ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Behavior Supports for Individuals Who Are Deafblind with CHARGE Syndrome
Author: Bruce, Susan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Deaf Blind,Congenital Impairments,Cognitive Restructuring,Behavior Modification,Therapy,Young Adults,Classroom Techniques,Educational Environment,Student Needs,Sensory Experience,Time on Task,Scheduling

Introduction: The purpose of this study was to identify effective individualized positive behavior support strategies and cognitive behavior therapy strategies for young adults who are deafblind. It discusses findings specific to four young adult students with CHARGE syndrome. Methods: This collaborative action research study employed collective case study design and elements of grounded theory analysis. Principles of positive behavior support and modified cognitive behavior therapy supported the identification and implementation of individualized behavioral interventions that addressed environment arrangement, sensory needs and sensitivities, and how adults communicated with the students. Results: Eight themes were identified as being important to each of the students, although to varying degrees. These were: provide structure, establish and maintain a positive climate, address students' sensory needs and sensitivities, support on-task behavior, support transitions between activities and environments, support mature behavior, support students in coping with anxiety, and use adult language supports. Each theme included multiple strategies. Discussion: Proactive and reactive strategies must be individualized even when children share an etiology. Educational team members must know each student's preferences, likes, dislikes, reinforcers, and unique communication needs in order to identify and effectively implement behavioral supports. Modified cognitive behavior therapy may be helpful in addressing the anxiety experienced by individuals with CHARGE syndrome. Teams require time to collaborate on behavioral assessment, the identification of individualized behavioral strategies, and the effectiveness of behavioral plans. Implications for practitioners: Providing well-structured environments and teaching rules and routines can reduce anxiety because students know what to expect. Educational team members should prevent sensory overload, provide structured desensitization opportunities, and teach relaxation techniques to these students. Adult communication must be positive, clarify what will happen next, and redirect behaviors when needed.
Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics
Author: Rosenblum, L. Penny
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Access to Information,Assistive Technology,Manipulative Materials,Blindness,Computer Graphics,Secondary School Mathematics

Introduction: Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods: Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results: The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion: From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners: Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.
Losing Employment: At-Risk Employed Vocational Rehabilitation Applicants with Vision Loss
Author: Crudden, Adele
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocational Rehabilitation,Visual Impairments,Individual Characteristics,At Risk Persons,Comorbidity,Employment Level,Gender Differences,Educational Attainment

Introduction: Recent U.S. legislation supports vocational rehabilitation efforts to maximize employment and community integration of persons with disabilities by providing job retention and career advancement services. The study presented here investigated employed persons with visual disabilities who applied for vocational rehabilitation services. Methods: The sample included 4,499 competitively employed vocational rehabilitation applicants from the FY2015 RSA-911 report. Logistic regression was used to identify consumer characteristics and vocational rehabilitation services associated with losing competitive employment. Results: Employed applicants tended to receive assessment, counseling and guidance, diagnosis and treatment, and rehabilitation technology. Characteristics that put employed applicants at increased risk of losing their jobs included being female, having a secondary disability, working fewer hours, having less education, or having a previous unsuccessful vocational rehabilitation employment outcome. There was a significant interaction between vocational rehabilitation case length and age: those served for longer periods were more likely to lose employment, particularly older consumers. Consumers who received short-term on-the-job support, diagnosis and treatment of impairments, or rehabilitation technology services were more likely to retain competitive employment. Discussion: When developing rehabilitation plans for employed applicants, counselors may identify and attempt to provide services to address factors that put consumers at an increased risk of losing employment. Part-time employment at application is one risk factor that requires increased attention. Implications for practitioners: Prompt service delivery is an important factor in facilitating job retention. Increased efforts to maintain consumer contact and motivation may influence the likelihood of job retention among employed applicants.
Meta-Analysis of the Relationships between Different Leadership Practices and Organizational, Teaming, Leader, and Employee Outcomes
Author: Dunst, Carl J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Styles,Administrator Behavior,Teamwork,Employees,Leadership Qualities,Interpersonal Communication,Visualization,Role Models,Participative Decision Making,Interpersonal Relationship,Work Environment,Self Esteem,Coaching (Performance),Expectation,Rewards,Foreign Countries

