ethanporcaro/eric-fulltext-meta huggingface dataset:
Standing Up for Our Children
Author: Griffin, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Parent Role,Advocacy,Interpersonal Communication,Interpersonal Relationship,Sign Language,National Organizations,Family Programs

Parents have a lot to consider in a very short period of time following identification of a hearing loss. Loving their child is simply not sufficient. Questions must be asked and answered by parents. How will they communicate with their child and how will their child communicate with them? How will their child form friendships? How will their child learn? What makes it more difficult is that experts and community members disagree--sometimes adamantly--about cochlear implants, the auditory/verbal system, Signing Exact English, American Sign Language, Cued Speech, Pidgin Signed English, and a variety of other communication beliefs that have turned the field of deaf education into a battleground. Christine Griffin is the program coordinator for Parent to Parent of Whatcom County and for the Hands &amp; Voices and Guide By Your Side programs in Washington State. She describes these organizations in this article, and explains how they offer support and assistance to parents struggling to support and empower their children who have hearing loss.
Transition Specialists Partner with Students to Turn Dreams into Reality
Author: Flannery, Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Vocational Rehabilitation,Rehabilitation Counseling,Transitional Programs,Specialists,Student Adjustment,Higher Education,Employment Opportunities

Ann Flannery is one of two transition specialists who serve youth and families statewide through the Post-Secondary Transition Program of the Idaho Educational Services for the Deaf and the Blind. In this article she writes that too often her office was seeing graduates coming back to school after failing to find a path to success. They returned to campus--the Idaho School for the Deaf and the Blind (ISDB)--to touch base with a place and a people who knew them, to reassure themselves of their own abilities and their own worthiness, to express their frustration with a system that did not seem to need or want them. In 2000, the Idaho Educational Services for the Deaf and the Blind (IESDB) responded by creating the position of &quot;transition specialist.&quot; What began as a single individual finding summer jobs for kids became the foundation for a 12-year journey of building guide-on-the-side supports for youth across the state of Idaho.
&quot;She Was Great, but ...&quot;: Examining Preservice Recollections of Favorite and Most Effective Teachers
Author: Breault, Rick A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Student Attitudes,Teacher Effectiveness,Teacher Characteristics,Recall (Psychology),Preservice Teacher Education,Influences,Reflection

Given the powerful influence of past school experiences on the ways in which future teachers decide to teach, it is important to help preservice teachers more deliberately and critically explore the implications of those  influences. This study grew out of an assignment in which 38 secondary education majors were asked to describe high school teachers they remember as being their favorite teachers and their most effective teachers. There was  some overlap between the categories, but more often than not teachers who were considered &quot;favorites&quot; during high school were now seen as having &quot;defaulted on their responsibility to educate and supervise, to open minds  and challenge ... students.&quot; Although the responses yielded 35 different characteristics of effective teachers, three  were dominant: their passion or enthusiasm for both teaching and the subject matter, their concern for the  learning of all students, and their knowledge of subject matter.
A Comparison of the Effectiveness of Three Drug Regimens on Cognitive Performance of Patients with Parkinson's disease
Author: Emsaki, Golit
Date: 2013-00-00
Type: Reports - Research
Subjects: Drug Therapy,Diseases,Neurological Impairments,Patients,Outcomes of Treatment,Comparative Analysis,Control Groups,Experimental Groups,Rating Scales,Statistical Analysis,Symptoms (Individual Disorders),Cognitive Ability

In the present study, the effectiveness of 3 drug regimen on cognitive  performance of PD patients was compared. 12 patients who had been using  pramipexole, levodopa and amantadine for at least 1 month entered the  study and compared with those 12 who had been using trihexiphenidyle,  levodopa and amantadine. There was also a control group including 11 patients who had been using only levodopa and amantadine. All 3 groups were asked to answer Montreal Cognitive Assessment in pretest phase. Then patients in experimental groups were asked not to use pramipexole or  trihexiphenidyle for 72 hours and then all 3 groups were asked to answer the  same questionnaire in post test phase. The results showed that patients who  have used pramipexole had better performance in executive functions in post  test. The findings suggest that pramipexole in combination with levodopa and amantadine may worsen the executive function in Parkinson's disease;  however, there is almost neither adverse nor beneficial effect of trihexiphenidyl in such a combination on cognition in PD patients.
A Measure of Group Dissimilarity for Psychological Attributes
Author: Solanas, Antonio
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Psychological Characteristics,Groups,Individual Differences,Correlation,Interpersonal Relationship,Statistical Significance

