ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mother's Perceptions of Her Ongoing Advocacy Efforts for Her Son with Significant Disabilities: Her Twelve-Year Journey
Author: Ryndak, Diane Lea
Date: 2011-00-00
Type: Journal Articles
Subjects: Mothers,Multiple Disabilities,Advocacy,Sons,Special Education,Parent Attitudes,Federal Legislation,Decision Making,Interviews,Conflict,Stress Variables,Family (Sociological Unit),Related Services (Special Education),Educational Experience,Down Syndrome,Pervasive Developmental Disorders

IDEIA mandates that parents be active participants in the educational decision-making process for their children. It is recommended that parents and professionals collaborate for individualized educational services for students with disabilities, especially for students with significant disabilities. Research suggests that parents must advocate for the curriculum content, instructional services, and placement they believe to be appropriate for their child. The purpose of this retrospective study was to explore the experiences of one mother as she advocated over a twelve-year period for effective special education services for her son with significant disabilities. This study used a series of interviews to explore one mother's perceptions of: (a) educational service providers who served her son; (b) the services provided for her son; (c) her decision-making process that resulted in her son transferring between schools multiple times; and (d) her reflections about her family's experiences with the education system. Two primary themes emerged: (a) the perception of congruence or conflict between the mother's views of her son and the educational service providers' views; and (b) family stress during transitions. Limitations of the study and suggestions for future research are presented.
Developing the Understanding and Practice of Inclusion in Higher Education for International Students with Disabilities/Additional Needs: A Whole Schooling Approach
Author: Supple, Briony
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Disabilities,Foreign Countries,Teaching Methods,Inclusion,Mainstreaming,Foreign Students,College Students,Educational Philosophy,Special Needs Students,English (Second Language),Cultural Differences,School Policy,Teacher Role,Student Needs,Educational Environment,Social Values

In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non-English speaking backgrounds and attending the same university in Melbourne, Australia. In this paper we used voice relational methodology to analyse these students' experiences of inclusive practice. These experiences provide the basis for our discussion of fundamental differences among various kinds of inclusive practice and cultures, resulting in a typology including support systems and experiences from staff and disability liaison personnel. In doing so, we aim to inform policy and models for best practice to maximise the educational experiences of international students with disabilities and additional needs, and indeed, of all students. Finally, we discuss the implications of the findings for lecturers, teachers, support staff and policy makers in implementing strategic and successful inclusion for international students with a disability/additional needs in a higher education context. (Contains 2 figures.)
A Cross-Language Study on Citation Practice in PhD Theses
Author: Soler-Monreal, Carmen
Date: 2011-00-00
Type: Journal Articles
Subjects: Citations (References),Examiners,Writing (Composition),Discourse Analysis,Doctoral Dissertations,Interpersonal Relationship,Student Research,Intellectual Disciplines,Contrastive Linguistics,Verbs,Literature Reviews,English,Spanish,Academic Discourse,Graduate Students

Citation practice provides justification for arguments and allows a writer to indicate a rhetorical gap for her/his research and adopt a tone of authority. Claims must be supported with evidence, and writers must demonstrate an understanding of approaches and knowledge in their fields of specialisation, in order to persuade the examiners that the thesis is worthy of the award of a doctorate (Thompson, 2005b). Candidates need to keep the adequate interpersonal relationship with the immediate audience (the examiners). They have to evaluate the previous research in an area of study and to be respectful with previous claims from authorities in the disciplines. They also need to position themselves in relation to other disciplinary members and highlight their individual claims. This paper investigates contrastively how interactional resources of citation and, in particular reporting verbs, are deployed in the literature review chapters of PhD theses written in English and in Spanish. (Contains 4 tables.)
&quot;Nothing about Us without Us:&quot; Including People with Disabilities as Teaching Partners in University Courses
Author: Jorgensen, Cheryl M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Disabilities,Course Content,College Students,Undergraduate Study,Graduate Study,College Faculty,Team Teaching,Civil Rights,Developmental Disabilities,Interpersonal Relationship,Seminars,Pervasive Developmental Disorders,Cooperative Planning,Curriculum Design,Barriers

