ethanporcaro/eric-fulltext-meta huggingface dataset:
A Clinical Comparison Study of Attention Deficit/Hyperactivity Disorder (DSM-IV) and Hyperkinetic Disorder (ICD-10) in Indian children and Adolescents
Author: Sitholey, Prabhat
Date: 2012-00-00
Type: Journal Articles
Subjects: Rating Scales,Attention Deficit Hyperactivity Disorder,Severity (of Disability),Comparative Analysis,Symptoms (Individual Disorders),Children,Adolescents,Clinical Diagnosis,Foreign Countries,Screening Tests,Socioeconomic Status,Family Influence,Behavior Disorders,Disabilities,Mental Retardation,Depression (Psychology),Fear,Anxiety Disorders,Neurological Impairments

Aims: To compare the usefulness of DSM IV and ICD-10 DCR criteria in clinic children presenting with the symptoms of inattention and hyperactivity-impulsivity. Methods: 62 children (54 boys and 8 girls) participated in the study. Children were assessed on Kiddie schedule for affective disorders and schizophrenia--present and lifetime version and then diagnosed as attention deficit/hyperactivity disorder (ADHD) or hyperkinetic disorder (HKD) as per DSM IV or ICD-10 DCR criteria. Comorbidities were diagnosed as per DSM IV criteria. Severity of symptoms was rated using Hillside Behavior Rating Scale (HBRS) while global assessment of functioning was assessed on Children's Global assessment Scale (CGAS). Results: All could be diagnosed with ADHD however, only 44 (71%) could be diagnosed as HKD. There was no statistically significant difference in most sociodemographic variables, severity of illness on HBRS and impairment on CGAS of the subjects diagnosed with ADHD and HKD and subjects with ADHD but not HKD (non-HKD-ADHD). Conclusions: DSM IV should be used because it diagnoses more children with impairing symptoms of inattention and hyperactivity-impulsivity as compared to ICD-10 DCR. Also, there is a significant overlap in between ADHD and HKD. (Contains 2 tables.)
A Clinical Study of Phenomenology and Comorbidity of Paediatric Bipolar Disorder
Author: Gupta, Pavan Kumar
Date: 2012-00-00
Type: Journal Articles
Subjects: Substance Abuse,Attention Deficit Hyperactivity Disorder,Depression (Psychology),Psychiatry,Phenomenology,Clinical Diagnosis,Symptoms (Individual Disorders),Children,Adolescents,Health Services,Rating Scales,Age Differences,Goal Orientation,Attention,Psychological Patterns,Sleep,Behavior Disorders,Foreign Countries

Background: Considerable controversy exists regarding clinical presentation, diagnosis, and comorbidities especially with Attention Deficit Hyperactivity Disorder (ADHD), in paediatric Bipolar Disorder (BPD). Aims and objectives: To describe phenomenology and comorbidities of paediatric BPD. Method: 78 Subjects (6-16 years) attending child and adolescent psychiatry services of C.S.M.M.U. Lucknow, who fulfilled DSM-IV-TR 2000 criteria for BPD were assessed using K-SADS-PL, child mania rating scale (CMRS),child depression rating scale (CDRS), Attention Deficit Hyperactivity Disorder rating scale (ADHD-RS) and Clinical Global Assessment Scale (C-GAS). Results: All the subjects were diagnosed as BPD-I. There mean chronological age was 13.4 plus or minus 2.1 years. The mean age at onset of BPD was 12.2 plus or minus 2.3 years. The most common symptoms found in manic subjects were increased goal directed activities (100%), distractibility (100%), elation (98.7%), grandiosity (90.5%), physical restlessness (82.4%), poor judgment (82.4%) and decreased need for sleep (81.1%). 19 (24.3%) cases of BPD had other current comorbid disorders. The common comorbidities were Mental Retardation (10.26%), ADHD (10.26%), oppositional defiant disorder (6.41%), and substance abuse (3.85%). Conclusions: In children and adolescents elation/grandiosity was more common presentation than Irritability. Comorbidities were seen in 24.3% children in paediatric BPD. Differentiation of comorbid disruptive behaviour disorders especially ADHD from BPD is possible with respect to age of onset, quality of the disturbed mood, and the course of each disorder.
Study of Level of Stress in the Parents of Children with Attention-Deficit/Hyperactivity Disorder
Author: Sethi, Sujata
Date: 2012-00-00
Type: Journal Articles
Subjects: Rating Scales,Attention Deficit Hyperactivity Disorder,Parent Child Relationship,Child Rearing,Caring,Foreign Countries,Control Groups,Comparative Analysis,Severity (of Disability),Stress Variables,Children,Measures (Individuals)

