ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Techniques: Give or Take? Test Review in the ESL/EFL Classroom
Author: Mermelstein, Aaron David
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Games,Vocabulary,Teaching Methods,Review (Reexamination),Tests

This article describes &quot;Give or Take?&quot;, a fun game that teachers can use to review vocabulary in the English as a second language or foreign language (ESL/EFL) classroom. This game is easy to prepare, and it is a fun and efficient way to review for quizzes or larger midterm or final exams. It can be adapted to almost any grade level or ESL/EFL classroom as long as there are a sufficient number of vocabulary items to review. Adults love playing this game as much as children do, and this game could also be used for review of any other content.
Assessments and Intervention for Pupils with Reading Difficulties in Sweden--A Text Analysis of Individual Education Plans
Author: Andreasson, Ingela
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,Individualized Education Programs,Intervention,Compulsory Education,Special Education,Investigations,Student Evaluation

Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to identify and assess what kind of problems or difficulties a pupil has. These investigations should be the basis for decision to ensure that the pupils get adequate support for their needs. In the current study we examine the use of IEPs for pupils with reading difficulties. Data in the study comprised 150 IEPs. One important part of the analysis of the IEPs included quality aspects of investigations and interventions. The results show a large variation of the quality for both. In many cases there is a lack of prior investigation in the IEPs and in other cases a limited connection between the assessments of the investigations and the interventions. Furthermore, the results indicate interventions based on assessments of the investigations, generally show a higher quality level. Therefore, the key conclusion is that investigations are crucial in designing interventions and establishing IEPs.
My Classroom: China
Author: Gordon, Rebekah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Language Proficiency,Faculty Development,Communication Skills,Teacher Collaboration,Teacher Student Relationship,Teacher Characteristics,Teaching Methods

This article describes the teaching practice of two senior high school English teachers, Yu Huang and Yu Zhu. Their school is in Hezhang County--the No. 2 Middle School in the province of Guizhou. In China, most middle schools consist of six grades of students; the first three years are considered junior middle school and the latter three years are commonly referred to as senior middle school (or sometimes senior high school). Both Ms. Huang and Ms. Zhu are dedicated to helping their students build interest in the English language inside and outside the classroom. They work diligently to increase their students' confidence and give them access to more opportunities. For both of these women, communication and professional development are paramount to forming productive relationships with other teachers and the students--which leads to success in language learning. Both Ms. Huang and Ms. Zhu want their students to use English as a universal language to communicate and access more information and opportunities. They accomplish this goal by cooperating and by communicating openly with each other, their colleagues, and their students. Most importantly, they recognize the importance of professionalism and continuing education. Ms. Huang recently found out that she has been selected by the Chinese national government to participate in a summer exchange program at Georgetown University later this year. She plans to use this opportunity to strengthen her own skills as a teacher and then share them with others through teacher- training workshops. &quot;My goal for this next year is to spread ideas to other teachers--first teachers in my school, and then in my county. I could be a trainer next year,&quot; said Ms. Huang.
Publish, Don't Perish: Ten Tips
Author: Carter, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Writing for Publication,English (Second Language),Second Language Instruction,Guides

Going public with research is an important part of the research process. Besides the intrinsic value of sharing experience and insights with a community of peers, in higher education, publishing is vital for job security and promotion. Despite these forces encouraging publishing, few academics actually do. The purpose of this article is to provide an introduction to identifying the hidden rules and explicating the sometimes intimidating world of publishing.
Multimedia Storybooks: Supporting Vocabulary for Students Who Are Deaf/Hard-of-Hearing
Author: Donne, Vicki
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Picture Books,Story Reading,Vocabulary Development,Deafness,Hearing Impairments,Case Studies,Preschool Children,Special Schools,Speech Language Pathology,Speech Therapy,Allied Health Personnel,Individualized Instruction,Outcomes of Education,Early Intervention,Montessori Method,Interrater Reliability,Instructional Effectiveness,Likert Scales,Questionnaires