Group functioning and performance in different contexts is related to the  extent to which group members are complementary or supplementary in terms of psychological attributes. This paper describes a procedure for quantifying the degree of dissimilarity at group level. Unlike most existing  techniques the one described here is normalized and is both location and  scale invariant, thereby making it suitable for comparing dissimilarity on  interval and ratio scales with different ranges and in groups of different sizes. Dissimilarity is measured in relative terms regardless of the exact  place on the scale at which individuals are located. When a combination of  several scales is not theoretically justified, the dissimilarity for each scale  can be quantified. Additionally, dyadic and individual contributions to either the global or scale index can be obtained. The descriptive measures are  complemented by statistical significance values in order to compare the  results obtained with several discrete distributions of reference, both  symmetrical and skewed, which can be specified using the expressions  developed. The information that can be provided by the indices and the &quot;p&quot; values -- both obtainable through an R package -- is illustrated using data from an empirical study.
Detecting DIF in Polytomous Items Using MACS, IRT and Ordinal Logistic Regression
Author: Elosua, Paula
Date: 2013-00-00
Type: Journal Articles
Subjects: Test Bias,Test Items,Item Response Theory,Regression (Statistics),Statistical Analysis,Sample Size,Comparative Analysis

The purpose of the present study was to compare the Type I error rate and power of two model-based procedures, the mean and covariance structure model (MACS) and the item response theory (IRT), and an observed-score based procedure, ordinal logistic regression, for detecting differential item functioning (DIF) in polytomous items. A simulation study was employed in which polytomous data with five ordered categories were generated using Samejima&apos;s graded response model under three crossed factors: sample size per group (300-, 500-, and 1,000-examinees), type of DIF (&quot;b&quot;-parameter, &quot;a&quot;-parameter, and &quot;a&quot;- and &quot;b&quot;-parameter DIF), and magnitude of DIF (small and large magnitudes of DIF). The Type I error rate was inflated for IRT based tests and ordinal logistic regression when some of the items contained DIF. For the uniform DIF conditions, MACS and IRT exhibited similar power rates; however, ordinal logistic regression exhibited slightly higher power compared to the other two methods for smaller sample sizes. Lastly, for nonuniform DIF, IRT exhibited much more power compared to MACS and ordinal logistic regression.
The Use of Yammer in Higher Education: An Exploratory Study
Author: Pinto, Mary Beth
Date: 2014-01-00
Type: Reports - Research
Subjects: Higher Education,Social Networks,Electronic Learning,Computer Mediated Communication,Teamwork,Marketing,Undergraduate Students,Correlation,Communication Skills,Web 2.0 Technologies,Cooperation,Mixed Methods Research,Qualitative Research,Statistical Analysis,Measures (Individuals),Internet

Organizations depend more than ever on the ability of their workforce to master the means to most effectively communicate and engage in online collaboration activities. Social media technologies are being called on to help facilitate that process in organizations today. One social media technology that is making inroads into numerous industries, including higher education, is Yammer. This study addresses the use of Yammer in facilitating communication and collaboration among project teams in an upper-level marketing course. The results document the extensive online activity of college students. Respondents from student project teams did not embrace the use of Yammer for communication and online collaboration, however, correlation analysis showed a significant positive relationship between the amount of Yammer usage and  communication effectiveness.
An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom
Author: DePriter, Tiffany
Date: 2013-07-00
Type: Journal Articles
Subjects: Teaching Methods,Distance Education,Mathematics Instruction,Pretests Posttests,Control Groups,Experimental Colleges,Constructivism (Learning),Mathematics Achievement,College Students,Adult Students,Algebra,Educational Technology

Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was used, with a sample of 35 students. Two researcher-made test instruments, consisting of  multiple-choice and brief constructed response/extended constructed response (BRC/ECR) items, were used to measure students&apos; understanding of mathematics topics  both before and after the teaching intervention. While the results of t-tests and ANCOVA showed no statistically significant difference in achievement scores between the groups, the findings indicate that both teaching strategies are viable in the distance learning mathematics classroom.
Building Students' Reasoning Skills by Promoting Student-Led Discussions in an Algebra II Class
Author: DeJarnette, Anna F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Logical Thinking,Mathematical Logic,Mathematics Instruction,Thinking Skills,Discussion (Teaching Technique),Algebra,Prior Learning,Student Participation,High Schools,Secondary School Mathematics,Cooperative Learning,Word Problems (Mathematics),Video Technology,Educational Technology