The slogan &quot;Nothing About Us Without Us&quot; has been used by disability rights activists to argue that any activity that affects people with disabilities should involve people with disabilities in leadership roles. At the University of New Hampshire, several graduate and undergraduate courses dealing with disability issues were co-taught by university faculty and individuals with disabilities. These co-teaching arrangements provided benefits to the co instructors themselves as well as to scholars enrolled in the courses. This paper describes the course content; the roles of each co-instructor, drawing from the literature on co teaching; some examples of feedback from scholars; challenges; and suggestions for making the teaching partnership successful. Some sections of the paper were written by the university faculty authors from the traditional, academic third person perspective. Other sections of the paper reflect the first-person, verbatim words of the individuals with disabilities. (Contains 1 footnote.)
Using Technology to Unify Geometric Theorems about the Power of a Point
Author: Contreras, Jose N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Mathematics Teachers,Teacher Education Programs,Secondary School Mathematics,Preservice Teachers,Mathematics Instruction,Mathematics Education,Mathematical Logic,Validity,Educational Technology,Computer Software

In this article, I describe a classroom investigation in which a group of prospective secondary mathematics teachers discovered theorems related to the power of a point using "The Geometer's Sketchpad" (GSP). The power of a point is defines as follows: Let "P" be a fixed point coplanar with a circle. If line "PA" is a secant line that intersects the circle at points "A" and "B", then "PA[middle dot]PB" is a constant called the power of P with respect to the circle. In the investigation, the students discovered and unified the four theorems associated with the power of a point: the secant-secant theorem, the secant-tangent theorem, the tangent-tangent theorem, and the chord-chord theorem. In our journey the students and I also discovered two kinds of proofs that can be adapted to prove each of the four theorems. As teacher educators, we need to design learning tasks for future teachers that deepen their understanding of the content they are likely to teach. Having a profound understanding of a mathematical idea involves seeing the connectedness of mathematical ideas. By discovering and unifying the power-of-a-point theorems and proofs, these future teachers experienced what it means to understand a mathematical theorem deeply. GSP was an instrumental pedagogical tool that facilitated and supported the investigation in three main ways: as a management tool, motivational tool, and cognitive tool. (Contains 13 figures.)
Aspects of Calculus for Preservice Teachers
Author: Fothergill, Lee
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Secondary School Curriculum,College Mathematics,Mathematics Teachers,Calculus,Mathematics Instruction,Comparative Analysis,College Faculty,Undergraduate Study,Teacher Education,Preservice Teacher Education,Preservice Teachers

The purpose of this study was to compare the perspectives of faculty members who had experience teaching undergraduate calculus and preservice teachers who had recently completed student teaching in regards to a first semester undergraduate calculus course. An online survey was created and sent to recent student teachers and college mathematics faculty members who had experience teaching a first semester calculus course to help determine the aspects of calculus that they deemed most important in the teaching of calculus to pre-service mathematics teachers. Faculty members with experience teaching at the secondary level, faculty members without experience teaching at the secondary level, and recent student teachers' survey results were compared and there were some notable differences between the groups. The aspect that was ranked the highest among all groups was problem solving which is consistent with the views of major mathematical organizations, such as the Mathematical Association of America (MAA) and National Council of Teachers of Mathematics (NCTM). While all groups' views were similar and consistent with research, recent student teachers' responses suggest that when preparing future teachers in undergraduate calculus, more emphasis should be placed on connections to the secondary curriculum and applications in technology. (Contains 1 table and 6 figures.)
Enhancing Prospective Teachers' Coordination of Center and Spread: A Window into Teacher Education Material Development
Author: Lee, Hollylynne S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervals,Data Analysis,Mathematics Teachers,Probability,Teacher Attitudes,Material Development,Teacher Educators,Teaching Methods,Preservice Teachers,Mathematical Concepts,Mathematics Instruction,Comprehension,Concept Formation,Teacher Education Programs

This paper describes a development and evaluation process used to create teacher education materials that help prepare middle and secondary mathematics teachers to teach data analysis and probability concepts with technology tools. One aspect of statistical reasoning needed for teaching is the ability to coordinate understandings of center and spread. The materials attempt to foster such coordination by emphasizing reasoning about intervals of data rather than a single focus on a point estimate (e.g., measure of center). We take a close look at several different data sources across multiple implementation semesters to examine prospective mathematics teachers' ability to reason with center and spread in a coordinated way. We also look at the prospective teachers' ability to apply their understandings in pedagogical tasks. Our analysis illustrates the difficulty in both achieving this understanding and transferring it to teaching practices. We provide examples of how results were used to revise the materials and address issues of implementation by mathematics teacher educators. (Contains 4 tables and 3 figures.)
Moving toward More Authentic Proof Practices in Geometry
Author: Cirillo, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Mathematics Instruction,Geometry,Secondary School Mathematics,Validity,Mathematical Logic,Problem Solving

