ethanporcaro/eric-fulltext-meta huggingface dataset:
Students with Speech Impairments Participating in Recess
Author: Lucas, Matthew D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Speech Impairments,Recess Breaks,Student Characteristics,Classification,Educational Experience,Student Participation,Symptoms (Individual Disorders),Incidence,Definitions,Educational Benefits,Elementary School Students

The participation of students with speech impairments in recess can often be both challenging and rewarding for the students and teachers. This paper will address common characteristics of students with speech impairments and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of speech impairments will be presented. The paper will then address the special education classification of children with speech impairments, benefits of recess for children with speech impairments, and recommendations for these children in recess.
Criteria for Evaluating Journals in the Scholarship of Teaching and Learning in Agriculture, Natural Resources, and the Life Sciences
Author: Bracke, Marianne S.
Date: 2012-07-00
Type: Journal Articles
Subjects: Journal Articles,Evaluation Methods,Evaluation Criteria,Scholarship,Agricultural Education,Natural Resources,Biological Sciences,Educational Quality,Citation Analysis,Access to Information,Indexing,Faculty Publishing

The purpose of this paper was to identify existing criteria that may be considered in evaluating journals in the scholarship of teaching and learning in agriculture, natural resources, and the life sciences. This can assist faculty authors and evaluators of promotion and tenure cases to explain indicators of the quality of the publications. The commonly accepted criteria are: peer review; acceptance rate; longevity; open access availability; inclusion in indexing/abstracting services; citation analysis; and expert opinion. These data were collected for a representative set of journals which indicated that: acceptance rates for the journals varied widely; most of the journals existed for at least 10 years; most of the journals did not have an ISI impact factor or Eigenfactor™ Score; the ERIC database was the predominant indexing resource; and there were no published lists of journals in these subjects compiled from expert opinion.
Use of Oral Reflection in Facilitating Graduate EAL Students' Oral-Language Production and Strategy Use: An Empirical Action Research Study
Author: Huang, Li-Shih
Date: 2012-07-00
Type: Journal Articles
Subjects: Oral Language,Action Research,Graduate Students,English (Second Language),Second Language Learning,Qualitative Research,Statistical Analysis,Learning Strategies,Correlation,Teaching Methods,Academic Discourse,Language Proficiency,Chinese,Native Language,Metacognition,Reflection,Foreign Countries,Questionnaires,Video Equipment,Student Attitudes,Pretests Posttests

Research in the fields of second-language acquisition and education has supported the value of written reflection, but scant research has explored how other types of reflection may come into play when learners employ strategies and produce oral language. This paper reports findings from an action research study that focused on integrating individual oral reflection using digital recorders to facilitate 18 graduate-level English-as-an-additional-language (EAL) students' learning of academic speaking skills. The qualitative and quantitative results provide important empirical information about what strategies graduate students used, the relationships between the learners' strategic behaviours and oral performance, and differences in the quality of reflection between advanced and nonadvanced proficiency learners. The study's findings indicate that weekly spoken reflection functions as a mediational tool that learners can use to deal with their language-learning-related thoughts and emotions, which have important implications because of the online nature of speaking. In addition to generating empirical knowledge about a modality of reflection that has direct pedagogical implications, the paper includes a personal reflection on the challenges involved in conducting action research, for the purpose of inviting further dialogue and reflection among action researchers.
Writing IEPs for the Audience of Teachers, Parents, and Students: The Case for the Communicative Individual Education Program
Author: Lucido, Richard J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Disabilities,Special Education,Compliance (Legal),Information Dissemination,Educational Legislation,Equal Education,Federal Legislation

Our current paradigm of Individualized Education Program (IEP) construction, the creation of a legal document or contract between parents and schools, needs rethinking. This paradigm's unintended consequences have resulted in vast inefficiencies in special education and have detracted from the core purpose of the IEP document, the communication of the individualized educational plan. An alternative approach, the communicative IEP, will be presented. In this framework the written IEP is primarily conceived as a communication tool rather than a legal document. It will be argued that this approach will result in a shorter and more understandable IEP document, as well as a substantial savings in limited educator resources, which could then be better prioritized towards service delivery.
Flow in the Community College Classroom?: An Autoethnographic Exploration
Author: Latz, Amanda O.
Date: 2012-07-00
Type: Journal Articles
Subjects: Community Colleges,Ethnography,Classroom Communication,Classroom Environment,Classroom Techniques,Teaching Experience,Journal Writing,Action Research,Transformative Learning,Educational Practices,Lesson Plans,Feedback (Response),Teacher Student Relationship,Collegiality

