ethanporcaro/eric-fulltext-meta huggingface dataset:
Update: Report on Innovations in Developmental Mathematics--Moving Mathematical Graveyards
Author: Merseth, Katherine K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics,Community Colleges,Campuses,Higher Education,Two Year Colleges,Mathematics Curriculum,Mathematics Instruction,College Students,Educational Change,Numeracy,Mathematical Concepts

Every year tens of thousands of students step foot on community college campuses, many for the first time. These students all have one thing in common: hope. They enter these institutions with lofty goals and a fervent expectation that the educative experience they are about to embark upon will fundamentally improve their lives. Yet, their hopes and dreams often fade and sometimes die within a quarter, a semester, or a year. This is because currently up to 60% of community college students who take the placement exam upon entrance learn they must take at least one developmental education course to build their basic academic skills. High failure rates, increased debt burdens, and a lack of credits on transcripts can accelerate a downward spiral of giving up, checking out, and deciding that "college just isn't for me." Nowhere in the community college curriculum is this failure rate of graver concern than in developmental mathematics courses. Indeed, Carnegie Foundation for the Advancement of Teaching President Anthony S. Bryk has frequently said, "Developmental mathematics courses represent the graveyard of dreams and aspirations." Though he had no direct experience in the community college sector, Bryk quickly realized that the problem of failure rates in developmental math was alarmingly complex and complicated. In September 2009, Carnegie launched its mathematics pathways initiative to aggressively put an end to the crippling failure rates of developmental math students in community colleges across the country. The $13 million initiative, funded by six foundations, is building a unique networked community of 27 community colleges and 3 universities to develop two newly designed mathematical pathways across 8 states. These pathways are called Statway[TM] and Quantway[TM]. This article presents an update to the report on innovations in developmental mathematics.
Communicating Experimental Findings in Single Case Design Research: How to Use Celeration Values and Celeration Multipliers to Measure Direction, Magnitude, and Change of Slope
Author: Datchuk, Shawn M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Design,Predictor Variables,Standards,Scientific Principles,Peer Relationship,Intervention

The accumulation of scientific knowledge greatly depends upon the critical review of experimental findings by ones peers. In single case design research, experimenters present findings with graphical displays of data and narrative description of a visual analysis. To aid in efficient and accurate description of experimental findings, the research community would benefit from use of the Standard Celeration Chart and two important metrics, celeration value and the celeration multiplier or celeration turn. The present article explains the importance of embracing standard graphic displays depicting proportional distance and provides step-by-step directions to calculate both metrics. Also the results section contrasts celeration value and celeration turn with the commonly used metric of percentage of nonoverlapping data. (Contains 6 figures.)
Reading Interventions for Four Students with Learning Disabilities
Author: Selfridge, Kaleena A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Reading Skills,Reading Improvement,Special Needs Students,Phonemic Awareness,Precision Teaching,Reading Instruction,Reading Comprehension,Intervention

The ability to read greatly influences students' academic careers and their entire lives. Furthermore, those who have successfully progressed through the continuum of reading behaviors will potentially experience fewer problems when they must read to learn than students who have not mastered basic reading skills. However, students with special needs often struggle with all aspects of reading, from developing phonemic awareness to comprehension. Practitioners and researchers have demonstrated that using precision teaching techniques will facilitate the improvement of reading behaviors. In this article, the author discusses reading interventions for four students with learning disabilities.
Monitoring, Charting, and Modeling the Lone Ranger and Tonto
Author: Graf, Steve
Date: 2011-00-00
Type: Journal Articles
Subjects: Role Models,Fiction,Professional Development,Evaluation,Charts

In this article, the author talks about Lone Ranger and describes ways of monitoring, charting, and modeling the Lone Ranger and Tonto. He shares how he incorporated principles of the Lone Ranger character into his professional development. I also describes how he was also able to promote Standard Celeration Charting by using examples from Lone Ranger stories across various media.
Strattera: A Second Warning
Author: Coffey, Kenneth M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Adolescents,Suicide,Brain,Attention Span,At Risk Persons,Psychological Patterns,Children,Drug Therapy