Various stakeholders in mathematics education have called for increasing the role of reasoning and proving in the school mathematics curriculum. There is some evidence that these recommendations have been taken seriously by mathematics educators and textbook developers. However, if we are truly to realize this goal, we must pose problems to students that allow them to play a greater role in proving. We offer nine such problems and discuss how using multiple proof representations moves us toward more authentic proof practices in geometry. (Contains 9 problems.)
A Singapore Case of Lesson Study
Author: Cheng, Lu Pien
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Instruction,Elementary School Mathematics,Teacher Collaboration,Lesson Plans,Planning,Observation,Teaching Methods,Knowledge Level,Mathematical Concepts

In this article, we present a case study of six Singaporean elementary school teachers working in a Lesson Study team that prepared them for problem solving instruction. The Lesson Study process included preparing, observing, and critiquing mathematics lessons in the context of solving fractions tasks. By conducting Lesson Study, we anticipated that these teachers would develop greater insight into students' mathematics, which would influence their classroom practices. Through the process of planning, observing and critiquing and by purposefully listening to students' explanations, the teachers began to better understand their students' learning, which in turn could help them develop their students' mathematical knowledge. (Contains 4 tables, 5 figures, and 1 footnote.)
Does 0.999... Really Equal 1?
Author: Norton, Anderson
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Number Systems,Mathematics Instruction,College Mathematics,College Students,High School Students,Problem Solving,Validity,Mathematical Logic

This article confronts the issue of why secondary and post-secondary students resist accepting the equality of 0.999... and 1, even after they have seen and understood logical arguments for the equality. In some sense, we might say that the equality holds by definition of 0.999..., but this definition depends upon accepting properties of the real number system, especially the Archimedean property and formal definitions of limits. Students may be justified in rejecting the equality if they decide to work in another system--namely the non-standard analysis of hyperreal numbers--but then they need to understand the consequences of that decision. This review of arguments and consequences holds implications for how we introduce real numbers in secondary school mathematics. (Contains 3 figures.)
Using Japanese Curriculum Materials to Support Lesson Study outside Japan: Toward Coherent Curriculum
Author: Lewis, Catherine C.
Date: 2011-12-00
Type: Journal Articles
Subjects: Teacher Improvement,Teacher Collaboration,Elementary School Teachers,Elementary School Mathematics,Teaching Guides,Comparative Analysis,Foreign Countries

Lesson study (jugyou kenkyuu) has spread outside Japan in the last decade, providing opportunities to see how lesson study fares in countries where the instructional practices and curriculum materials differ from those in Japan. This study reports an elementary mathematics lesson study cycle from the United States. To investigate the nature of the support for teachers' learning during the curriculum study (&quot;kyouzai kenkyuu&quot;) phase of lesson study, we first compared a U.S. and Japanese teacher's manual in their treatment of area of quadrilaterals. The coding scheme captured features hypothesized to influence teachers' learning from curriculum including information on student thinking, learning trajectory and rationale for pedagogical decisions (Ball &amp; Cohen, 1996). While the U.S. teacher's manual provided more correct student answers and more often suggested adaptations for particular categories of students (e.g., English-language learners), the Japanese manual provided more varied individual student responses and more rationale for pedagogical choices. We provided the Japanese curriculum and teacher's manual to a U.S. lesson group and observed them during lesson study; U.S. teachers found some Japanese curriculum features useful (e.g., student thinking) and other features challenging (e.g., focus on a single problem). A comparison of the U.S. teachers' pre- and post- lesson study cycle lesson plans suggested that the teachers more thoroughly anticipated student thinking after working with the Japanese textbooks and teacher's manuals. We suggest that kyouzai kenkyuu on a well-designed teacher's manual may enable &quot;coherent curriculum&quot; at the policy level to be enacted in the classroom. (Contains 2 tables, 1 note and 5 figures.)
The Ideology and Practices of &quot;Seikatsu-Tsuzurikata&quot;: Education by Teaching of Expressive Writing
Author: Hiraoka, Satsuki
Date: 2011-12-00
Type: Journal Articles
Subjects: Writing Instruction,Creative Writing,Educational Methods,Elementary Education,Ideology,Realism,Foreign Countries

