academic Achievement,Special Education Teachers

With the pressure of No Child Left Behind and state-ordered accountability initiatives building, local educators' angst with the challenges of documenting improvement on the part of special education students, as a function of their performance on high stakes content assessments, continues to grow. One major tool used to identify academic needs and provide support is the Individual Education Plan, a model bolstered through the selection of accommodations particular to the individual student. How are those accommodations identified? What proof might be provided that they have been implemented successfully? And where is the data that might suggest that they be continued on the student's IEP? Using data to identify, monitor, and evaluate the use of accommodations for individual special education students is a must if educators are to verify that those students are making progress academically. However, the system which is implemented to achieve this must be least intrusive for those who will use it so that it doesn't suffer from reduced implementation fidelity.
Avoiding Math Taboos: Effective Math Strategies for Visual-Spatial Learners
Author: Rapp, Whitney H.
Date: 2009-12-00
Type: Journal Articles
Subjects: Spatial Ability,Teaching Methods,Visual Learning,Learning Strategies,Academic Achievement,Mathematics Instruction,Games,Mathematical Concepts,Learning Processes,Mathematics Teachers,Educational Resources,Cognitive Processes,Grade 2,Grade 5

Mathematics concepts are most often taught using auditory, sequential instructional methods. Not only are these methods ineffective when used with visual-spatial learners, they may be detrimental to both academic and emotional progress. Ways in which visual-spatial learners process information are explained. One child's story is presented, illustrating both negative academic and emotional impact on a visual-spatial learner who possessed exceptional math ability but performed increasingly poorly in math class. An extensive list of effective strategies and resources for teachers is provided. (Contains 1 table.)
A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities
Author: Leffert, James S.
Date: 2009-12-00
Type: Journal Articles
Subjects: Learning Problems,Classroom Environment,Internet,School Personnel,Interpersonal Competence,Teaching Methods,Educational Resources,Grade 4,Curriculum,Evaluation Methods,Educational Practices,Observation,Elementary Education,Grade 5

Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school personnel ways to infuse social skills instruction into their existing instructional activities throughout the school day by: (1) Integrating social skills and academic instruction; (2) Amplifying the impact of pre-planned instruction through impromptu responses to naturally occurring social skills problems; and (3) Adding a social skills dimension to the classroom environment and routines. This article introduces and illustrates use of the Social Skills Tools for Teachers, a suite of instructional planning aids available on the web at www.csde.umb.edu/ToolsforTeachers.php. Findings presented show that school personnel have successfully utilized the tools to infuse social skills instruction into daily teaching activities. (Contains 1 figure and 5 tables.)
Making the News: Jobs in TV Journalism
Author: Csorny, Lauren
Date: 2009-00-00
Type: Journal Articles
Subjects: News Reporting,Occupations,Television,Work Environment,Career Development,Emerging Occupations,Adjustment (to Environment),Technological Advancement,Influence of Technology,Broadcast Industry

What do TV news workers do each day? For many of them, contributing to daily news broadcasts has changed greatly over the years. This evolution will likely continue for years to come. And more changes to news production are expected, according to Tom Weir, an associate professor at the University of South Carolina's School of Journalism and Mass Communications. "The technology people will see in 5 years does not exist yet," he says, "at least not in a commercially viable form." Jobseekers whose diverse talents and training are adaptable to these developing technologies are likely to have the best prospects. This article describes the work of anchors in a section on news analysts, reporters, and correspondents. It also discusses some of the other workers on news broadcasts, including producers, camera operators, and film and video editors. Occupational descriptions cover the job duties, earnings, employment, qualifications, and training for people in these occupations. To weigh other considerations for would-be TV workers, the author presents sections about station size and the good and bad sides to the work. Finally, sources of additional information are provided.
Careers in Forensics: Analysis, Evidence, and Law
Author: Torpey, Elka Maria
Date: 2009-00-00
Type: Journal Articles
Subjects: Crime,Law Enforcement,Technology,Legal Problems,Court Litigation,Evidence,Data Analysis,Interdisciplinary Approach,Investigations,Biological Sciences,Problem Solving

In legal proceedings, a case is only as strong as its evidence. And whether that evidence is strong depends, in large part, on the work of forensic specialists. The field of forensics is broad and involves many kinds of workers. Some of them are involved in crimesolving. Others, such as forensic social workers or forensic economists, help to resolve different legal issues. But one thing all forensic specialists have in common is that their work is connected to the law in some way. These workers might have a background in life sciences, art, engineering, health-care, social sciences, or a number of other fields. And although their specialized knowledge and job titles vary, all forensic workers have expertise related to a legal issue or case. This article discusses forensics and some of the work it encompasses. The first section talks about what forensic workers do and lists selected specialties within the field. A second section describes places of employment, potential earnings and opportunities, and education and training requirements. A final section provides sources for finding more information.
More than Food and Drink: Careers in Restaurants
Author: Liming, Drew
Date: 2009-00-00
Type: Journal Articles
Subjects: Dining Facilities,Food Service,Service Occupations,Careers