An article published in the Fall 2004 issue and updated in the Spring 2006 issue of this journal discussed a recently approved drug, Strattera, which is used for children and adults with ADHD. The article noted that one of the main attributes of the drug is the fact that it is not a stimulant medication, but rather works by blocking or slowing the reabsorption of norepinephrine, a brain chemical considered important in regulating attention, impulsivity and activity levels. The original update on Strattera reported the bolded FDA warning. The warning indicated, in part, the potential for "severe liver injury in rare cases and markedly elevated hepatic enzymes and bilirubin" ("Warning of," 2005). In spite of this warning, up to 3.4 million people have been prescribed Strattera. On June 9, 2010 the FDA warned doctors that children and adolescents who used Strattera were at increased risk of suicidal ideation. This black box warning states, "Strattera increased the risk of suicidal ideation in short-term studies in children or adolescents with attention-deficit/hyperactivity disorder (ADHD)." Anyone considering the use of Strattera in a child or adolescent must balance this risk with the clinical need. The FDA does not advise people to stop taking Strattera but to watch for signs of suicidal thinking ("ADHD medicines," 2010).
Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities
Author: Mezei, Peter J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Assistive Technology,Prediction,Physical Disabilities,Writing Skills,Computer Software,Program Effectiveness,Word Processing,Writing Assignments,Spelling,Error Correction,Adolescents,Middle School Students,High School Students,Computer Uses in Education

Many students with physical disabilities have difficulty with writing fluency due to motor limitations. One type of assistive technology that has been developed to improve writing speed and accuracy is word prediction software, although there is a paucity of research supporting its use for individuals with physical disabilities. This study used an alternating treatment design between word prediction versus word processing to examine fluency, accuracy, and passage length on writing draft papers by individuals who have physical disabilities. Results indicated that word prediction had little to no effectiveness in increasing writing speed for all of the students in this study, but it shows promise in decreasing spelling and typographical errors. (Contains 1 table and 2 figures.)
Effects of Increased Mobility Skills on Meaningful Life Participation for an Adult with Severe Multiple Disabilities
Author: Whinnery, Stacie B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Mobility,Multiple Disabilities,Daily Living Skills,Severe Disabilities,Adults,Case Studies,Participation,Program Effectiveness,Mental Retardation,Intervention,Behavior Modification,Health Promotion

This article presents a case study of an adult with severe, multiple disabilities and discusses issues affecting meaningful life participation. Emphasis is placed on the role of functional mobility skills to increase active engagement in age-appropriate activities and opportunities to make informed choices. MOVE for Adults (Mobility Opportunities Via Experience) is presented as a program designed to improve functional mobility in order to increase active participation and choice making in meaningful life activities. The impact of the MOVE for Adults program is presented. (Contains 1 figure.)
Health-Related Independence and Quality of Life of Youth with Bowel and/or Bladder Dysfunction Attending a One-Week Residential Program
Author: Filce, Hollie Gabler
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Chronic Illness,Quality of Life,Residential Programs,Child Health,Youth,Resident Camp Programs,Human Body,Patient Education,Knowledge Level,Adolescents,Health Promotion

In order to foster effective transitions to adulthood, it is necessary for youths with chronic healthcare conditions to have access to training and support. When the condition is one that is rare and potentially stigmatizing such as incontinence, these opportunities can be difficult to find locally. Camps and special weekends have been used to provide training and support to youth with various rare chronic conditions. However, the impact of these programs has not often been measured within the context of facilitation of health-related independence or quality of life issues. A study of the impact of a one-week residential program on 89 youth with bowel and/or bladder dysfunction was conducted to determine if significant, lasting change was effected in these areas. While no statistically significant impact was found on the larger constructs, the health-related independence domain of "Knowledge of Your Condition" and the quality of life domain of "Self" were significantly impacted and was sustained 2-4 months after the program. Implications for programs for this and other populations with chronic illness are discussed. (Contains 11 tables and 1 figure.)
Quality of Life of Families with Children Who Have Severe Developmental Disabilities: A Comparison Based on Child Residence
Author: McFelea, Joni Taylor
Date: 2012-00-00
Type: Journal Articles
Subjects: Quality of Life,Developmental Disabilities,Severe Mental Retardation,Place of Residence,Residential Programs,Caregivers,Family Environment,Interaction,Child Rearing,Comparative Analysis,Well Being,Emotional Response,Social Support Groups

