ethanporcaro/eric-fulltext-meta huggingface dataset:
The Inclusive Classroom: Effect of a Readability Intervention on Student Engagement and On-Task Behaviour within Two Mixed-Ability Science Classrooms
Author: O'Leary, Sean
Date: 2011-06-00
Type: Journal Articles
Subjects: Learner Engagement,Classroom Techniques,Community Schools,Foreign Countries,Worksheets,Inclusion,Student Diversity,Comparative Analysis,Science Instruction,Urban Schools,Literacy,Grouping (Instructional Purposes),Intervention,Readability,Learning Disabilities,Immigrants

In Ireland, teachers are expected to differentiate the curriculum to meet the needs of an increasingly diverse range of students. The purpose of this study was to compare the effects of using commercially-available worksheets with universally-designed worksheets on student engagement and on-task behaviour within two mixed-ability science classes in an urban community school. The universally-designed worksheets began with questions that were carefully matched with students who traditionally struggled with independent worksheet completion. In an effort to challenge all students, subsequent questions on the universally-designed worksheets required increasing levels of literacy in a graded fashion. The results of this study indicate that the use of universally-designed worksheets can improve student engagement and on-task behaviour during independent timed worksheet activities within mixed-ability science classrooms. (Contains 2 tables.)
Establishing Books as Conditioned Reinforcers for Preschool Children as a Function of an Observational Intervention
Author: Singer-Dudek, Jessica
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Preschool Children,Developmental Delays,Books,Reinforcement,Conditioning,Observation,Program Effectiveness,Childrens Literature,Language Impairments,Mild Disabilities,Responses

We tested the effects of an observational intervention (Greer & Singer-Dudek, 2008) on establishing children's books as conditioned reinforcers using a delayed multiple baseline design. Three preschool students with mild language and developmental delays served as the participants. Prior to the intervention, books did not function as reinforcers for any of the participants. The observational intervention consisted of a situation in which the participant observed a confederate being presented with access to books contingent on correct responses and the participant received nothing for correct responses. After several sessions of this treatment, the previously neutral books acquired reinforcing properties for maintenance and acquisition responses for all three participants. (Contains 4 figures.)
The Effect of Informal and Formal Interaction between Scientists and Children at a Science Camp on Their Images of Scientists
Author: Leblebicioglu, Gulsen
Date: 2011-09-00
Type: Journal Articles
Subjects: Elementary School Science,Student Attitudes,Scientific Principles,Laboratories,Foreign Countries,Grade 7,Scientists,Investigations,Grade 6,Day Camp Programs,Interviews,Pretests Posttests,Freehand Drawing,Educational Research,Middle Schools

A number of studies have already investigated children's stereotypical images of scientists as being male, old, bald, wearing eyeglasses, working in laboratories, and so forth. There have also been some interventions to impose more realistic images of scientists. In this study, a science camp was conducted in Turkey with a team of scientists consisting of elementary science education researchers. They interacted with the children throughout the camp both formally and informally. Twenty-four 6th and 7th grade students participated to the science camp. The science camp was conducted near a forest and big lake, and lasted ten days in July, 2008. The main goal of the science camp program was to introduce the nature of science and scientists. In one session of the science camp, the children's images of scientists were made explicit through analysis and discussion of their drawings of a scientist, and challenged by introducing them to three non-stereotypical scientists. The camp team consisting of scientists worked and stayed with the children throughout the science camp. Thus, they interacted with the children in formal and informal ways. The change in the children's images of scientists was researched by applying the Draw a Scientist Test (DAST) (Chambers, 1983) as pre- and post-test. Additionally, all the children were interviewed about their drawings. The only stereotypical images found in the pre-test were being male and slightly older. However, almost equal numbers of male and female scientists were drawn in the post-test, and most of them were middle aged or young. Other stereotypical images of scientists emerged less in the pre-test and decreased in the post-test. In conclusion, the science camp helped the children to realize the human nature of scientists. (Contains 5 figures and 5 tables.)
Teachers' Use of Visual Representations in the Science Classroom
Author: Cook, Michelle
Date: 2011-09-00
Type: Journal Articles
Subjects: Educational Resources,Course Content,Science Teachers,Student Characteristics,Science Instruction,Visual Aids,Case Method (Teaching Technique),Secondary School Science,Secondary School Teachers,High Schools,Interviews