The meta-analysis described in this paper evaluated the relationships between 11 types of leadership practices and 7 organizational, teaming, leader, and employee outcomes. A main focus of analysis was whether the leadership practices were differentially related to the study outcomes. Studies were eligible for inclusion if the correlations between leadership subscale measures (rather than global measures of leadership) and outcomes of interest were reported. The random effects weighted average correlations between the independent and dependent measures were used as the sizes of effects for evaluating the influences of the leadership practices on the outcome measures. One hundred and twelve studies met the inclusion criteria and included 39,433 participants. The studies were conducted in 31 countries in different kinds of programs, organizations, companies, and businesses. Ninety-six percent of the practice-outcome effect sizes were statistically significant where approximately half of the relationships were moderated by organizational types (for-profit, not-for-profit, education, healthcare, government, etc.). Results indicated that the 11 types of leadership practices were differentially related to the study outcomes even in the presence of considerable between study heterogeneity. Implications for leadership development are described.
Obstacle Detection with the Long Cane: Effect of Cane Tip Design and Technique Modification on Performance
Author: Kim, Dae Shik
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Assistive Technology,Barriers,Visually Impaired Mobility,College Students

Introduction: The purpose of this study was to investigate the effect of cane tip design and cane technique modification on obstacle detection performance as they interact with the size, height, and position of obstacles. Methods: A repeated-measures design with block randomization was used for the study. In experiment one, participants attempted to detect obstacles with either a marshmallow tip or a bundu basher tip. In experiment two, participants were asked to detect obstacles using either the constant-contact technique or a modified constant-contact technique. Results: As predicted, the obstacle detection rate with the bundu basher tip (M=66.1%, SD=7.4%) was significantly higher than that with the marshmallow tip (M=54.6%, SD=6.8%), F(1, 11)=24.19, p=0.001, r=0.83. However, contrary to our hypothesis, the obstacle detection rate with the modified constant-contact technique (M=56.0%, SD=7.4%) was significantly lower than that with the constant-contact technique (M=61.3%, SD= 5.2%), F(1, 13) = 6.49, p=0.024, r=0.58. In addition, participants detected the obstacles that were positioned at the center of their walking path (M=61.9%, SD=6.6%) at a significantly higher rate than those positioned slightly off to the side (M=55.4%, SD=7.3%), F(1, 13) = 10.73, p=0.006, r=0.67. Discussion: A bundu basher tip was more advantageous than the marshmallow tip for detecting obstacles. Implications for practitioners: Given the findings of the study, cane users and orientation and mobility (O&amp;M) specialists should consider using or recommending a bundu basher tip (or a similar tip that has an increased contact area with the walking surface), particularly when the traveling environment often presents unexpected obstacles that may trip the cane user.
The Effect of Cane Material on Length Perception with Long Canes by Visually Impaired, Sighted-Blindfolded, and Sighted Participants
Author: Penha, Márcio Rogério
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Visually Impaired Mobility,Assistive Technology,Measurement,Travel Training,Spatial Ability,Accuracy,Tactual Perception

Introduction: Individuals with visual impairments may use long canes for estimating distances and detecting gaps, obstacles, and texture patterns. The study presented here investigated whether length perception with canes is influenced by cane material. Methods: Visually impaired, sightedblindfolded, and sighted individuals (n = 30 for each group) participated in this study. Each group was divided into three subgroups (with 5 females and 5 males each) according to cane material. The canes (length = 80 cm, diameter = 1.5 cm) were made of wood, polyethene plastic, or aluminum. The participants were required to judge whether comparison stimuli were shorter than, equal to, or longer than the standard stimulus. Two sessions (for horizontal or vertical lines) were carried out on consecutive days. Results: Cane material was not a significant factor influencing accuracy, F(2, 79) = 2.47, p = 0.091, and difference threshold, F(2, 79) = 2.01, p = 0.14, in length perception for the three groups of participants, but cane material interacted with orientation of stimuli, F(2, 79) = 3.24, p = .044. There were significant group differences for accuracy, F(2, 79) = 9.6, p &lt; 0.001, and difference threshold, F(2, 79) = 8.8, p &lt; 0.001, revealing that participants with visual impairments were better at discriminating length than sighted-blindfolded participants. Discussion: Our results provide evidence that length perception with canes is not significantly influenced by cane material. The significant group differences for accuracy and difference threshold indicate that assessing visually impaired participants may be more adequate in studies aimed at investigating aspects related to long canes. Implications for practitioners: Orientation and mobility (O&amp;M) instructors can report that there is experimental evidence that cane material is not a significant factor in conveying spatial (length) information, although some evidence suggests that it is a significant factor in conveying tactile information such as the roughness of surface textures.
Deconstructing the Archetypal Self-Other Dichotomy in William Shakespeare&apos;s &quot;The Tempest&quot;
Author: Alqaryouti, Marwan Harb
Date: 2018-00-00
Type: Journal Articles
Subjects: Drama,English Literature,Foreign Policy,Literary Devices,Discourse Analysis,Power Structure,Social Attitudes,Literary Criticism