This study measured the quality of life of two groups of families with children who had severe developmental disabilities-families whose child lived at home and families whose child lived in a residential facility. Participants were 54 primary caregivers of children who had severe intellectual disabilities and who lacked the ability to both ambulate without assistance and communicate conversationally. Participants completed the &quot;Family Quality of Life Scale&quot; (Hoffman, Marquis, Poston, Summers, &amp; Turnbull, 2006). Analyses revealed that both groups rated their family quality of life (FQOL) as exemplary. FQOL was higher in the family home group than in the residential facility group in all areas. Seven items from the &quot;family interaction&quot; and &quot;parenting&quot; subscales were statistically different between the groups. Implications for families, service providers, and policymakers are discussed. (Contains 3 tables.)
The School Experiences of Children with Epilepsy: A Phenomenological Study
Author: Whiting-MacKinnon, Cheryl
Date: 2012-00-00
Type: Journal Articles
Subjects: Underachievement,School Personnel,Student Attitudes,Social Isolation,Foreign Countries,Semi Structured Interviews,Educational Experience,Epilepsy,Seizures,Phenomenology,Student Needs,Social Integration

In Canada, approximately three out of every 1,000 children have epilepsy, making it one of the most commonly diagnosed neurological conditions affecting children. It is therefore highly probable that educators will work with this population at some point in their careers. Epilepsy is linked to academic underachievement and social isolation, but little is known about how students with epilepsy experience school, making their unique needs less familiar to school personnel. The purpose of this phenomenological study is to identify the school experiences of children with epilepsy. Specifically, this study identified children's perceptions and experiences of having epilepsy at school and acquired insights to inform future studies. Participants were six students (ages 7-12 years) who have a diagnosis of epilepsy and reside in Victoria, British Columbia, Canada. Data were gathered through open-ended, semi-structured interviews. These interviews were transcribed and analyzed to obtain the essential experiences of school children with epilepsy. Four categories emerged from these interviews: (a) seizures, (b) academics, (c) social belonging and (d) awareness. Implications for schools and directions for future research are discussed. (Contains 1 table.)
Exploring Narrative Retellings to Better Understand the Circumstantial Intricacies of Service-Learning
Author: Sanders-Bustle, Lynn
Date: 2012-03-31
Type: Journal Articles
Subjects: Art Education,Vignettes,Service Learning,Art Teachers,Personal Narratives,Homeless People,College Students,Conflict,Role Playing,Outreach Programs,Exhibits

In this manuscript, the word &quot;circumstances&quot; serves as a conceptual lens through which to examine reflective vignettes of one university art educator and two art education undergraduates written in response to service-learning experiences at a local outreach Center for the homeless. Experiences included the design and teaching of art workshops to Outreach Center clients and the organization and exhibition of resulting artworks titled, &quot;circumSTANCES.&quot; The concepts, &quot;communal stance&quot; and &quot;shared circumstantial space&quot; are introduced and developed within the larger body of service-learning pedagogy. Participants' short narratives or vignettes are represented and examined to reveal the intricacies of circumstantial experience which include roles played, conflicts encountered, the emergence of communal stance, and actions taken. (Contains 4 figures.)
Use of ePortfolios in K-12 Teacher Hiring in North Carolina: Perspectives of School Principals
Author: Ndoye, Abdou
Date: 2012-00-00
Type: Journal Articles
Subjects: Personnel Selection,Principals,Counties,Elementary Secondary Education,Teacher Education,Portfolios (Background Materials),Administrator Attitudes,Surveys,Prediction,Internet,Employment Interviews,Web Sites

This study explored the perceptions of principals involved in the hiring process of K-12 teachers in 11 counties in southeastern North Carolina. Forty-nine principals responded to a survey on ePortfolio use in the hiring process: the pros and cons, desirable artifacts, stage of use, preferred delivery method, and improvements that can increase their usage. We examined each of these questions and whether certain factors (prior use, technology skills, and years as a hiring agent) predict principals' ePortfolio use. Our findings suggest that ePortfolios provide improved and current information about teacher candidates that is easily accessible and organized. Collectively, this allows principals to assess teacher candidates' suitability for employment. Although there are problems associated with ePortfolio use during hiring, which are detailed below, the results suggest that principals most frequently use ePortfolios during the interview process, prefer delivery via a website address, and that prior use is the best predictor of future ePortfolio use. (Contains 6 tables.)
Teacher and Administrator Perceptions of Bullying in Schools
Author: Kennedy, Tom D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Comparative Analysis,Teacher Attitudes,Administrator Attitudes,Gender Differences,Statistical Significance,Teacher Role,Administrator Role,Prevention,Victims,Surveys

