ethanporcaro/eric-fulltext-meta huggingface dataset:
Honors Is a Good Fit for Gifted Students--Or Maybe Not
Author: Guzy, Annmarie
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Academically Gifted,High Achievement,Definitions,Cognitive Ability,Student Motivation,Psychological Patterns,Student Characteristics

In the field of composition studies, a core pedagogical objective is to familiarize students with types of argumentation strategies, such as causation, evaluation, narration, rebuttal, and definition. Introducing definition arguments in their textbook &quot;Good Reasons: Researching and Writing Effective Arguments&quot;, Lester Faigley and Jack Selzer state that &quot;[d]efinition arguments set out criteria and then argue whatever is being defined meets or does not meet those criteria. Rarely do you get far into an argument without having to define something&quot; (97). They identify three categories of definition--formal, operational, and by example--and then apply these to sample documents. For my honors composition course, I begin class discussion of definitional argument by writing this thesis statement on the board: &quot;Honors programs are not a good fit for gifted students.&quot; Initially, students are resistant: &quot;Aren't gifted and honors the same thing?&quot; &quot;Don't all gifted students go into honors anyway?&quot; I explain that we must examine definitions for gifted and honors to identify the similarities and differences, not only in intellectual ability but in other areas such as motivation and emotionality. I also admit to them that the idea that gifted students might not naturally fit into honors had not occurred to me until I attended Anne N. Rinn's 2004 NCHC conference session, &quot;Should Gifted Students Join an Honors Program?&quot; Rinn acknowledged a lack of empirical research supporting the premise that gifted students fit well into honors programs and used her dissertation as an occasion to contribute needed empirical support in favor of their joining.
Deaf Students with Disabilities: A Functional Approach for Parents and Teachers
Author: Schley, Sara
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Students with Disabilities,Hearing Impairments,Individualized Education Programs,Multiple Disabilities,Special Education,Special Education Teachers,Physical Disabilities,Parent Teacher Cooperation,Parents,Teachers,Teaching Styles

Already a widely diverse group, deaf and hard of hearing students have different communication preferences, physical and academic abilities, and personality traits. When a deaf or hard of hearing individual also has one or more disabilities, the diversity increases exponentially. A deaf or hard of hearing child's already complex needs are compounded when additional disabilities are present. In this article, we summarize an approach we have used for the last five years teaching graduate classes and working with future teachers of deaf and hard of hearing children. Parents may also want to consider this approach as they work with educators and the Individualized Education Program (IEP) process to advocate for their children.
Advocating for a Child Who Identifies as Transgender: A Parent&apos;s Journey. Q&amp;A with Carl Wayne Denney
Author: Denney, Carl Wayne
Date: 2019-00-00
Type: Journal Articles
Subjects: Advocacy,Sexual Identity,Children,Females,Social Bias,Parent Participation,Parent Child Relationship,Childrens Rights,Home Schooling,Family Environment,Sibling Relationship

Every day Carl Wayne Denney or his wife, Tuesday, becomes a teacher for Livia, their 13-year-old daughter. They have enrolled their daughter in schools and programs around the country, but they have not been able to find a program that can provide the support they need. In their search for the appropriate school, they have experienced objections to Livia's enrollment in the school and ostracism from the community and other parents. This is because Livia is a transgender female. This is a Q&amp;A that &quot;Odyssey&quot; did with Denney via e-mail, reflecting on schooling his daughter academically and in life.
Education Advocates: A New Frontier of Advocacy
Author: Hlibok, Tawny Holmes
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Deafness,Hearing Impairments,Facilitators (Individuals),Advocacy,Barriers,Student Needs

For parents and teachers, Individualized Education Program (IEP) meetings can be stressful. Worse, they can be ineffective--with parent, teacher, and student feeling that words were exchanged and passions ignited--without meaningful discussion, let alone effective development of or change in the student's educational program. One way to reduce the stress, expand the discussion, and perhaps improve the environment for a student is to bring to the meetings an Education Advocate, a person trained in federal law, familiar with IEP language and committed to working for the deaf or hard of hearing student. As the need for such trained advocates became acute, the National Association of the Deaf (NAD), the civil rights organization of, by, and for deaf and hard of hearing individuals, stepped up and sent invitations to its state associations asking each to send a representative to be trained to the 2012 National Biennial Conference in Louisville, Ky. Twelve states sent individuals to this first training, and other states immediately joined the campaign. By 2018, all 50 states, plus D.C., Guam, and Puerto Rico, had joined, receiving an Education Advocate handbook with information about the role of the Education Advocate and the program itself. Families have appreciated the assistance of Education Advocates as these advocates often assist not only at IEP meetings but also help families benefit from the advocates' experience and cultural knowledge as members of the Deaf community.
To Advocate or Not to Advocate? There Is No Question: Why Parents Must Advocate for Their Child&apos;s Educational Needs
Author: Hayes, Christopher
Date: 2019-00-00
Type: Journal Articles
Subjects: Advocacy,Parent Participation,Educational Needs,Deafness,Hearing Impairments,Special Needs Students,Rural Schools,Itinerant Teachers,Parent Teacher Cooperation,Parent Attitudes,Empowerment,Parents

