ethanporcaro/eric-fulltext-meta huggingface dataset:
Three-Capital Approach to the Study of Young People Who Excel in Vocational Occupations: A Case of WorldSkills Competitors and Entrepreneurship
Author: Chankseliani, Maia
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational Education,Competition,Entrepreneurship,Global Approach,Qualitative Research,Statistical Analysis,Data Analysis,Interviews,Psychological Characteristics,Social Capital,Human Capital,Skill Development,Semi Structured Interviews,Business Skills,Educational Attainment,Work Experience,Family Influence,Case Studies,Young Adults,Foreign Countries

This paper examines the entrepreneurial inclinations of young people who achieved excellence in vocational occupations. We propose a three-capital approach to the study of entrepreneurship. Relying on the existing theories and original qualitative and quantitative data analyses, findings from interviews with 30 entrepreneurial and 10 non-entrepreneurial WorldSkills competitors show that psychological capital, social capital and human capital can be combined to explore how young people who excel in vocational occupations develop entrepreneurial mindsets. We show that training for and participation in the largest vocational skills event globally--WorldSkills competition--develops selected aspects of three capitals. However, we also discover that the entrepreneurial motivation precedes competitors' involvement with WorldSkills.
Integrating Technology into the Online Classroom through Collaboration to Increase Student Motivation
Author: Dyer, Thomas
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Integration,Online Courses,Cognitive Style,Teacher Collaboration,Student Needs,Outcomes of Education,Best Practices,Learner Engagement,Student Motivation,Teaching Methods,Feedback (Response),Introductory Courses,Private Colleges

Technology is one of the most important components in the future of online learning. Instructors in online classes should lead the charge of innovation and integration of technology into the online classroom to ensure that students achieve the best learning outcomes. This article chronicles a theoretical model towards integrating technology as a best practice into the online classroom to increase student motivation, engagement and learning outcomes. Various technologies can be incorporated into the online classroom to enhance the course and meet student needs by offering differentiated instruction and activating various learning styles. This article explains how collaboration among faculty can make this task easier, more efficient and of greater benefit to the online student. It also theorizes that added technological materials equate to increased student engagement, motivation and learning outcomes in a course when a faculty collaboration diagnostic model is followed to integrate technology into the online classroom. Online education is growing at a rapid pace, which means instructors need to be more innovative to meet these demands (Allen &amp; Seaman, 2011). Mestre (2010) noted the importance of instructors developing and utilizing online tools to meet the diverse learning needs of today's online learning population. The traditional written lecture method used in some online courses does not meet the needs of the online student population. Research had indicated that there is a vast need for instructors to enhance the online learning environment with several methods, including visual, kinesthetic, textual and auditory delivery methods (Mestre, 2010). This theoretical essay, while qualitative in nature, will discuss the journey of integrating technology into the curriculum of an introductory class by three instructors from a small private university in the Southwest.
Acquisition of Picture Exchange-Based vs. Signed Mands and Implications to Teach Functional Communication Skills to Children with Autism
Author: Nam, Sang S.
Date: 2016-12-00
Type: Journal Articles
Subjects: Literature Reviews,Functional Behavioral Assessment,Pictorial Stimuli,Sign Language,Autism,Children,Communication Skills,Teaching Methods,Imitation,Skill Development,Language Acquisition,Speech Communication,Nonverbal Communication,Verbal Communication,Verbal Operant Conditioning,Reinforcement

A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluate empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with autism. Research findings indicate that children with autism acquire picture exchange responses to mand for reinforcing items more easily and rapidly than signed responses. There is also a strong relation between motor imitation, matching skills and sign language acquisition. It is suggested that both motor imitation and matching skills be examined to teach manual signs to children with autism. Speech is the most common response form, but writing, typing, signs, pictures, gestures, or eye gaze should also be considered for manding. A decision making process is proposed to determine a proper communicative form considering abilities and environmental conditions of a child concerned.
Writing Prompts: Generating Engagement, Critical Thinking and Discovery
Author: Lieu, Sandi Van
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Assignments,Prompting,Learner Engagement,Critical Thinking,Discovery Learning,Video Technology,Technology Uses in Education,Current Events,Writing Strategies,Active Learning,Writing Improvement,Discussion (Teaching Technique),Writing (Composition),Freshman Composition,Writing Skills,Student Motivation,Collaborative Writing,Persuasive Discourse,Essays,Relevance (Education),Writing Attitudes

This paper focuses on a pedagogical and instructional approach to engaging students in the classroom with the specific activity of a writing prompt, which utilizes a short video about current events and trends coupled with writing and discussion. This strategy allows active student learning in which the students engage, develop critical thinking skills, discover topics that interest them, improve their writing skills, prepare to be active in class, collaborate through discussion, discover other views, relate the activity to the current course curriculum and apply the issues to their personal and professional lives. The examples given in this paper are from English composition courses, however, this method could be applied and tailored to a variety of disciplines.
Sources of Stress among Parents of Children with Intellectual Disabilities: A Preliminary Investigation in Saudi Arabia
Author: Aldosari, Mubarak S.
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Parents,Children,Males,Intellectual Disability,Child Rearing,Special Education,Gender Differences,Parent Child Relationship,Mothers,Fathers,Individual Characteristics,Likert Scales,Statistical Analysis,Multivariate Analysis