Flow theory has not been previously applied to faculty experiences in higher education. Upon carrying out this autoethnographic self-study, I discovered that my experiences as a community college instructor were riddled with periods of being in flow. During the spring academic semester of 2010, I created weekly journals of my teaching life. Then, I coded and analyzed the journals and three themes were generated: preparation rituals, feedback, and solidarity. This self-study provided me with a wealth of knowledge about my own teaching and could assist others in understanding their own teaching experiences. It also highlighted the importance of affect in the college classroom. This study adds to the existing literature on flow theory, college teaching, and autoethnography.
Influencing Student Beliefs about the Role of the Civil Engineer in Society
Author: Nesbit, Susan E.
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Attitudes,Role,Service Learning,Criticism,Learning Experience,Interpersonal Relationship,Metacognition,Engineering Education,Civil Engineering,Undergraduate Students,Assignments,Outcomes of Education,Student Surveys,Focus Groups,Beliefs,Affective Behavior,Research Universities,Foreign Countries,Mixed Methods Research,Likert Scales,Surveys

This study suggests that community service learning experiences facilitate the reconstruction of civil engineering student beliefs about both the type of work performed by civil engineers and the broad impact of civil engineering knowledge. Further, the service learning experiences highlight for students 1) the importance of relationships between people, 2) the value of variations in perspective, and 3) the responsibilities of civil engineers in society as holders of expert knowledge. Meta-cognitive and self-regulated learning activities may be the mechanisms by which student beliefs evolve during service learning. Therefore, the quality of community service learning experiences may be enhanced by increasing the opportunities for students to articulate and organize their knowledge, critique their perspectives, compare and contrast their understanding with the understanding of others, and engaged in activities requiring knowledge integration.
Comparison of Gifted and Advanced Students on Motivation toward Science Learning and Attitude toward Science
Author: Köksal, Mustafa Serdar
Date: 2013-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Motivation,Learning Motivation,Science Instruction,Student Attitudes,Student Surveys,Foreign Countries,Advanced Students,Grade 9,High School Students,Scores,Statistical Analysis,Standardized Tests

In this study, comparison of academically advanced science students and gifted students in terms of attitude toward science and motivation toward science learning is aimed. The survey method was used for the data collection by the help of two different instruments: &quot;Attitude Toward Science&quot; scale and &quot;motivation toward science learning&quot;. Examination of reliability and validity of the scores on the instruments was conducted by using the &quot;principle component analysis&quot; with &quot;varimax rotation&quot; due to existence of a new group for validation of the instruments. The study involved 93 advanced science students and 12 gifted students who had higher IQ scores than 130 on WISC-R. The results of the study showed that the adapted instrument was valid and reliable to use for the measurements of motivation toward science learning in the context of advanced science classrooms. The comparisons of the groups in terms of the variables of the study showed that there is no statistically significant difference between the groups whereas there is significant difference between the groups in terms of the scores on the national examination.
Why University Students Don't Read: What Professors Can Do to Increase Compliance
Author: Hoeft, Mary E.
Date: 2012-07-00
Type: Journal Articles
Subjects: College Freshmen,Reading Habits,Compliance (Psychology),Reading Assignments,Reading Comprehension,Reading Tests,Journal Writing,Reading Motivation,Reading Attitudes,Supplementary Reading Materials,Hypothesis Testing,Writing (Composition),First Year Seminars,Student Surveys,Two Year College Students,Two Year Colleges

This article reports findings from two studies assessing reading compliance among first semester freshmen at a small Midwestern two-year liberal arts university. The first study assessed reading compliance of students enrolled in two sections of First Year Seminar, finding that 46% of students reported that they read assignments, yet only 55% of those students were able to demonstrate the most basic level of comprehension of the material they claimed to have read. Reasons most frequently cited by students to explain their failure to read and advice that noncompliant readers say will increase their compliance are identified. The second study assessed reading compliance in a 3-course learning community of first semester freshmen, incorporating one piece of noncompliant reader advice in each of the courses, finding that quizzes and graded journals greatly increased reading compliance.
Innovative Conference Curriculum: Maximizing Learning and Professionalism
Author: Hyland, Nancy
Date: 2012-07-00
Type: Journal Articles
Subjects: College Curriculum,Educational Innovation,Graduate Students,Conferences (Gatherings),Professional Development,Professionalism,College Faculty,Teacher Role,Action Research,Qualitative Research