In the current science education literature, most of the attention has focused on understanding the impact visual representations in textbooks and multimedia materials have on students and their learning, but very few studies have focused on teachers' use of these graphics in the classroom. The purpose of this study is to investigate how seven high school science teachers use visual representations in their teaching. A case study approach was used in this research. First, mini-cases were developed to examine the research question from the participants' perspective; then, a cross-case analysis was used to examine the similarities and differences among participants to develop an overarching case in order to understand the factors involved with teachers' use of visual representations. The findings of this study indicate that course content, student characteristics, and resource availability affect how teachers select and use graphics in their science courses. (Contains 3 tables.)
Measuring and Reducing College Students' Procrastination
Author: Perrin, Christopher J.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Tests,Comparative Analysis,Study Habits,Electronic Learning,Computer Assisted Instruction,Instructional Effectiveness,Educational Psychology,Student Attitudes

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions. (Contains 3 figures.)
A Comparison of Methods for Teaching Receptive Labeling to Children with Autism Spectrum Disorders
Author: Grow, Laura L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Autism,Pervasive Developmental Disorders,Visual Discrimination,Auditory Discrimination,Conditioning,Teaching Methods,Comparative Analysis,Young Children

Many early intervention curricular manuals recommend teaching auditory-visual conditional discriminations (i.e., receptive labeling) using the simple-conditional method in which component simple discriminations are taught in isolation and in the presence of a distracter stimulus before the learner is required to respond conditionally. Some have argued that this procedure might be susceptible to faulty stimulus control such as stimulus overselectivity (Green, 2001). Consequently, there has been a call for the use of alternative teaching procedures such as the conditional-only method, which involves conditional discrimination training from the onset of intervention. The purpose of the present study was to compare the simple-conditional and conditional-only methods for teaching receptive labeling to 3 young children diagnosed with autism spectrum disorders. The data indicated that the conditional-only method was a more reliable and efficient teaching procedure. In addition, several error patterns emerged during training using the simple-conditional method. The implications of the results with respect to current teaching practices in early intervention programs are discussed. (Contains 1 table and 9 figures.)
Jordanian Prospective and Experienced Chemistry Teachers' Beliefs about Teaching and Learning and Their Potential Role for Educational Reform
Author: Al-Amoush, Siham A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Student Teachers,Chemistry,Educational Change,Foreign Countries,Teacher Attitudes,Teaching Methods,Student Teacher Attitudes,Beliefs,Science Teachers,Freehand Drawing,Questionnaires,Likert Scales,Teaching Conditions,Educational Environment,Check Lists,Conventional Instruction,Classroom Environment

This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open questions evaluated by a grid describing teachers' Beliefs about Classroom Organization, Beliefs about Teaching Objectives and Epistemological Beliefs. A second evaluation using the same data source is made by applying the &quot;Draw-A-Science-Teacher-Teaching&quot;-Checklist (DASTT-C), which shows the teacher- or student-centeredness of teachers' beliefs concerning science teaching. A third approach is composed of a Likert-questionnaire examining teachers' beliefs about what constitutes good education in general. The results indicate that both above-mentioned groups hold quite traditional beliefs, which are teacher- and purely content-centered when it comes to chemistry teaching practices. Student teachers profess ideas which are even more pronouncedly traditional. Nevertheless, the general educational beliefs are more open and promising. Implications for chemistry teacher education and educational reform in Jordan are also addressed. (Contains 4 figures and 5 tables.)
Restricted Interests and Teacher Presentation of Items
Author: Stocco, Corey S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Behavior Patterns,Repetition,Teacher Student Relationship,Interests,Selection,Stimuli,Student Behavior,Context Effect,Teacher Behavior,Teacher Role

Restricted and repetitive behavior (RRB) is more pervasive, prevalent, frequent, and severe in individuals with autism spectrum disorders (ASDs) than in their typical peers. One subtype of RRB is restricted interests in items or activities, which is evident in the manner in which individuals engage with items (e.g., repetitious wheel spinning), the types of items or activities they select (e.g., preoccupation with a phone book), or the range of items or activities they select (i.e., narrow range of items). We sought to describe the relation between restricted interests and teacher presentation of items. Overall, we observed 5 teachers interacting with 2 pairs of students diagnosed with an ASD. Each pair included 1 student with restricted interests. During these observations, teachers were free to present any items from an array of 4 stimuli selected by experimenters. We recorded student responses to teacher presentation of items and analyzed the data to determine the relation between teacher presentation of items and the consequences for presentation provided by the students. Teacher presentation of items corresponded with differential responses provided by students with ASD, and those with restricted preferences experienced a narrower array of items. (Contains 8 figures.)
Chin Prompt Plus Re-Presentation as Treatment for Expulsion in Children with Feeding Disorders
Author: Wilkins, Jonathan W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Eating Disorders,Prompting,Child Behavior,Human Body,Disabilities,Diseases,Behavior Modification