Background: Parents who have children with attention-deficit hyperactivity disorder (ADHD) often experience high level of stress related to caring for their children. But not much research has been conducted in this area in India. This study aimed to assess the stress of parenting children with ADHD. Methods: This is a clinic based comparative study wherein the parents of fifty children with ADHD were compared with parents of 50 healthy children. DSM-IV diagnostic criteria for ADHD and Conner's Parent Rating Scale were administrated to diagnose and assess subtype of ADHD and the severity of ADHD respectively. Parental Stress scale (PSS) was used to examine subjective stress experienced by the parents. Results: Parents in the case group were more stressed than in control group and the difference was statistically significant. Stress was associated with all 3 subtypes of ADHD but it was highest with combined type and least with inattentive type. Also the combined subtype was the most severe form of ADHD. Conclusion: The results of the study highlight that the parents of children with ADHD experience immense stress. Combined subtype (CT) was the most severe form of ADHD while the inattentive subtype was the least severe one. Further CT was associated with the highest levels of stress in parents, probably because of its highest degree of severity. (Contains 4 tables.)
Harmful Effects of Media on Children and Adolescents
Author: Agarwal, Vivek
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Mass Media Effects,Television Viewing,Child Health,Children,Physical Activity Level,Internet,Video Games,Violence,Substance Abuse,Sexuality,Obesity,Behavior Problems

Children and adolescents spent a considerable portion of their time watching television, movies, playing videogames and on the internet. Media has proved to be a very useful tool in the fields of education, arts, science, sports, and culture. Over the past few decades, there has been a surge in the use of media by the younger generations and concern has been raised about the impact of media on children because of research reports of long term harmful effects. Media use is a double edged sword with both merits and demerits and it is therefore imperative for parents to understand the effect of media exposure on children in order to understand and handle problems resulting from this exposure better. In this article, the authors discuss the harmful effects of media on children and adolescents.
University School of Education Promoting Diversity Awareness and Initiatives
Author: Freeman, Greta
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Laboratory Schools,Preservice Teachers,Academic Achievement,College Faculty,Higher Education,Professional Development

An abundance of research confirms preservice teachers are unprepared to work with diverse populations. This article describes an education program's efforts to support diversity initiatives and provide information and hands-on training to prepare teacher candidates for future work with the diversity they will encounter. Explanations of programs, coursework, professional development, and current and supportive literature are included.
The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention
Author: Range, Bret G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade Repetition,Administrator Attitudes,Principals,Teacher Attitudes,Parent Participation,Elementary School Teachers,Student Motivation,Self Esteem,Low Achievement,Intervention,Primary Education,Prevention

The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators' beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention helps prevent future failure and maintain standards, helps teachers provide additional math support, and motivates students to attend school. Additionally, teachers and principals perceived a benefit to self-concept when students are retained in the primary grades, especially in kindergarten, but did not differ significantly concerning their views about the most appropriate time to retain students. (Contains 4 tables.)
Blended Learning: A Disruption that Has Found Its Time
Author: Gonzales, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Blended Learning,Educational Resources,Educational Methods,Intermode Differences,Conventional Instruction,Teaching Methods,Teaching Models,Vocational Education,Instructional Material Evaluation,Instructional Materials,Educational Change,Educational Practices