This action research study evaluated the potential of an innovative curriculum to move 73 graduate students toward professional development. The curriculum was grounded in the professional conference and utilized the motivation and expertise of conference presenters. This innovation required students to be more independent, act as a critical friend, and be a part of a professional learning community. Faculty assumed the role of faculty guide, which altered both the faculty and student course experience. Student professional development findings are discussed. Results indicate that this type of curriculum can be highly effective for a graduate course. Recommendations for future research are discussed.
Fostering Academic Cooperation and Collaboration through the Scholarship of Teaching and Learning: A Faculty Research Abroad Program in Poland
Author: Barczyk, Casimir C.
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Collaboration,Cultural Awareness,Land Grant Universities,Private Colleges,International Cooperation,Foreign Countries,Teacher Attitudes,Conferences (Gatherings),Travel,Program Descriptions,Partnerships in Education,Educational Cooperation,Questionnaires,Statistical Analysis

This study is a narrative analysis of participants' perceptions of the development of cross-cultural awareness through &quot;The Faculty Research Abroad Program in Poland,&quot; a joint initiative between a regional campus of a Midwestern land grant university and a private university in Poland. The purpose was to foster academic cooperation and collaboration through a co-sponsored symposium on the Scholarship of Teaching and Learning (SoTL). Results from a survey of the 15 participating faculty members from the United States provided the basis for the development of the University Global Collaboration Model. The model depicts how awareness of culture, connection to others, and collaboration can result in tangible outcomes. The American faculty participating in the week-long sojourn in Poland experienced a different culture, but the short amount of time on-site attenuated the development of cultural awareness. Participants viewed the experience as having the potential for international collaboration.
Evaluating the Impact of Filming on the Number of Errors Committed by Nursing Students to Determine the Efficacy of Simulated Clinical Situations
Author: Sansalvador-Comas, Carme
Date: 2014-00-00
Type: Journal Articles
Subjects: Nursing Education,Clinical Teaching (Health Professions),Nursing Students,Simulation,Clinical Experience,Video Technology,Film Production,Pilot Projects,Anxiety,Likert Scales,Control Groups,Experimental Groups,Patients,Foreign Countries,Statistical Analysis

Clinical simulation as a training and knowledge technique allows people to experience a likely scenario with the aim of acquiring knowledge, abilities, and increased aptitude. The filming of the staging represents a useful tool to review the decisions and actions taken, with the purpose of highlighting the strengths, weaknesses, and areas for improvement. To evaluate performance, nursing students are placed in clinical simulations and filmed while facing life-like situations. Some students have claimed that the camera might have caused them to commit more errors thereby hindering their overall performance. To test this, a study was designed in which half of the group would be evaluated using the method of filming while the rest would be evaluated without a camera present. This article details the study above carried out with second year nursing students and tries to evaluate the impact of filming on overall performance during clinical simulations.
Exploring the Experiences of Special Educators Following the Joplin Tornado
Author: Palmer, Allyson
Date: 2013-00-00
Type: Journal Articles
Subjects: Natural Disasters,Special Education Teachers,Disabilities,Student Needs,Semi Structured Interviews,Coding,Barriers,Experience,Adjustment (to Environment),At Risk Students,Elementary Secondary Education,School Buildings,Trauma,Emotional Response

On May 22, 2011, an EF5 tornado ripped through Joplin, MO, leaving many residents without homes and destroying or damaging several school buildings. The purpose of this qualitative study was to explore how special education teachers responded to the needs of their students with disabilities following the Joplin tornado. Purposeful sampling was used to select three participants who were special education teachers working in schools that were damaged or destroyed by the tornado. The researcher used semi-structured interviews to collect data that was then coded to identify categorical themes. The results showed the types of challenges experienced by special educators and their students, following the tornado, and the supports that were provided to help mitigate those needs.
Subtractive Leadership
Author: Larwin, K. H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Styles,Models,Organizational Culture,Productivity,Participative Decision Making

This paper introduces a new term and concept to the leadership discourse: Subtractive Leadership. As an extension of the distributive leadership model, the notion of subtractive leadership refers to a leadership style that detracts from organizational culture and productivity. Subtractive leadership fails to embrace and balance the characteristics of the distributive leadership styles by instead encouraging collusion, self-interest, and self-promotion. In doing so, subtractive leadership fuels a lack of organizational vision, feeds distrust amongst constituencies, and undermines the commitment of organizational stakeholders. With this introduction of a model of subtractive leadership, practitioners will now be able to clearly understand and identify the characteristics and behaviors associated with subtractive leadership that in effect negate additive and concertive leadership. It seems very likely, that at one point or another, everyone has experienced these deleterious effects of subtractive leadership in their work arena.
Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy
Author: Glowacki-Dudka, Michelle
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Seminars,Student Diversity,Teaching Methods,Teacher Surveys,Inclusion,Access to Education,Power Structure,Surveys,Semi Structured Interviews,Workshops,Program Effectiveness,Teacher Role,Educational Innovation