A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and results indicated that the average vocabulary words independently identified correctly in isolation and in the context of sentences doubled over the course of the study (5 weeks). Differentiated instruction was provided through the use of three levels of storybooks and 6 of the students benefited from this differentiated instruction. Results indicated that increased vocabulary development may be supported by the use of multimedia storybooks.
Analysis of Special Education Tribunal Outcomes Using Luhmann's Systems Theory
Author: Valeo, Angela
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Social Theories,State Legislation,Access to Education,Educational Legislation,Disabilities,Equal Education,Court Litigation,Mainstreaming,Inclusion,Courts,Comparative Analysis

This paper examines Special Education Tribunals, in Ontario, Canada through a Luhmannian theoretical lens. At total of 58 Special Education Tribunal summary hearings were analyzed using the constant comparative method through NVivo software. The results revealed that these Tribunals appear to favour the assessment testimony of teachers and other school personnel over that of other professionals such as educational psychologists, medical doctors, and university professors. This finding is discussed in relation to the available interpretations of Luhmann's social systems theory along with the limitations of using educational tribunals to remedy social justice issues.
The Pragmatics of Greetings: Teaching Speech Acts in the EFL Classroom
Author: Zeff, B. Bricklin
Date: 2016-00-00
Type: Journal Articles
Subjects: Pragmatics,Interpersonal Communication,English (Second Language),Second Language Instruction,Speech Acts,Teaching Methods,Interaction,Cultural Influences,Journal Writing,Observation,Television Viewing,Role Playing,Foreign Countries,College Students,Student Exchange Programs

As a language teacher, Bricklin Zeff has long realized that knowing the words of a language is only part of speaking it. Knowing how to interpret a communicative act is equally important, and it needs to be taught explicitly. Therefore, he makes this learning a regular part of the class experience. Greetings are one of the few speech acts that children are taught explicitly in their native language (Kakiuchi 2005). Yet, the communicative function that greetings serve is usually understood as subordinate to other purposes in the ultimate goal of communication (DuFon 1999). In the language classroom, this subordinate position often means that teaching greetings is neglected; too little attention is paid to the roles that greetings play in various cultures and how these roles may affect the ultimate goal of communication. This article provides background information on this important speech act and instructional strategies for use in the classroom to help teachers equip their students with a critical component to successful interactions. This article also describes four awareness-raising tasks that introduce the greeting speech act as a cycle of explicit pragmatic instruction, including keeping a greeting journal, watching contemporary TV shows, using discourse completion tasks (DCTs), and participating in role plays and mingles.
Inclusion of Students with Disabilities in Formal Vocational Education Programs in Ethiopia
Author: Malle, Abebe Yehualawork
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Access to Education,Vocational Education,Technical Institutes,Questionnaires,Observation,Barriers,Student Participation,Interviews,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Educational Environment

In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with disabilities in vocational education programs in Ethiopia. Data for the study were gathered from the five biggest regions out of the 11 in the country by selecting two colleges of technical and vocational education from each region. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaire. In addition, 30 regional and college-level administrators were interviewed. Finally, all 10 colleges were evaluated through direct observation in terms of the accessibility of their physical environments. The results revealed significant barriers that limited full participation of students with disabilities, such as lack of adaptive educational materials and facilities, lack of trained trainers, and systematic exclusion of students with disabilities. The results are discussed with a focus on the need for continued improvement of vocational and technical education considering international and national strategies that endorse the rights of people with disabilities.
Pragmatic Activities for the Speaking Classroom
Author: Siegel, Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Pragmatics,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Activities,Speech Acts,Vignettes,Role Playing

Being able to speak naturally and appropriately with others in a variety of situations is an important goal for many English as a foreign language (EFL) learners. Because the skill of speaking invariably involves interaction with people and using language to reach objectives (e.g., ordering food, making friends, asking for favors), it is crucial for teachers to explore activities that help students learn the typical ways to express these and other language functions. The purpose of this article is to demonstrate how to identify pragmatic teaching points, to introduce related activities, and to generally encourage attention to pragmatic speaking ability in language classrooms.
Adapting Creative and Relaxation Activities to Students with Cancer
Author: Jenko, Nika
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Relaxation Training,Cancer,Special Needs Students,Teacher Collaboration,Student Needs,Case Studies,Qualitative Research,Children,Early Adolescents,Hospitalized Children,Creativity,Special Education,Student Characteristics,Foreign Countries