"Blended learning" is learning facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and applying them in an interactively meaningful learning environment. There are four standard modes of blended learning that have proven to meet student academic needs and provide flexibility with instructional settings. The four blended learning approaches include: (1) The rotation model, where students rotate between teacher-led instruction and online learning; (2) A flexible approach, where students experience most learning online, while teachers provide a personal approach and touch; (3) The self-blend model, in which students choose their courses from a menu to supplement their regular, non-technical school offerings; and (4) The enriched-virtual model, a whole-school experience in which students divide their time between attending a brick-and-mortar campus and learning remotely, using online delivery of content and instruction. Fortunately, it does not require a massive investment to take steps in the direction of blended learning. This article discusses several resources that are free, relatively easy to use, and very beneficial in terms of increasing options for student learning.
It's on the Line: Tech Policies that Make Sense
Author: Calhoun, Kelly J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Guidelines,Educational Change,Technology Uses in Education,Educational Policy,Information Policy,School Policy,State Policy,Professional Associations,Alignment (Education),State Standards,Behavior Standards,Student Behavior,Teacher Behavior

ACSA (Association of California School Administrators), the CSBA (California School Boards Association), the California Educational Technology Professionals Association, the Santa Clara County Office of Education, CUE (Computer Using Educators), the law firm Fagen, Friedman &amp; Fulfrost and others have joined forces to develop policies that can be used by all districts to guide student and staff behavior, both online and off. &quot;ON[the]LINE&quot; is a new statewide effort that seeks to provide relief to beleaguered districts, county offices of education and others, bringing together a suite of resources they can use to either adopt new, CSBA-approved policies in alignment with this approach, or adapt existing local policies in alignment with the initiative's guidelines. It will also provide help in the development of local technology use guidelines, professional development and more. ON[the]LINE is built upon understanding a simple principle about technology use today and why the old approach doesn't work any more.
Technology Finds Its Place in Silicon Valley Schools
Author: Hundley, Paula
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,School Districts,Computer Uses in Education,Technology Integration,Teaching Methods,Teacher Competencies,Standards,Governance,Parent Participation

Technology today is poised to usher in the best of times. Exploring what other districts do highlights the common themes as well as the unique challenges. Three very different districts in Silicon Valley--Portola Valley School District, Campbell Union School District and San Jose Unified School District--explain the strategies they use to enhance learning through technology. For these three districts in Silicon Valley, it's a good time--a time of expanding options and optimism, a time of seeing technology impact learning in natural, welcome ways. Each district faces its challenges. Some themes are similar, others unique to the setting. Yet with each, there is an energy, a passion, and a belief that the more the conversation is about learning, the more technology finally has found its place.
Integrating Digital and STEM Practices
Author: White, Tobin
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Activities,Teaching Methods,Handheld Devices,Best Practices,Educational Practices,STEM Education,Technology Uses in Education,Technology Integration,Instructional Innovation,Change Strategies,Educational Change

As mobile devices become increasingly pervasive among youth, the gap between students with and without access to personal computers at home may soon be replaced by a new digital divide: between one set of informal ways of using those tools that are familiar, personally meaningful, and relevant to their out-of-school lives, and another set of uses in formal instruction contexts that has nothing in common with the first except hardware. Admittedly, learners' personal forms of digital activity can appear quite different from and even oppositional to productive, school-based activity, and to educational uses of the same devices. But the authors argue for a different perspective, namely that those informal digital practices may provide uniquely powerful resources around which to organize innovative and engaging instructional approaches. Many of the ways students are already using smartphones and other contemporary mobile computing devices correspond to core aspects of disciplinary practice in STEM (Science, Technology, Engineering and Mathematics) fields. The authors believe that leveraging the existing ways learners use digital devices as resources for organizing learning activities represents a particularly powerful approach to supporting student learning in STEM content areas. They discuss how schools can leverage the ways students are already using mobile digital devices to organize and support learning activities.
Leading Edge Certification for Educators
Author: Baker, Rowland
Date: 2012-00-00
Type: Journal Articles
Subjects: Certification,Credentials,Teacher Certification,Alternative Teacher Certification,Administrator Education,Blended Learning,Skill Development,Teaching Skills,Leadership Training,Teacher Education Programs