According to the University of Notre Dame's online dictionary (n.d.), the word advocacy comes partly from the Latin word &quot;advocare,&quot; which means &quot;to summon or call to one's aid.&quot; This definition provides an interesting look into what advocacy means when looking at the special needs of a child. Advocacy is a summoning of support, a call for resources to address the child's particular needs. In rural schools, itinerant teachers deal in situations in which the number of deaf and hard of hearing students is high, and the number of trained teachers of deaf and hard of hearing students is low. It is the teachers' responsibility to encourage and support these parents as advocates and to recognize parents as the critical element in their children's education. In this article, Christopher Hayes, sole teacher for all 40 deaf and hard of hearing students in his county, discusses why, in his experience, the parents with whom he works are not exposed to the means or the resources to become advocates for their children. With over 15 years of experience as an itinerant teacher, Hayes suggests deliberate steps teachers can take to support and foster advocacy from parents.
Opening Doors: Facilitating Transfer Students&apos; Participation in Honors
Author: Bahls, Patrick
Date: 2018-00-00
Type: Journal Articles
Subjects: College Transfer Students,Honors Curriculum,Web Sites,Admission Criteria,Curriculum Design,Student Participation

Those of us who reflect on our work as honors educators and administrators are more certain than ever that honors programs and colleges are critical sites for development of equity, diversity, and inclusion in higher education. Numerous roundtable discussions and research presentations at recent regional and national honors conferences signal this awareness as do equally numerous honors-related publications, including two monographs released through the National Collegiate Honors Council; &quot;Setting the Table for Diversity,&quot; edited by Coleman and Kotinek, and &quot;Occupy Honors Education,&quot; edited by Coleman, Kotinek, &amp; Oda. Lisa Coleman opens the former volume with a series of questions that frame the conversation on diversity in honors: Who is in our honors programs, who isn't, and why? Do we serve all members and potential members equally by providing them with the support systems, the resources, mentors, and faculty and staff with whom they can identify? Do we help our students and ourselves address difference and do so in a respectful and constructive manner that enables all students to feel welcome and at home in the honors space? Do we construct curricula and create experiential-learning and service-learning opportunities that serve the ends of diversity (equity and inclusion) and social justice? Clearly, the need for honors programs to recruit, retain, and meaningfully engage diverse populations of talented students is widely acknowledged.
Supporting Families in Program Transition and the Hard Truths of Early Language: What Should We Say to Parents?
Author: Howerton-Fox, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Schools,Deafness,Hearing Impairments,Communication Strategies,American Sign Language,English,Bilingual Education,Family Involvement,Student Needs

St. Joseph's School for the Deaf in the Bronx, N.Y., has been undergoing significant changes in our approach and our curriculum, and including parents has been an informative and critical part of the process. For decades, we employed a Total Communication approach to educating our students. However, just over two years ago, the administration invited representatives from Gallaudet University's Laurent Clerc National Deaf Education Center to come and talk with the educational staff--including our teachers, teacher assistants, speech-language/audiology personnel, and mental health professionals--about the design and potential benefits of an ASL/English bimodal bilingual program.
Parent Advocacy App: Assisting Families of Deaf and Hard of Hearing Children in Grades K-12
Author: Lightfoot, Mary Henry
Date: 2019-00-00
Type: Journal Articles
Subjects: Parents,Advocacy,Computer Oriented Programs,Deafness,Hearing Impairments,Elementary Secondary Education,Parent Child Relationship,Individualized Education Programs,Disabilities,Federal Legislation