The team which forms a comprehensive treatment plan for students with cancer includes, among other experts, special educators. In cooperation with other team members, their role is to enable students to integrate in the educational process, having regard to their individual needs. In the present paper we introduce the study of specific methodical and didactic adaptations which special educators have to consider when planning creative and relaxation activities for students with cancer. Within the research, a multiple case study was carried out. It included various primary and secondary qualitative research methods. The study included three children aged from 7 to 13, treated for cancer during their hospitalization. The data obtained on the sample showed that planning and implementing creative and relaxation activities demand a lot of resourcefulness and flexibility on the part of the special educators. Due to the nature of the problem, particular methodical and didactic adaptations, different from that in other groups of students with special needs, have to be taken into account. Apart from the students' characteristics, various factors, which are a result of the illness, treatment and hospital environment, have to be considered when planning the activities. The results of the study represent a contribution of knowledge to the field of methodology of working with children with long-term illnesses and aim to facilitate planning of support for the children with cancer.
Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme
Author: Paynter, Jessica M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Program Evaluation,Early Intervention,Clinical Diagnosis,Pervasive Developmental Disorders,Symptoms (Individual Disorders),Expressive Language,Receptive Language,Psychomotor Skills,Community Programs,Schemata (Cognition),Language Skills,Foreign Countries,Program Effectiveness,Pretests Posttests,Statistical Analysis,Preschool Children,Young Children,Cognitive Ability,Motor Development,Adjustment (to Environment),Behavior Rating Scales,Diagnostic Tests,Observation

There is a relative paucity of evidence examining the effectiveness of early intervention for young children with Autism Spectrum Disorder, in particular those delivered through educationally-based programmes. This study aimed to evaluate the real world effectiveness of a community-based autism-specific early learning and intervention programme in Australia. Children enrolled between February 2010 and May 2013 who had a diagnosis of an Autism Spectrum Disorder was eligible to participate in the study. Fifty-nine children with a mean age of 3.98 years participated. Cognitive ability, language, autistic symptoms, and motor skills were assessed at baseline and follow up (12 months or at programme exit) using standardised measures. Pre- and post-measures were compared using paired sample t-tests. Significant improvements were found in receptive and expressive language, autism symptoms, and overall adaptive behaviour. No significant change was found in motor skills. Children with Autism Spectrum Disorder attending the community-based programme had significant gains particularly in domains of cognition and language. Study limitations are discussed.
Do High Ability Learners Enjoy Learning Alone &quot;or&quot; in Groups? It Depends....
Author: Kanevsky, Lannie
Date: 2015-00-00
Type: Journal Articles
Subjects: Academically Gifted,Cooperative Learning,Independent Study,Student Surveys,Age Differences,Gender Differences,Foreign Countries,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Statistical Analysis,Student Attitudes,Preferences

Pedagogical shifts favouring collaborative learning and findings of recent studies have raised concerns regarding the claim that gifted students prefer to learn alone. The purpose of this study was to further investigate if, when and how high ability learners want to work with or without others. The distributions of 416 high ability students (n = 416; Gr. 3-8) responses to survey items were analyzed. Items assessed their general feelings about working alone and in a group and the appeal of specific conditions. Although a majority indicated they enjoyed learning alone, more also enjoyed group work-under certain conditions. Age differences were found but none related to gender. More of the younger students enjoyed teaching their peers while more of the older students were eager to contribute to group discussions and be seated in clusters. Sitting alone became increasingly unpopular with older students. The broad variability in the distribution of students' ratings across conditions demonstrated the preferences of high ability learners are sensitive to many factors in the setting, not just the involvement of others. High ability learners may prefer to work alone when attractive conditions for working in groups are not available. Evidence-based guidelines for group work are offered.
Burnout and Work Stress among Disability Centers Staff in Oman
Author: Mohamed, Ahmed Hassan Hemdan
Date: 2015-00-00
Type: Journal Articles
Subjects: Stress Variables,Foreign Countries,Burnout,Measures (Individuals),Disabilities,Teacher Burnout,Comparative Analysis,Intellectual Disability,Hearing Impairments,Females,Teacher Attitudes,Teaching Experience,Early Intervention,Children,Special Education,Special Education Teachers,Questionnaires