Current research and professional organizations call for greater emphasis on reasoning and sense making in algebra (Chazan, 2000; Cuoco, Goldenberg, &amp; Mark, 1996; Harel &amp; Sowder, 2005; National Council of Teachers of Mathematics [NCTM], 2009, 2010). This paper illustrates how students in an Algebra II class had opportunities to develop their reasoning and sense making skills while discussing a problem about piecewise linear functions in small groups. In particular, students displayed a capacity for provoking each other to extend their prior knowledge, for making use of multiple representations, and for making connections with their non-mathematical prior experiences. We discuss the teacher's work in encouraging specific reasoning skills to support individual groups' work on the problem. We argue that a teacher's implementation of tasks that allow students the autonomy to work productively and promote student discussions of a problem can provide an avenue through which students in algebra may develop their reasoning and sense making skills.
Data-Driven Intervention: Correcting Mathematics Students' Misconceptions, Not Mistakes
Author: Holmes, Vicki-Lynn
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Misconceptions,Mathematics Education,Error Correction,Algebra,Mathematics Teachers,Knowledge Base for Teaching,Teaching Skills,Mathematical Concepts,Secondary School Teachers,Participant Characteristics,Teacher Workshops,Faculty Development

In an age when reform is based on standards and instruction is based on research, this article gives practical advice for how mathematics teachers can analyze errors in student problems to create interventions that aid not only the individual's development, but the entire class's as well. By learning how to correct mathematics students' misconceptions, rather than their mistakes, teachers have the potential to both target more students and increase those students' conceptual understanding of the topic at hand. From the post-test scores on the Common/Habitual Algebra Student Misconceptions--Function Families (CHASM), a tool used to assess teachers' function family content knowledge and pedagogical content knowledge that was given after a three-day, overnight professional development workshop, teachers averaged a 43% improvement in their ability to identify the common misconceptions present in students' scenario test example problems and in creating suitable interventions for that misconception. This article (a) highlights the results found from ten Algebra teachers' use of this pedagogical skill after a three-day overnight workshop entitled Teaching Algebra Concepts through Technology (TACT[superscript 2]), (b) identifies and categorizes misconceptions, and (c) provides pedagogical intervention support for correcting misconceptions rather than errors. As one teacher commented, &quot;A minor (pedagogical) tweak resulted in a major revelation.&quot;
Taking the Guesswork out of Computational Estimation
Author: Cochran, Jill
Date: 2013-00-00
Type: Reports - Research
Subjects: Computation,Mathematics Instruction,Mathematics Skills,Middle School Students,Secondary School Mathematics,Benchmarking,Mathematical Logic,Problem Solving,Interviews

Computational estimation is an important skill necessary for students' mathematical development. Students who can estimate well for computations rely on an understanding of many mathematical topics, including a strong number sense, which facilitates understanding the mathematical operations and contextual evidence within a problem. In turn, good estimation skills improve students' ability to do exact computations and help them determine the reasonableness of their solutions. There exists research regarding estimation, its significance, and some of the possible estimation strategies (National Council of Teachers of Mathematics, 2000; Sowder &amp; Wheeler, 1989; Van de Walle, Karp, &amp; Bay-Williams, 2010). While this research exists, it does not adequately address the particular ways students understand and perform estimations. In this study, we asked middle school students to answer both written and oral problems, which suggested the use of estimation. Our findings contribute to a more comprehensive definition of computational estimation and its strategies by presenting student examples. These student examples serve as a model for identifying the significance of computational estimation and its link to other conceptual mathematical knowledge.
Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies
Author: Bruun, Faye
Date: 2013-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Mathematics Instruction,Problem Solving,Learning Strategies,Interviews,Freehand Drawing,Word Problems (Mathematics),State Standards,Graphs,Content Analysis

Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that none of the educators utilized all problem solving strategies recommended by the National Council of Teachers of Mathematics. Further examination of the interviews indicated that having their students draw a picture and identify key information was the teachers' most taught word problem strategy. Here, we provide insight of the reported teachers' strategies and the need for more explicit instruction of problem solving strategies when educating mathematics teachers.
Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners
Author: Berman, Ronald
Date: 2014-01-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Electronic Learning,Higher Education,Leadership,Familiarity,Computer Literacy,Knowledge Level,Comparative Analysis,Computer Use,Computer Networks,Age Differences,Student Surveys