Advocating for deaf or hard of hearing child can be a daunting task … and intimidating. So many professionals around a table and the parent. What can parents do to advocate for deaf or hard of hearing children? Why is advocating for these child at school meetings important? As Apple says (2009), &quot;There's an app for that!&quot; The Laurent Clerc National Deaf Education Center, in collaboration with the American Society for Deaf Children (ASDC), Hand &amp; Voices, and the National Association of the Deaf (NAD), has created an app to assist parents with understanding how to advocate for their child (kindergarten to twelfth grade) during educational planning meetings. The app details aspects of the IEP law and IEP meetings and the law regarding 504 plans and 504 plan meetings, and how to tell if a child may be eligible for one of these legal protections. The app &quot;Parent Advocacy App for Deaf or Hard of Hearing&quot; is described and explained in this article.
Early Childhood Education: Penetrating the Impenetrable Issues
Author: Sakyi, Kwesi Atta
Date: 2017-01-00
Type: Journal Articles
Subjects: Developing Nations,Foreign Countries,Governance,Intervention,Educational Philosophy,Educational Theories,Poverty,Preschools,Educational Policy,Females,Conflict,Social Networks,Economic Climate,Brain Drain,Disadvantaged Environment,Montessori Method,Educational Change,School Role,Models,Community Role,Role of Religion,Child Development,Multicultural Education,Educational Needs,Special Education

Early childhood education has received attention from philosophers, educationists and psycho-analysts such as Plato, Avicenna, Locke, Pestalozzi, Whitehead, Carl Jung, Binet, Piaget, Montessori, Sigmund Freund, Howard Gardner, among others. In Africa, the backdrop of poverty, Internally Displaced Persons (IDPs) in strife-torn countries, among other threats, have deprived many children of quality education. Some have missed valuable education because of poor and bad government leadership. Lack of good governance has impacted negatively on education delivery. The emergence of ICT has worsened the quality of education as many children have lost touch with the 3 Rs of reading, arithmetic, and writing skills. Many interventions are needed to support single mothers, latchkey children of busy working parents, among others. The cost of education is too burdensome for some families. Our local governments are weak on the ground to offer support. Differential learning is not possible in schools with untrained teachers, paucity of learning and instructional materials etc. Social interventions are needed to support vulnerable children to be in school and not to become street kids and potential social outcasts and misfits. We need to revive strong religious and moral education in schools to arrest social and moral decay. There is need to create sense of wonder, creativity, imagination, discovery, and activity in children by touching their hands, hearts, and minds through drama, art and crafts, story-telling, physical exercise, STEM education, action-research, thematic studies, units of discovery, excursions, and other multi-learning channels. Precocious and gifted children need challenging programmes. Autism and physically-, socially- and emotionally-challenged children need additional school support in inclusive education where no child is left behind. Local curricula need to be integrated and attention paid to issues of multiculturalism.
Strategies for Fostering Character Development Education by Teachers in Kenyan Schools
Author: Malinda, Harrahs
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Moral Development,Teacher Role,Teaching Methods,Role of Education,African Culture,School Role,Sex Education,Holistic Approach,Physical Activities,Emotional Development,Interpersonal Competence,Spiritual Development

For a long time since the banning of corporal punishment, character education is back on the agenda in Kenyan education policy. However, there is much uncertainty on how it should be implemented in schools and there is no one definition of what it means. This is not surprising since there has clearly been a long history of ill-conceived, ineffective and failed efforts at character education in Kenya and elsewhere in the world. The kinds of character goals that teachers and educational thinkers espouse and the teaching methods they use vary enormously. Although character education is seen as part of citizenship education by the government, there is no clear way on how this could be achieved. Even now, questions as to whether the current 8-4-4 educational system serves the purpose of education linger in people's minds. With the banning of corporal punishment, research has shown that there are currently no viable alternatives offered by the government to the various pedagogical methods used for maintaining discipline and teaching character education in Kenyan schools. Unfortunately, these gaps may well have prevented the emergence of a clear definition and working consensus on character education for schools. This perhaps sets the basis for the development of this paper. The aim of this paper is therefore to explore the role of teachers in character education development. It explores ways in which the teacher can enhance character education in the classroom. The paper utilizes desktop review of literature concerning the character education and how it can be inculcated in the school context. It draws on literature that depicts the implications of teaching content and skills on character education. Further, the paper addresses the implications of these aspects for the school curriculum and draws out some conclusions.
Exploring Grade 12 Mathematics Students&apos; Characteristics and Views They Hold about Geometry
Author: Mamiala, Dikeledi
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 12,Secondary School Mathematics,Mathematics Education,Student Attitudes,Student Characteristics,Geometry,Mathematics Tests,Grades (Scholastic),Scores,Expectation,Gender Differences,Problem Solving,Learning Motivation,Learner Engagement