Seikatsu-Tsuzurikata is an educational method related to teaching of written expression for children that was pioneered in elementary school education settings throughout the 1920s and 1930s, and which was widely adopted in Japan in the 1930s. It is a unique method developed in Japan that uses both school and non-school resources, not only in written expression education, but also as a foundation for intellectual training and character building. Using this method, children and young people craft written compositions using material from their own lives, which they then share with others. From an international perspective, it has been noted that the Seikatsu-Tsuzurikata movement shares features with the type of pragmatism advocated by Charles Sanders Peirce in the USA beginning in the 1870s. It is also relevant to note there are similarities between the literacy education practices of Paulo Freire, who developed critical pedagogy in Brazil, and aspects of the &quot;living, working academic ability&quot; found in Seikatsu-Tsuzurikata. The aim of this paper is to clarify the ideology of Seikatsu-Tsuzurikata and identify the features of its practice. In this process, a number of points will be examined. These are (1) the relationship with Japan's education system; (2) the establishment and sphere of pedagogic action of Seikatsu-Tsuzurikata; (3) the realism of Seikatsu-Tsuzurikata; (4) the collectivism of Seikatsu-Tsuzurikata; and (5) whether or not Seikatsu-Tsuzurikata can be classified as education. In particular, the ideology of Seikatsu-Tsuzurikata and the features related to its practice will be highlighted through an examination of the background leading to its establishment, facts regarding the realism of the thoughts and actions of one of the primary originators Tadayoshi Sasaoka (1897-1937), and collectivism as practiced by Tsuzurikata teachers. (Contains 1 note.)
An Adventure around Educational Methods: Teachers' Explorations for Application of Dramatic Activities
Author: Watanabe, Jun
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Dramatics,Teaching Methods,Organizations (Groups),Educational Research,Research Projects,Educational Change,Teacher Education,Research Methodology

Over the past five and a half years starting in 2006, forty practitioners at a research group Kakutokugata Kyoiku Kenkyukai have worked toward reform in educational methodology. The purposes of their research have been to enable students to gain embodied learning experience, and to deepen and enrich their learning by introducing dramatic activities to learning in subject areas. Due to the scarcity of research existing in Japan on application of dramatic activities as tools of learning, the group's research projects can be deemed pioneering work. The outcomes of the research have been published in three books. One deals with the results of theoretical research. A model of acquisition-oriented learning consisting of four elements--research work, discussion/debate, presentation, and drama work--is proposed in this book along with a model of teacher training programs. The other two books cover areas of research on practice. They argue for incorporating sixteen dramatic activities and seventy activities for warming up, as well as suggest an insight into the ways engagement in these activities can improve teachers' expertise. A total of eighty-six activities have been selected for these books after trying a variety of activities in actual classrooms to verify their effectiveness. Such pioneering research has been made possible owing to the group's efforts and enthusiasm. The members have shared the same sense of mission to bring forth reform in Japanese classrooms. They have had a common perspective of their research, and a creative community of discourse has been established among the members. The members have also started giving open lessons and workshops across Japan for promotion of their research outcomes and for self-training. (Contains 6 notes and 2 figures.)
The Concept and Effectiveness of Teaching Practices Using OPPA
Author: Hori, Tetsuo
Date: 2011-12-00
Type: Journal Articles
Subjects: Portfolio Assessment,Academic Achievement,Student Evaluation,Learning Processes,Change,Performance Based Assessment,Summative Evaluation,Formative Evaluation,Competence,Reflection,Self Evaluation (Individuals),Program Effectiveness,Teaching Methods,Constructivism (Learning),Learning Theories,Lesson Plans,Instructional Improvement,Student Attitudes

This study examines academic trends in learning and assessment theories based on the OPPA (One Page Portfolio Assessment), which was developed in 2002. The study also clarifies the theoretical framework, teaching practices, application, and effectiveness of the OPPA. The OPPA was developed to solve three teaching and learning challenges: (1) how to cultivate abilities and competencies in learners, (2) how to validate that this is achieved, and (3) how to help teachers in improving their teaching. First, to gain an overview of the OPPA, this study examines its basic structure and theoretical framework using the following five points: (a) an academic achievement model that focuses on the formation and acquisition of achievement; (b) a portfolio assessment that focuses on learning processes and change; (c) diagnostic, formative, and summative evaluations on one page; (d) cultivation of learners' competencies by internalization, reflection, and externalization of thought and cognitive processes; and (e) a retrospective self-evaluation of the entire learning. This study then examines the creation of teaching plans and OPP sheets, the application of teaching and learning practices with these sheets, and methods to improve lessons using the sheets. On the basis of the responses of learners who used the OPPA method, its effectiveness is outlined in nine points, such as its capability to transform learning and impart to learners the significance and necessity of learning. Finally, this paper touches on issues not covered by the OPPA, such as teaching methods to increase the competencies of all learners. (Contains 5 notes and 5 figures.)