This study identified differences in sources of stress between parents of male children with intellectual disabilities in Saudi Arabia. Seventeen pairs of parents completed the Parent Stress Index (Abidin, 1995). Each pair of parents had a male child diagnosed with intellectual disability who either attended an institute for male children with intellectual disability or a special education classroom attached to a public elementary general school in Riyadh, the capital of Saudi Arabia. Results indicated higher perceived stress levels in Saudi mothers compared to fathers regarding the overall parent-child relationship, the child's individual characteristics, and the parent's characteristics. Implications provide research-based data for stakeholders in the development of appropriate and effective programs for parents of children with intellectual disabilities, especially for mothers. These data will inform professionals in Saudi Arabia of needed services for parents of children with intellectual disabilities and potentially encourage further study of families of children with intellectual disabilities in Saudi Arabia.
Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature
Author: Cozad, Lauren E.
Date: 2016-12-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Electronic Learning,Mathematics Skills,Instructional Effectiveness,Elementary School Students,Learning Disabilities,Learning Problems,Elementary School Mathematics

Mathematical proficiency serves as a foundation for student success in the classroom and real world. One component of mathematical proficiency is fluency with basic facts. Frequently, students with mathematics difficulties struggle to become proficient and fluent in the four basic operations. Interventions are available to help develop and promote fluency for students. Digital-based interventions, such as programs on computers or tablet applications, are one avenue by which students are able to acquire and maintain fluency. These digital tools are becoming increasingly more common and available in today's classroom. Eight studies on digital-based fact fluency were identified through a systematic search of the literature and analyzed to determine their effects. Study participants were elementary aged students with mathematics difficulties. Results of this synthesis indicate that digital-based interventions are an effective instructional technique for increasing fact fluency with students demonstrating mathematics difficulties. Implications research and practice are discussed.
Teaching APA Style Documentation: Discovery Learning, Scaffolding and Procedural Knowledge
Author: Skeen, Thomas
Date: 2015-00-00
Type: Journal Articles
Subjects: Citations (References),Documentation,Learning Theories,Discovery Learning,Scaffolding (Teaching Technique),College Instruction,Teaching Methods,Learning Activities

Students struggle with learning correct documentation style as found in the Publication Manual of the American Psychological Association and teachers are often at a loss for how to best instruct students in correct usage of APA style. As such, the first part of this paper discusses the current research on teaching documentation styles as well as the learning theory behind discovery learning and scaffolding and advocates for using these lenses to address student problems with APA style. The second half of this paper provides practical exercises (called microthemes), grounded in sound pedagogy, that instructors can use in both a traditional ground classroom or in online and blended instructional models. This paper is aimed at not just instructors in a composition or research methods course who regularly teach APA style to students, but also to the frustrated psychology or science teacher who finds student submissions riddled with APA errors.
Response to Intervention vs. Severe Discrepancy Model: Identification of Students with Specific Learning Disabilities
Author: Armendariz, Gina
Date: 2016-06-00
Type: Journal Articles
Subjects: Response to Intervention,Learning Disabilities,Teacher Attitudes,Special Education Teachers,Regular and Special Education Relationship,Teacher Surveys,Differences,Statistical Analysis

The purpose of this study was to investigate the perceptions of educators on the acceptance of either the Response to Intervention (RTI) model or the Severe Discrepancy (SD) model in the identification of students with a SLD. The study consisted of 160 general education (GE) teachers and 119 special education (SPED) teachers. The study used a survey method to determine participants' acceptance of the RTI model over the SD model. The study results revealed significant findings for SPED teachers versus GE teachers in their acceptability of RTI as an effective method of evaluation for SLD. Overall educators endorsed the use of the RTI model over the SD model. However, GE teachers significantly preferred the RTI model as the more appropriate method to identify student learning problems than SPED teachers. This difference may be due to SPED teacher's ability to interpret data gathered from both RTI model data and SD model data. Both GE and SPED teachers believed that the RTI model was beneficial for a child. The use of the RTI model appears to be the more accepted model for the determination of an SLD. There were no significant differences found among educators with regards to the use of the SD model. However, mean scores did indicate that SPED teachers were more likely to endorse the SD model than GE teachers. Lack of significant findings among educators in their endorsement of the SD model may have been the result of an affinity towards the RTI model in general. Future, use of the RTI model will require specific professional development training in the area of the use of progress monitoring data to guide instruction.
VET Workers' Problem-Solving Skills in Technology-Rich Environments: European Approach
Author: Hämäläinen, Raija
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Problem Solving,Educational Technology,Technology Uses in Education,Adults,Skill Development,At Risk Persons,Competence,Evaluation,Educational Background,Surveys,Statistical Analysis