The purpose of this study was to explore selected mathematics students' characteristics and relate these to views students hold about geometry. The mathematics students' characteristics that the researchers focused on related to: their gender, age, the parents they stayed with, the percentage mark they expected in an upcoming test and final year examination, whether they attended extra-classroom geometry tutorials and how frequent, whether they intended to study further, as well as which careers they wished to follow. These different characteristics were selected based on literature readings relating to, for instance, students' choice of career, including differences between males and females in career choice. The question posed in this study was: What were mathematics students' characteristics and views about geometry? In order to answer this question the quantitative research design was used. Data was collected using Johnson modified version questionnaire. Participants were 231 grade 12 mathematics learners at Further Education and Training phase from 5 schools in 3 districts within Mpumalanga province. The results show that students' estimations of marks they expected to get in tests was significantly higher than expected marks, that is a mark of 60% or more in the upcoming test (66.2%) than what they actually achieved. The results also show that students (81.4%) felt that they put more effort into solving a difficult geometry problem. It is recommended that teachers be exposed to workshops that will enhance their teaching approaches that will help students to develop interest and confidence in the learning of geometry.
Applying the BEAR Assessment System to Develop Reading Competence Assessment Standards through Literature Subject of Vietnamese Students
Author: Nguyen
Date: 2017-02-00
Type: Journal Articles
Subjects: Standards,Benchmarking,Reading Instruction,Vietnamese People,Case Studies,Student Evaluation,Feedback (Response),Foreign Countries,Curriculum Development,Evaluation Methods,Reading Comprehension,Reading Skills,Student Behavior,Elementary School Students,Secondary School Students,Literature,Teaching Methods

Using the BEAR assessment system, the author set up a hypothetical reading competence (RC) developmental continuum and sketched the RC assessment standards, established RC measurement tasks, and described outputs. The author collected real RC evidence based on the cross-sectional study models, then adjusted the developmental continuum and RC assessment standards accordingly. RC geared towards Vietnamese students is comprised of four elements: identify information from text, analyze and connect information, feedback and assess text, and apply information from the text to life with 10 corresponding behaviors. RC developmental continuum (and its elements) is categorized into six different levels in order to help build assessment standards through Literature for senior students in primary schools, and secondary schools. The measurement results of 900 students from Vinh Phuc, Nghe An, Dak Lak provinces show that the RC developmental continuum and the assessment standards are suitable for Vietnamese students; how to build RC benchmark and be feasible with conditions for development of general curriculum in Vietnam.
Educators Empowering Families
Author: Neria, Christy M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Total Communication,Listening,Speech Communication,Elementary School Students,Teaching Methods,Advocacy,Family Involvement,Empowerment,Family Needs,Language Acquisition,Language Usage,American Sign Language,Parent Role

Recently, the authors' district reconfigured the program for deaf and hard of hearing students, combining the Total Communication (TC) and Listening and Spoken Language (LSL) programs for elementary students and relocating students and staff into a single school. This prompted staff to reflect on and discuss the pedagogy unique to each program. The authors analyzed approaches to language, education, and advocacy for students and families. The authors realized that while the programs reflected diverse principles and approaches, extensive commonalities exist. The primary commonality was the need for families in both programs to receive support for working with their children in language, whether the language was signed or spoken. The authors needed to help families learn how to provide and incorporate language into their daily routines, and they needed to advocate and teach families how to advocate for themselves and for their children to maximize learning for everyone.
The Impact of Workforce on Industrialization in Algeria with the Existence of Expenditure in Education as a Variable Mediator from 1970 to 2014
Author: Youcef, Souar
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Force,Industrialization,Educational Finance,Expenditures,Economic Development,Manufacturing,Education Work Relationship

This paper discusses the role of labor force in industrialization in Algeria by entering the spending in education as a mediator variable. From a theoretical point of view, there are good grounds for believing that labor force can play an important role in promoting industrialization, but if education had been incorporated in manufacturing, this will facilitate the conduct of manufacturing operations. At this, the authors will use the method of Path Analysis in order to calculate the impact of the labor force on industrialization in Algeria with the presence of education expenditure as a variable mediator during the period from 1970 to 2014. It is therefore concluded that education expenditure plays an important mediator role in the enhancement of workforce's capacity to strengthen manufacturing in Algeria during the study period.