Shakespeare's &quot;The Tempest&quot; (1610-1611) is one of the controversial plays regarding whether to be placed in the purview of colonialism or anti-colonialism. The bard sketches two antithetical characters in the course of the play, Prospero and Caliban, who form the two extremes of the self against the other dichotomy. This study aims at proving Shakespeare's proclaimed presuppositions at the realm of colonialism through his attempt to deconstruct the dichotomic discourse of colonialism via these two characters. The study also explains how the play starts with structuring two binary-oppositional spheres to lead readers eventually to question the very purpose of colonialism, which dehumanizes the colonized people. The data used in this study are generated through both primary and secondary sources of data collection, (i.e. the paly and other studies that give input to the discourse of the study). The paper moreover, focuses on Abdul R. JanMohamad's concept of Manicheanism allegory to examine the backdrop of postcolonial view of self/other dichotomy. A critical discourse narrative technique is employed in the discussion section of the study based on the deconstruction apparatus, such as binary opposition, Manicheanism allegory and symbolism. The study also refers to Shakespeare's symbolism of Prospero as a character who can be perceived as Columbus himself, and consequently as the representative of the colonial enterprise. At the end of the play, therefore, the language of Prospero becomes noticeably less hegemonic, as he realizes that the individuals on the island should be emancipated from his dominance. In this way, Prospero becomes the mouthpiece of Shakespeare himself, who conveys counter-colonial beliefs, such as the confusion of the biological and the cultural, and the colonizers' claim of their superiority, over the colonized; and thus, their right to dominate.
Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts
Author: Alamri, Wafaa Abdullah
Date: 2018-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Teaching Methods,Second Language Learning,Second Language Instruction,Educational Benefits,Language Skills,Cooperative Learning,Learning Activities,Educational Objectives,English (Second Language),Textbooks,Cultural Awareness

There are various approaches of language teaching, in which communicative language teaching is the dominant approach worldwide. CLT approach allows language learners to express themselves and their views through collaborative activities undertaken during classes. This descriptive study has discussed CLT, offering both advantages and limitations. The CLT approach has led to major changes in such ways, in which language is taught and learnt. CLT aims to make &quot;communicative competence&quot; the goal of language teaching and to develop procedures for teaching the four language skills, including listening, speaking, reading, and writing. It is well known that CLT approach allows language learners to express themselves and their views through collaborative activities, undertaken during classes. CLT, which is applied in schools, universities, colleges, and language institutes in most countries worldwide, stimulates learners' interests in learning by infusing the learning environment with new types of activities and materials that are both interactive and authentic. CLT is becoming a major language and its being used worldwide. The learners of the language are more focused towards learning the concepts. The emphasize is not towards understanding the language structures and lexical collocations. The main aim of the CLT is to make individuals competent in communication.
How to Reconcile Requests for Special Education Evaluations with RTI
Author: Osher, Daniel A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education,Disability Identification,Response to Intervention,School Psychologists,Compliance (Legal),Counselor Role,Parents,Eligibility