Expulsion (spitting out food) is a problem behavior observed in many children with feeding disorders. In the current investigation, we identified 4 children diagnosed with a feeding disorder who exhibited high rates of expulsion. Treatment with re-presentation (placing expelled liquids or solids back into the child's mouth) was not effective in reducing expulsion. Therefore, we added a chin-prompt procedure (the feeder applied gentle upward pressure to the child's chin and lower lip) for the initial presentation and the re-presentation. Chin prompt plus re-presentation resulted in low rates of expulsion for all 4 children. The results are discussed in terms of the potential underlying mechanisms behind the effectiveness of the chin-prompt procedure. (Contains 2 figures.)
Stakeholder Views on Attributes of Scientific Literacy Important for Future Citizens and Employees--A Delphi Study
Author: Post, Aveliis
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Education,Scientific Literacy,Minimum Competency Testing,Delphi Technique,Evaluation Research,Employees,Labor Force,Role of Education,Citizenship,Stakeholders

This study is based on the creation of a theoretical tool for determining competencies and knowledge in science education which stakeholders value as necessary for students to become productive members of the future work force as well as responsible citizens. Stakeholders' opinions (N = 85) were gathered from persons in different walks of life by means of a Delphi study, conducted in two rounds, while a second part of this study set out to evaluate whether the Delphi method is effective in achieving the aim of the study. Results from the first round indicate that stakeholders expect future employees to possess higher levels of scientific literacy, although this is far from being unanimous. This is confirmed in the second round where views held by stakeholders were found to be in line with those expressed in the science literature. The article indicates that Delphi study approaches have merits, but steps are required to avoid typical difficulties such as contacting participants and then keeping theme motivated throughout the research process and in overcoming obstacles which arise. Results from this study are important for both curricular and national development where the goal is to move towards a more knowledge-based society. (Contains 1 figure and 4 tables.)
An Evaluation of Antecedent Exercise on Behavior Maintained by Automatic Reinforcement Using a Three-Component Multiple Schedule
Author: Morrison, Heather
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Autism,Reinforcement,Exercise,Leisure Time,Participation,Behavior Modification,Program Evaluation,Program Effectiveness,Intervention,Interests,Functional Behavioral Assessment,Adolescents,Young Adults

We evaluated antecedent exercise for treating the automatically reinforced problem behavior of 4 individuals with autism. We conducted preference assessments to identify leisure and exercise items that were associated with high levels of engagement and low levels of problem behavior. Next, we conducted three 3-component multiple-schedule sequences: an antecedent-exercise test sequence, a noncontingent leisure-item control sequence, and a social-interaction control sequence. Within each sequence, we used a 3-component multiple schedule to evaluate preintervention, intervention, and postintervention effects. Problem behavior decreased during the postintervention component relative to the preintervention component for 3 of the 4 participants during the exercise-item assessment; however, the effects could not be attributed solely to exercise for 1 of these participants. (Contains 6 figures.)
Examination of the Influence of Contingency on Changes in Reinforcer Value
Author: DeLeon, Iser G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Stimuli,Mental Retardation,Reinforcement,Behavior Modification,Conditioning,Decision Making,Behavior Problems,Developmental Disabilities,Contingency Management,Children,Early Adolescents,Young Adults

This study examined how the amount of effort required to produce a reinforcer influenced subsequent preference for, and strength of, that reinforcer in 7 individuals with intellectual disabilities. Preference assessments identified four moderately preferred stimuli for each participant, and progressive-ratio (PR) analyses indexed reinforcer strength. Stimuli were then assigned to one of four conditions for 4 weeks: fixed-ratio (FR) 1 schedule, escalating FR schedule, yoked noncontingent (NCR) delivery, and restricted access. Preference assessments and PR schedules were then repeated to examine changes in selection percentages and PR break points. Selection percentages decreased for all NCR stimuli but increased for most of the restricted stimuli. There were no systematic changes in selection percentages for either of the contingent stimuli. Break points increased, on average, for all conditions, but the increase was highest for the restricted stimuli and lowest for the NCR stimuli. These results are discussed in relation to recent basic research addressing the influence of effort on stimulus value. (Contains 1 table and 4 figures.)
A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps
Author: Bancroft, Stacie L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Children,Training Methods,Psychomotor Skills,Cues,Task Analysis,Psychoeducational Methods,Psychometrics,Comparative Analysis,Observation