The European workplace is challenging VET adults' problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults' skills to date. The present study (N = 50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults' problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as &quot;at-risk&quot; or &quot;weak&quot; performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches.
The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas
Author: Hauber, Jennifer Alward
Date: 2015-12-00
Type: Journal Articles
Subjects: Autism,Special Education Teachers,Alternative Teacher Certification,Teacher Competencies,Beginning Teachers,Intervention,Teacher Characteristics,Knowledge Level,Online Surveys,Questionnaires,Statistical Analysis

An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers, resulting in chronic teacher shortages in this area. Alternative certification (AC) is used as a mechanism to alleviate the demand for highly qualified special education teachers. However, AC routes have often left novice teachers underprepared for teaching students with autism, more specifically in the implementation of evidence-based practices necessary for instructional effectiveness. The purpose of the study was to assess the knowledge of novice AC teachers in the area of autism intervention and to determine the extent to which demographic, educational and professional factors predict the variance in knowledge scores. Data were collected through an electronic survey instrument disseminated to all novice (i.e., first-and second-year) alternatively certified special education teachers in the state of Texas. Results indicated that AC teachers were not adequately knowledgeable about autism and the largest predictor of autism knowledge was hours engaged in self-directed learning. Implications for improving the quality of AC programs in Texas are discussed.
Effects of Teacher Praise on Attending Behaviors and Academic Achievement of Students with Emotional and Behavioral Disabilities
Author: Markelz, Andrew M.
Date: 2016-06-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Literature Reviews,Positive Reinforcement,Academic Achievement,Student Behavior,Time on Task,Attention,Behavior Modification,Correlation,Age Differences

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities. Results of ten studies meeting inclusion criteria were analyzed. Findings suggest teacher praise positively affected attending behaviors with increases in on-task behaviors and decreases in disruptive behaviors. A relationship between teacher praise and academic achievement could not be established due to confounding variables; however, a relationship between teacher praise and student age emerged. Teacher praise affected attending behaviors of younger participants' more than older participants. Limitations, teaching implications and future research are discussed.
High-Preference Strategies and Other Interspersal Procedures for Learners with Disabilities: A Review of the Literature
Author: Clinton, Elias
Date: 2015-12-00
Type: Journal Articles
Subjects: Intervention,Disabilities,Skill Development,Vocabulary,Literature Reviews,Educational Research,Special Education,Academic Achievement,Difficulty Level,Compliance (Psychology),Student Behavior

Interspersal Procedures (IP) represent a group of interventions that imbed, at varying ratios, requests for individuals to exhibit mastered skills before or within sequences of requests for target skills. Interspersal Procedures include numerous strategies, such as high-probability request sequences, pre-task requests, and high-preference strategies. Such arrangements can increase attempts to perform target or less preferred tasks. The purposes of this review include (a) an overview of terminology related to IP, (b) a discussion of the conceptual basis for using IP, (c) a description of the experimental literature that has used IP with individuals with disabilities, (d) a categorical summary of this literature, and (e) a discussion of pragmatic concerns and guidelines for deciding when to use IP.
Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education
Author: Placklé, Ingeborg
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Measures (Individuals),Vocational Education,Educational Environment,Student Attitudes,Secondary School Students,Secondary Education,Secondary Schools,Student Surveys,Learner Controlled Instruction,Questionnaires,Rating Scales,Teaching Methods,Educational Methods,Preferences

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning Environments in Vocational Education--to measure students' preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.
Implications of State Policy Changes on Mental Health Service Models for Students with Disabilities
Author: Lawson, Janelle E.
Date: 2016-06-00
Type: Journal Articles
Subjects: State Policy,Mental Health Programs,Disabilities,School Health Services,School Districts,Case Studies,Change,Qualitative Research,Semi Structured Interviews

For over 25 years, students with disabilities in California received educationally related mental health services through interagency collaboration between school districts and county mental health agencies. After a major change in state policy that eliminated state-mandated interagency collaboration, school districts in California are now solely responsible for providing all mental health services entitled to students with disabilities. This collective case study included three school districts, and examined mental health service provision immediately following the elimination of legally mandated coordination with county mental health professionals. Interviews were conducted with three district representatives from each of three school districts in California. Participant responses indicated confusion regarding the change in statutory regulations and disagreement surrounding assessment procedures and service providers. Implications for school districts as part of a system of care framework are discussed.
Predictors of Collateral Learning Transfer in Continuing Vocational Training
Author: Hinrichs, Anja-Christina
Date: 2014-00-00
Type: Journal Articles
Subjects: Predictor Variables,Continuing Education,Vocational Education,Transfer of Training,Investigations,Structural Equation Models,Job Performance,Workplace Learning,Motivation,Correlation,Organizational Climate,Educational Environment,Participant Characteristics,Trainees,Foreign Countries,Work Environment,Program Administration,Statistical Analysis,Questionnaires

Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training) and performance field (work context) act simultaneously, the presented study investigated whether there are already situations in the work context which allow the application of newly acquired knowledge in parallel with the training. The main focus lies in the identification of predictors of learning transfer that takes place alongside the training participation and in the investigation of their causal relationships. Using structural equation modelling five latent variables were identified which have a significant effect on learning transfer parallel to the training--the so called collateral learning transfer. These five predictors explain together 62% of the variance of collateral learning transfer (gathered as performance improvement at work).