Recently, twenty-one instructors at a Midwestern university participated in a faculty development seminar entitled, &quot;Developing Pedagogies to Enhance Excellence and Diversity.&quot; They designed a pedagogical change for the following academic year based on the workshop. During the following year, we collected data on the workshop participants through surveys and interviews to discover if they had implemented the proposed changes and what they discovered in the process. Thirteen of the twenty-one participants responded to our request for information and nine implemented their proposed changes during our data collection. Reviewing the data, we found three areas where participants made changes: application of pedagogical innovations, equal access to learning and inclusive pedagogy, and assessment of power and position as teacher. Many continued to reflect on how to make these changes more effective and indicated a desire for collegiality to sustain them in their efforts to improve their teaching practices.
Student Motivations for Choosing Online Classes
Author: Harris, Heidi S.
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Online Courses,College Choice,Universities,Services,Educational Policy,Economic Factors,Student Surveys,Age Differences,Web Based Instruction,Course Selection (Students)

Increasing budget pressures on universities are causing many to turn to online education to solve their budget woes. However, as the marketplace for online learning expands, so does the opportunity for students to become ever more selective of the programs and universities they choose. The researchers sought to identify those factors that motivate students to choose or not choose to take online courses at Eastern Oregon University (EOU). Furthermore, students currently enrolled at EOU were asked to identify the interactions and services they would like to see increase at the university. Results of the survey are discussed in light of university mission and strategic plans to demonstrate how survey data works to drive policy decisions in uncertain financial times.
Mental Health Nursing Practicum: Student and Mentor Perspectives on Stress and Satisfaction
Author: Gelabert-Vilella, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Mental Health,Nursing Students,Practicums,Student Attitudes,Mentors,Student Satisfaction,Anxiety,Mixed Methods Research,Stress Variables,Nursing Education,Student Surveys,Nurses,Focus Groups,Semi Structured Interviews,Higher Education,Stress Management,Foreign Countries

Nursing students begin to complete practicum experiences during their first year, increasing the number of applied credits as they progress toward degree completion. This contributes to integrating knowledge and skills from all of their courses and to obtaining the basic competencies of the nursing profession. It is also essential to identify the student's sources of stress in order to provide strategies to confront them and diminish the potential consequences. Therefore, it is a priority to ascertain the perception of stress and the stressors. This study applied both quantitative and quality methods to achieve its objectives: to analyze the perception of stress and the stress-generating factors faced by third- and fourth-year nursing students during the mental health practicum, and to determine satisfaction with the new mental health practicum in a student survey and in a focus group of mentor nurses. Study results identified four major stress factors before students began the practicum: the difficulty of providing nursing care for the patent with a mental disorder, knowing how to react in an unfamiliar situation, lack of knowledge about mental health services, and the possibility of patent aggression. Only the later remained as a stressor after the practicum was completed. Student satisfaction with the mental health practicum was highly positive. Mentor nurses were particularly satisfied with the changes in student follow-up and evaluation, emphasizing the importance of reflective practice and students' self-management of their learning experience as set out by the European Higher Education Area.
Secondary Schools Principals and Their Job Satisfaction: A Test of Process Theories
Author: Maforah, Tsholofelo Paulinah
Date: 2015-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Secondary Schools,Principals,Disadvantaged,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Input Output Analysis,Social Theories,Administrator Attitudes,Foreign Countries

The study aims to test the validity of process theories on the job satisfaction of previously disadvantaged Secondary School principals in the North West province. A mixed-method approach consisting of both quantitative and qualitative methods was used for the study. A questionnaire was administered during the quantitative phase with a sample that comprised thirty Secondary School principals purposefully selected from rural and township schools. The second part of the research was qualitative. Structured interviews were conducted with eight purposefully selected principals from the original sample of thirty. The theoretical framework of the research was based on the process theories. The results show that principals in the study felt that the rewards they obtain as a form of output were not equitable to their efforts (input). Finally, the researcher made a number of propositions and recommendations to school managers on ways to enhance job satisfaction of school principals.