In restaurants, the food's the thing. But the drinks, presentation, service, and ambiance are important, too. And it's up to restaurant workers to provide diners with a square meal that's well rounded. The hard work of the kitchen, bar, and dining-room staff gets food and drink from menu to mouth. Some of the more visible workers may include waiters and waitresses (also known as servers), busboys, hosts and hostesses, bartenders, and sommeliers. Less visible restaurant staff includes chefs, cooks, managers, dishwashers, and janitorial and office staff. All have a role in helping to make a diner's experience pleasant. This article begins with an overview of the restaurant industry. It then looks at four occupations--(1) cooks; (2) executive chefs; (3) servers; and (4) bartenders--and describes their job duties; employment, wages, and outlook; and skills and training. One will learn what working in a restaurant is like, including its challenges and rewards. Suggested resources for additional information on restaurant careers are at the end.
Employment, Trends, and Training in Information Technology
Author: Wright, Benjamin
Date: 2009-00-00
Type: Journal Articles
Subjects: Information Technology,Labor Market,Employment Projections,Job Security,Employment Opportunities

In recent years, students, workers, and jobseekers have received mixed signals about the job market for information technology. Periods of strong job growth have been punctuated by brief periods of employment declines. Optimism about information technology (commonly referred to as IT) as a career field has been tempered by concerns about job security and competition abroad. Jobseekers and students, unsure of what the future holds, are understandably confused about the direction in which IT careers are headed. But, as this analysis shows, the IT field continues to offer opportunities for jobseekers who have the right skills and training. The good news for students is that most IT occupations are expected to remain in high demand and have strong job growth. This article presents an overview of some information technology occupations studied by BLS. It also discusses past employment, future prospects, and education and training for IT workers. A final section provides sources of more information. Data in this article are from the U.S. Bureau of Labor Statistics (BLS)--including the Current Population Survey and the Occupational Statistics and Employment Projections program.
You're a What? Futurist
Author: Mullins, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Futures (of Society),Intellectual Disciplines,Long Range Planning,Careers,Interdisciplinary Approach,Trend Analysis

This article features Christopher Kent, a futurist who uses his skills to study the future. Kent examines the present for clues to changes that the future may bring. His training in history serves him well. Futurists specialize in recognizing upcoming uncertainty and attempting to manage it. They realize that unknown--and unknowable--changes will shape the future. By identifying a range of possible changes, these workers develop alternate visions of the future. There are different types of futurists, and each type has different methods, motives and objectives. Some futurists' work is primarily academic and focuses on social criticism. Others, like Christopher, are professional futurists: They help paying clients--either organizations or individuals--anticipate change and make plans and adjustments accordingly. Kent recommends the occupation for those who like research and variety.
Going "Green": Environmental Jobs for Scientists and Engineers
Author: Ramey, Alice
Date: 2009-00-00
Type: Journal Articles
Subjects: Water Quality,Sanitation,Environmental Education,Energy Conservation,Pollution,Scientists,Natural Resources,Engineering,Technical Occupations,Employment Patterns,Employment,Employment Projections,Labor Market,Earth Science,Sustainable Development,Conservation (Environment),Ecology,Hazardous Materials,Careers

Green is often used as a synonym for environmental or ecological, especially as it relates to products and activities aimed at minimizing damage to the planet. Scientists and engineers have long had important roles in the environmental movement. Their expertise is focused on a variety of issues, including increasing energy efficiency, improving air and water quality, and sustaining natural resources. With interest in such projects growing, there should be additional opportunities for these scientists and engineers in the future. Some discussions of these occupations classify workers by environmental issue, such as air quality, solid waste management, or land conservation. Others group them by project category, such as environmental protection, environmental health and safety, and natural resources management. This article uses the latter method to describe the job duties, employment, outlook, wages, and training requirements for conservation scientists, environmental engineers, environmental scientists, and hydrologists.
Career Planning the Second Time around
Author: Mullins, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Career Change,Dislocated Workers,Employment Opportunities,Job Satisfaction,Vocational Adjustment,Work Environment,Self Evaluation (Individuals),Quality of Working Life,Career Planning,Interests,Job Skills

People change careers for a number of reasons. Some want to do work that they find more meaningful or that makes better use of their skills than their current job. Others might be acting on a long-deferred dream or in pursuit of new interests. For some, it is less a choice than a necessity: They may find themselves heading in a new direction after facing a layoff or other job loss. The reason for changing careers varies from one person to another, as does the process itself. If one is considering changing careers, either by choice or by necessity, this article offers tips on assessing one's current situation: evaluating the career one has, identifying his/her motives for wanting to change it, and knowing whether his/her personal finances allow for taking such a step. This article also discusses how to assess oneself for career fitness, including one's values, skills, and interests. Sources for finding additional information and support are also provided.