Extensive efforts have been made to maximize the potential of children with disabilities in Oman. The establishment of Al-Wafaa centers of disabilities served as a channel to help families secure a variety of services provided to children with different disabling conditions. The purpose of this study was to explore the burnout of staff working in the disability centers in Oman. A related purpose was to compare their burnout levels in relation to the type of disability (intellectual disability and hearing impairment) and years of experience (1-5 years, 6-10 years, and above 10 years). Also, the study explored the association between burnout and work stress. The participants were 81 female staff in the disability centers from different areas. The participants completed the Maslach Burnout Inventory and the Teacher Occupational Stress Factor Questionnaire (TOSFQ). The results of the study showed that disability centers staff had a moderate level in both emotional exhaustion and personal accomplishment while they had a high level of depersonalization. The Kruskal Wallis test showed a significant effect of the experience level in the depersonalization subscale, ?[superscript 2] (2, N = 81) = 6.07, p = 0.048. Post-hoc analyses using the Mann-Whitney test indicated that staff with the experience level (6-10 years) had a higher depersonalization level than the experience level (above 10 years). The results also indicated that a significant relationship was found between burnout and work stress. The results of the study are discussed in relation to the early intervention services provided to children with disabilities and how the study variables relate to the policy and practice in the disability centers in Oman.
Domestic Violence, Risky Family Environment and Children: A Bio-Psychology Perspective
Author: Afolabi, Olusegun Emmanuel
Date: 2015-00-00
Type: Journal Articles
Subjects: Family Violence,Family Environment,Psychology,Biology,At Risk Persons,Child Health,Child Development,Interaction,Emotional Response,Social Development,Interpersonal Competence,Emotional Development,Stress Variables,Mental Health,Literature Reviews,Adjustment (to Environment)

Though a large body of research has investigated the impacts of domestic violence on adult victims only few studies have been devoted to the exposure of children to probable inter-spousal trauma that disrupt their neurological and biochemical pathways in development. The aim of this paper is to analyse the current empirical research that discusses the biological and psychological inference of domestic violence and risky family environment on children's health. In realizing this objective, the paper used the ecological framework to explain the interaction effects of bio- psychological processes on emotional regulation and social competence skills of children living in a domestic violence and risky family environment. Finally, the study shows that a risky and harsh early family environment exacerbates disturbances in children' physiological and neuro-endocrine responses to stress, and also has long-term adverse implications on their mental health.
Should Inclusive Education Be Made Compulsory in Schools?: A Study of Self-Efficacy and Attitudes Regarding Inclusive Education among a Diverse Group of SENA (Special Needs Assistance) Teachers
Author: Pearson, Emma Claire
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Self Efficacy,Teacher Attitudes,Special Education Teachers,Teacher Surveys,Questionnaires,Foreign Countries,Teaching Experience,Teacher Qualifications,Factor Analysis,Statistical Analysis,Self Concept Measures,Scores,Elementary School Teachers,Workshops,Likert Scales

This paper reports a survey conducted with the intention of responding to recent calls for more evidence on the experiences of SENA teachers since implementation of policies around inclusive education. The data provide a tentative information about perceptions among teachers currently employed by the Ministry of Education as SENA teachers. The data were collected through the use of questionnaires distributed during a series of professional development workshops held with SENA teachers throughout the country.
James M. Kauffman's Ideas about Special Education: Implications for Educating Culturally and Linguistically Diverse Students
Author: Tetzloff, Lynn
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education,Minority Group Students,Labeling (of Persons),Standardized Tests,Multicultural Education,Student Placement,Disproportionate Representation,Testing,Culturally Relevant Education,Educational Researchers,Educational Research

For decades, James M. Kauffman has been a reputable scholar in the field of special education. While his contributions to the field cannot be doubted, his ideas about special education have been somewhat controversial and even devastating to the education of culturally and linguistically diverse (CLD) learners with and without disabilities. Specifically, his ideas about student labeling, standardized tests and testing, multicultural education, and disproportionate placement of CLD learners seem inconceivable and counterproductive. We respect Kauffman as a renowned scholar and we do not doubt his heart, however, we are unclear if he is aware of the negative consequences of his ideas. In this article, we critique his ideas based on his writings on some critical issues in special education