For leaders of schools in the 21st century, it seems there is a never-ending demand on what they need to be doing. Just when they thought they had a handle on traditional testing and ways to improve student achievement, along comes the Common Core Standards, which change the game in many ways. The Common Core will require students to have an in-depth understanding of skills that require higher-order thinking infused with technology. But Common Core is not the only game changer on the horizon. For years, many have stressed the need to make sure the schools and districts are educating students who possess the skills needed in the 21st century. In this article, the author discusses how an alliance of educators has created technology trainings and certifications for both teachers and administrators on many of the new areas that are not being taught in the traditional credentialing programs. The Alliance has developed a certification program for teachers of blended and online classrooms, which has received raves and was featured in "Education Week," as well as many other publications.
Expanding CTE Opportunities through Blended Learning
Author: McKinstry, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Blended Learning,Computer Uses in Education,Career Development,College Preparation,Technology Integration,Vocational Education,Technology Education,High Schools,Curriculum Development

The global economy, 21st century skills, knowledge society, college and career readiness, digital and project-based learning are all common terms to educators who are expanding their learning environments beyond the classroom to meet the needs of all students. It is common knowledge that the rapid technological advances of this century have replaced the industrialized model of education with one that is centered on mastery of competencies and knowledge through student individualized education plans. These plans integrate both core academics with high-level technical skills to ensure students become life-long learners who can be successful in postsecondary education and also adapt to an ever-changing workplace. In this article, the author discusses how online/blended learning can open up access to courses important to preparing students for careers and college.
Classroom Technology Rollouts
Author: Blow, Deborah
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Best Practices,Computer Uses in Education,Technology Integration,Models,Teacher Role,Access to Computers

At Cambrian School District, educators are trying a new approach as they investigate new technologies. Rather than roll out a one-size-fits-all mandate that one will use this new &quot;box,&quot; which may also sit gathering dust, they have implemented a new model. Early in the last school year they announced the Digital Media Academy, and in March 2012, the iPad Academy. In this article, the authors focus on the iPad Academy model. In the Academy Model, any teacher with an interest may apply to participate. Teachers are expected to use the technology with their students, create lesson plans, research and develop best practices, and share what they have learned with colleagues. With the Academy model, the goal is to provide the information and technology to a few willing and dedicated individuals, who will then encourage others through their example. As more teachers see meaningful, effective and productive ways to use the technology, they will get more creative in finding ways to fund the rollout of emerging technologies to more classrooms.
Using School Websites to Support Parent Engagement
Author: Piper, Tracy
Date: 2012-00-00
Type: Journal Articles
Subjects: Internet,Outreach Programs,Web Sites,Middle Schools,Family School Relationship,Parents,Parent Participation,Computer Mediated Communication,Volunteers,Decision Making,School Community Relationship

A middle school of 1,000 students is a busy place. With dwindling resources and increased accountability, a well-designed school website is vital. Students and parents visit high quality websites through a variety of devices and expect equally high quality school-to-home communication. With the support of a professional web design company, the author's new school website attracts the attention of parents, and supports outreach and engagement both on the school campus and in the community. This article describes how the school website supports community outreach and helps families establish home environments to support their children as students.
On Teacher Hope, Sense of Calling, and Commitment to Teaching
Author: Bullough, Robert V., Jr
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teaching (Occupation),Teacher Persistence,Occupational Aspiration,Well Being,Teachers,Surveys,Responsibility

Teacher motivation long has been a topic of interest to researchers (Ames &amp; Ames, 1984; Sylvia &amp; Hutchison, 1985). It is widely recognized that the motivations residing behind teachers' actions profoundly shape the nature and quality of those actions and their effects on young people. Surprisingly, while often recognized especially by teachers as an important motivating factor, the sense of a teacher's &quot;calling&quot; or &quot;vocation&quot; has received remarkably little research attention, and been the object of but very few empirical studies. Hansen (1995) describes possession of a sense of vocation or calling as involving &quot;a hopeful, outward-looking sentiment, a feeling of wanting to engage the world in some substantive way&quot; (p. 5). On Hansen's view, there are strong links among a teacher's sense of calling and teacher hopefulness and commitment to teaching. Day, Elliot, and Kington (2005) take a similar position and point toward the importance of greater understanding of these aspects of teacher motivation. As Day et al., suggest, efforts designed to improve the quality of schooling that ignore teacher well-being and the values that bring teachers to teaching and keep them engaged in their work are certain to fail. The purpose of this study is to begin examining teachers' sense of being called to teach in relationship to their hopefulness and commitment to teaching, each, the authors believe, being a critical element to developing quality school programs. (Contains 2 tables.)