The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between the perceptions of teachers and administrators regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable communicating with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for increased bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found. (Contains 2 tables and 1 figure.)
Students' Use of Asynchronous Voice Discussion in a Blended-Learning Environment: A Study of Two Undergraduate Classes
Author: Hew, Khe Foon
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Discussion Groups,Undergraduate Students,Test Theory,Quasiexperimental Design,Blended Learning,Asynchronous Communication,Cues,English (Second Language),Limited English Speaking,Teacher Student Relationship,Interpersonal Relationship,Integrated Learning Systems,Verbal Communication,College Faculty,Foreign Countries

Contemporary discussions of education in blended-learning environments increasingly emphasize the social nature of learning which emphasizes interactions among students, or among students and instructors. These interactions can occur asynchronously using a text based discussion forum. A text-based discussion forum, however, may not work well for all participants as some find it difficult to explain complex concepts in words, while others complain of being misunderstood due to the absence of verbal cues. In this study, we investigated the use of a Wimba Voice Board to support asynchronous voice discussion. A quasi-experiment research design involving two classes of undergraduate students was conducted. One of the classes (n = 24 students) used the Wimba Voice Board while the other (n = 18 students) used a text discussion forum in BlackBoard. The results of an independent &quot;t&quot;-test analysis suggested that there was no significant difference in the students' degree of participation in the two classes, asynchronous voice discuss class (M = 2.92, SD = 1.586) and text discussion class (M = 2.78, SD = 1.353), (t = 0.299, df = 40, p = 0.767) at the 0.05 level of significance. However, the online discussion appeared to be more sustained in the asynchronous voice discussion group. Analyses of the students' reflection data suggested that asynchronous voice discussion have several advantages over text forums. Specifically, an asynchronous voice discussion: enables students to understand one another's messages better, allows students, who prefer speaking to writing, or students who are not proficient in written English, to participate in the discussion, promotes originality of students' ideas, and helps to foster a sense of online community. (Contains 1 table and 1 figure.)
Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years
Author: Hwang, Isabel
Date: 2012-00-00
Type: Journal Articles
Subjects: Physiology,Animation,Use Studies,Supplementary Reading Materials,Performance Factors,Educational Strategies,Learning Strategies,Instructional Design,Instructional Development,Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Interviews,Student Surveys,Instructional Material Evaluation,Teaching Methods,Student Attitudes,Foreign Countries

Dynamic concepts are difficult to explain in traditional media such as still slides. Animations seem to offer the advantage of delivering better representations of these concepts. Compared with static images and text, animations can present procedural information (e.g. biochemical reaction steps, physiological activities) more explicitly as they show the steps in an orderly manner. Quite a few empirical studies showed promising results animations have on learning (e.g. Trevisan, Oki and Senger, 2009; Hays, 1996). There are, however, also limitations. Designing and developing quality animations for teaching and learning can be challenging sometimes (Morrison, Tversky and Betrancourt, 2000). Kesner and Linzey (2005) even found no improvement on students' learning in using animations in their study. It thus occurs to the researchers that there are factors that govern successful use of animation in teaching and learning. Our study explored such factors in the context of physiology teaching. 913 students in twelve different classes (collected in two stages, four years in total) in the same physiology course learned complicated microscopic mechanisms with assistance from animations provided as supplementary materials primarily for self-study. Surveys and group interviews were conducted that provided both qualitative and quantitative feedback. Results were mostly positive--animations surely explain contents more explicitly to students (especially for the explanation of dynamic and complicated biological processes), make students more interested in the subjects taught; and there is a greater demand for similar learning tools from the students. It is strongly believed that animations are good supplementary learning materials for students particularly for learning complicated concepts. Important success factors we found included the detailed explanation of content, a good balance between clear presentation and beautiful interface, the speed of running/ loading of the animations, and the provision of more references, etc. (Contains 4 tables and 2 figures.)