When a child's parents request a special education evaluation, the school generally must promptly evaluate the student. However, many schools implement response to intervention (RTI) to provide students with regular education interventions prior to evaluating the student for special education eligibility. School psychologists may find themselves in situations where parents have requested a special education evaluation, but the school has not yet provided interventions through its RTI process. These situations are fraught with legal risks, but can be navigated to simultaneously meet the student's needs, parents' concerns, and legal requirements. The federal Office of Special Education Programs (OSEP) has repeatedly stated that special education evaluations may &quot;not&quot; be delayed on the grounds that RTI has not yet been attempted. When parents request an evaluation, the school must take action, regardless of the status of RTI. However, when faced with a parent's request for evaluation prior to completion of RTI, school psychologists have several options, including: (1) Request that the parents withdraw their request for evaluation pending evaluation; (2) Conduct the evaluation and integrate RTI into the evaluation; (3) Conduct the evaluation independent of RTI; or (4) Decline to evaluate the student. This article discusses each of these options.
The Expansion of Higher Education and the Returns of Distance Education in China
Author: Li, Fengliang
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Higher Education,Educational Quality,Outcomes of Education,Conventional Instruction,Educational Background,Correlation,Income,Comparative Education,National Surveys,Undergraduate Students,Graduate Students

The returns of traditional face-to-face education are widely analyzed, but there is a need for empirical studies on the returns of distance education. Further, comparative studies on returns of both traditional and distance education using high-quality data are rare. Since 1999, continuous and rapid expansions have occurred in the whole Higher Education system in China. Given this background, what are the changes in returns of both traditional face-to-face education and distance education? This study analyzes the returns of both of these formats from 2003 to 2006 using the data from the China General Social Survey Open Database (Chinese General Social Survey [CGSS], 2018), adding educational background as a dummy variable to the Mincerian income equation. The empirical results show that Distance Higher Education can significantly increase the income of learners, the returns of distance education are lower than those of traditional face-to-face education and that from 2003 to 2006, the returns of distance education decrease dramatically.
Pushing toward a More Personalized MOOC: Exploring Instructor Selected Activities, Resources, and Technologies for MOOC Design and Implementation
Author: Bonk, Curtis J.
Date: 2018-09-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Teacher Attitudes,Instructional Design,Teaching Methods,Educational Resources,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Individualized Instruction,Student Needs,Teachers,College Faculty,Foreign Countries

This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open education leaders regarding MOOC personalization, a questionnaire was developed. This questionnaire was then completed by 152 MOOC instructors from around the world. While more than 8 in 10 respondents claimed heavy involvement in designing their MOOCs, only one-third placed extensive effort on meeting unique learner needs during course design, and even fewer respondents were concerned with personalization during course delivery. An array of instructional practices, technology tools, and content resources were leveraged by instructors to personalize MOOC-based learning environments. Aligning with previous research, the chief resources and tools employed in their MOOCs were discussion forums, video lectures, supplemental readings, and practice quizzes. In addition, self-monitoring and peer-based methods of learner feedback were more common than instructor monitoring and feedback. Some respondents mentioned the use of flexible deadlines, proposed alternatives to course assignments, and introduced multimedia elements, mobile applications, and guest speakers among the ways in which they attempted to personalize their massive courses. A majority of the respondents reported modest or high interest in learning new techniques to personalize their next MOOC offering.
Troubleshooters for Tasks of Introductory Programming MOOCs
Author: Lepp, Marina
Date: 2018-09-00
Type: Journal Articles
Subjects: Troubleshooting,Introductory Courses,Programming,Computer Science Education,Online Courses,Usability,Foreign Countries,Problem Solving,Technical Support,Educational Benefits,Program Evaluation

Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually use automated assessment to give feedback on the submitted code, the lack of understanding of certain aspects of the tasks and feedback given by the automated assessment system can be one persistent problem for many participants. This paper introduces troubleshooters, which are help systems, structured like decision trees, for giving hints and examples of certain aspects of the course tasks. The goal of this paper is to give an overview of usability (benefits and dangers) of, and the participants' feedback on, using troubleshooters. Troubleshooters have been used from the year 2016 in two different programming MOOCs for adults in Estonia. These MOOCs are characterized by high completion rates (50- 70%), which is unusual for MOOCs. Data is gathered from the learning analytics integrated into the troubleshooters' environment, letters from the participants, questionnaires, and tasks conducted through the courses. As it was not compulsory to use troubleshooters, the results indicate that only 19.8% of the users did not use troubleshooters at all and 10% of the participants did not find troubleshooters helpful at all. The main difference that appeared is that the number of questions asked from the organizers about the programming tasks during the courses via helpdesk declined about 29%.