The Doctoral Community Network (DC) is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants  adapted to this environment through their ability to learn and adjust to new technologies. With several thousand Doctoral Community Network users, it was not known to what extent digital immigrants had embraced the technology. A study of 988 users determined that digital  immigrants used the Doctoral Community Network more often and for a larger variety of  purposes than digital natives did. Specifically, digital immigrants log-on more frequently, view leadership content at higher rates, read more blogs, use more doctoral community network research resources, and send and receive more peer messages than digital natives do. This research supports existing literature that found that digital immigrants possess higher levels of social reliance than digital natives while contradicting other literature that found that digital natives tend to use the internet for social networking and blog diaries at higher rates.
&quot;Digitize Me&quot;: Generating E-Learning Profiles for Media and Communication Students in a Jamaican Tertiary-Level Institution
Author: Stewart-McKoy, Michelle A.
Date: 2014-01-00
Type: Journal Articles
Subjects: Postsecondary Education,College Students,Profiles,Computer Use,Access to Computers,Cognitive Style,Student Behavior,Teaching Styles,Student Attitudes,Electronic Learning,School Demography,Questionnaires,Student Surveys,Gender Differences,Age Differences,Educational Attainment,Cohort Analysis,Employment Level,Social Networks,Handheld Devices,Telecommunications,Internet,Computer Literacy,Speech Communication,Foreign Countries

The purpose of this project was to develop an e-learning profile for a group of media and communication students enrolled in a Jamaican tertiary-level institution in order to make informed decisions most the appropriate [online] learning complement for these students. The objectives sought to determine the e-learning profile of media and communication students but more specifically, the profile examined students' demographic data, their technology access, usage, proficiency and comfort levels as well as their learning styles, preferences, behaviours, strategies and their preferences for specific teaching styles. The research utilised a survey research design and the participants involved in the research were ninety-eight students from all year groups in the programme. Findings reveal that the &quot;typical&quot; media and communication student is a young Jamaican adult with limited technology access, usage and proficiency, who stays connected with others largely by phone texts, phone calls, emails, instant messages and posts via the Facebook social network, who has a visual-learning orientation, is a sequential learner who is extrinsically motivated and who readily employs surface learning strategies.
Wikis, Workshops and Writing: Strategies for Flipping a College Community Engagement Course
Author: Maloy, Robert W.
Date: 2014-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Workshops,Educational Strategies,Service Learning,Writing Assignments,Program Descriptions,Teaching Methods,Online Courses,Student Writing Models,Citizen Participation,Tutoring,Reflection,Instructional Effectiveness,Participant Satisfaction,Student Teaching,Student Diversity,Educational Technology

This paper describes utilizing wiki technology, small group workshops, and reflective writing assignments to &quot;flip&quot; a community engagement/service-learning course for college undergraduates who are tutoring culturally and linguistically diverse students in K-12 schools. Flipped classrooms are gaining popularity in the teaching of science, accounting, and other traditionally lecture-based college courses. In this flipped structure, in-class faculty lectures and presentations are replaced by assignments in a wikispace featuring multimodal resources that students hear, view or read and write about weekly. During class, students rotate through a series of three learning workshops facilitated by faculty and student leaders.
Continuous Partial Attention as a Problematic Technology Use: A Case of Educators
Author: Firat, Mehmet
Date: 2013-07-00
Type: Journal Articles
Subjects: Attention,Cross Cultural Studies,Cultural Differences,College Faculty,Questionnaires,Information Technology,Age Differences,Departments,Intellectual Disciplines,Correlation,Technological Literacy,Foreign Countries

Continuous Partial Attention is a current concept open to research which, besides multitasking, intensely occupies the agenda of education, communication and cognitive psychology. The purpose of the present study was to determine educators' continuous partial attention. In line with this purpose, the research data were collected from 109 educators in higher education from different age groups and from four different countries with the use of a questionnaire made up of two sections and seven questions. The findings obtained in the study revealed that the educators' Continuous Partial Attention did not significantly differ with respect to their technology use efficacies, their ages or their countries. In addition, it was found out that the educators' Continuous Partial Attention differed statistically significantly depending on the fields they worked in. Based on this, it could be stated that educators working in the field of educational technologies encounter with Continuous Partial Attention more frequently than educators working in other fields. At the end of the study, several suggestions were put forward.