We compared variations for teaching a sequence of responses through forward chaining. Seven children who had been diagnosed with autism participated in a comparison of teacher completion (TC) of steps beyond the training step and manually guiding the student (SC) to complete steps beyond the training step. A no-completion (NC) condition, in which the steps beyond the training step were not completed, was added to the comparison with 4 of the participants. Results showed that learning occurred with all procedures, although 5 participants acquired the chains most efficiently in the SC condition and the other 2 learned most efficiently in the TC condition. Of the participants for whom an NC condition was included, the tasks were acquired with the shortest average session length and total training time. Despite the potential benefits of TC and SC procedures, NC is a viable option and may be preferable for some students. (Contains 1 table and 3 figures.)
Investigation of Primary Students' Motivation Levels towards Science Learning
Author: Sevinc, Betul
Date: 2011-09-00
Type: Journal Articles
Subjects: Academic Achievement,Student Motivation,Investigations,Middle School Students,Likert Scales,Science Education,Science Interests,Foreign Countries,Student Surveys,Gender Differences,Parent Background,Academic Support Services,Laboratory Experiments

The present research was conducted with 518 students enrolled at the 6th, 7th and 8th classes of primary schools. A likert-type scale developed by Tuan, Chin and Shieh (2005) and translated into Turkish by Yilmaz and Cavas (2007) was used to examine the motivation levels of students towards science learning. Research findings revealed that gender, academic success and taking private lesson had an effect on students' motivation levels towards science learning. It was found in the study that: the motivation level of female students was higher than male students; academic achievement and taking private course increased the motivation; and laboratory activities, and parents' educational levels did not have an effect on students' motivation. (Contains 6 tables.)
Effects of Interviewer Behavior on Accuracy of Children's Responses
Author: Sparling, Jessica
Date: 2011-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Responses,Evaluators,Influences,Young Children,Interviews,Crime,Research Methodology

Previous research has shown that certain interviewer behaviors can evoke inaccurate answers by children. In the current study, we examined the effects of approving and disapproving statements on the accuracy of 3 children's answers to questions in an interview (Experiment 1). We then evaluated 3 questioning techniques that may be used by interviewers during a forensic interview in which a child provides eyewitness testimony (Experiment 2). All participants responded with more inaccurate answers when approving statements followed inaccurate information and disapproving statements followed accurate information in Experiment 1. During Experiment 2, 1 participant responded most inaccurately when she was requestioned after providing an initial answer, whereas the remaining 2 participants responded most inaccurately when the interviewer provided cowitness information and suggestive questions. (Contains 1 figure.)
Prevalence of Multiply Controlled Problem Behavior
Author: Beavers, Gracie A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Behavioral Science Research,Research Reports,Literature Reviews,Psychometrics,Measurement,Measurement Techniques,Reinforcement,Functional Behavioral Assessment,Evaluation Problems

We examined articles in the "Journal of Applied Behavior Analysis" in which results of functional analyses indicated that problem behavior was maintained by multiple sources of reinforcement. Data for 88 (16.9%) of 521 subjects reported in 168 studies met the criteria for multiple control. Data for 11 subjects (2.1%) involved a single response topography, whereas data for 77 subjects involved multiple, collapsed response topographies (14.8% of the total [521 cases] or 87.5% of the multiple control cases), suggesting that when multiple control is observed, it often may be a by-product of response aggregation during assessment. (Contains 1 table.)
Effects of General-Case Training, Instructions, Rehearsal, and Feedback on the Reduction of Sight-Reading Errors by Competent Musicians
Author: Dib, Nancy Ellen
Date: 2011-00-00
Type: Journal Articles
Subjects: Adolescents,Private Schools,Music Reading,Reading Skills,Music Education,Musicians,Music Teachers,Feedback (Response),Drills (Practice)

We used general-case training, instructions, rehearsal, and feedback to teach 3 advanced flute students to improve their sight-reading skills. Training resulted in systematic decreases in note errors, rhythm errors, repetitions, and hesitations for each participant. The procedures and outcomes were socially validated through subjective evaluation by the participants and music teachers not involved with the study. (Contains 2 figures.)
Exploring Iranian Women's Perceptions regarding Control and Prevention of Breast Cancer
Author: Thomas, Eileen
Date: 2011-09-00
Type: Journal Articles
Subjects: Females,Prevention,Focus Groups,Cancer,Interviews,Foreign Countries,Attitude Measures,Health Behavior,Screening Tests,Comparative Analysis,Health Promotion,Knowledge Level,Religious Factors,Beliefs,At Risk Persons,Access to Information

The purpose of this study was to explore Iranian women's perceptions, behaviors, and beliefs related to breast cancer screening, breast cancer, and follow up care. A qualitative descriptive inquiry with both individual and focus group interviews was conducted in Tehran with 31 Farsi-speaking women, age 35 to 65 years of age. A constant comparison method of analysis assisted the researchers in gaining an understanding of factors that influence Iranian women's perceptions regarding the control and prevention of breast cancer. Findings suggest that insufficient knowledge regarding breast cancer and breast cancer screening is a significant factor among this population. Breast cancer programs are needed in Iran that address women's religious beliefs and spiritual needs. (Contains 2 tables.)