ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process
Author: Gebhardt, Markus
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Diagnosis,Learning Disabilities,Standardized Tests,Student Characteristics,Special Needs Students,Intelligence Tests,Mathematics Skills,Reading Skills,Questionnaires,Writing Skills,Regression (Statistics),Comparative Testing,Diagnostic Tests

Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually have in common is that general cognitive abilities, as measured by standardized IQ tests, are seen as an important aspect. In Austrian schools the diagnosis of LD is largely based on expert opinions provided by special education teachers. The diagnostic procedure is quite unregulated and open to individual interpretation. As a rule, standardized tests are not used in this connection. In the present study the characteristics of children with a diagnosis of LD are evaluated in terms of standardized testing. 37 pupils diagnosed as having LD and 136 regular school children were assessed at the end of the 5th grade in Austrian schools using standardized tests of intelligence, reading, writing and arithmetic skills and questionnaires regarding social integration in their class, emotional integration in their school and the cultural capital of their families. Compared with a group of pupils without LD, matched for IQ and age, the LD children showed significantly worse basic arithmetic and reading skills, inferior social integration in class and lower familial cultural capital. A stepwise logistic regression analysis indicated that poor basic arithmetic and reading skills were the strongest predictors of having a diagnosis of LD. Other variables, including IQ, had significantly less weight. The results are seen as indication of the fact that precise guidelines for diagnosing LD in the school system and a transition to a system of evidence-based allocation of resources are urgently needed.
The Difficulties Encountered by the Mothers Having Children with Mental Disabilities or Autism in Participating to Community Life
Author: Tayyare, Begüm Çapa
Date: 2013-00-00
Type: Journal Articles
Subjects: Mothers,Mental Retardation,Disabilities,Autism,Foreign Countries,Children,Semi Structured Interviews,Social Life,Participation,Interpersonal Relationship,Social Attitudes,Rejection (Psychology),Daily Living Skills,Transportation,Recreational Facilities,Athletics,Dining Facilities,Community Programs,Qualitative Research

The purpose of the study was to compare the difficulties encountered by the mothers having children with mental disabilities or autism in participating to community life. The participants were 21 mothers who have mentally handicapped child and 21 mothers who have child with autism from Istanbul, Turkey. Data was collected through semi-structured interview technique. Nine community skill areas were determined. The results indicated that the mothers having children with autism had more difficulties in participating to the community life than the mothers having children with mental disabilities. While the mothers having children with mental disabilities declared that they experience most difficulties at visiting their neighbors or close relatives, the mothers having children with autism declared that they experience most difficulties in going to somewhere from another place as a pedestrian. When the declared opinions are analyzed, it is observed that caused to feel unwell by people's overlook is repeated challenge of the both two groups.
Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning
Author: Mitten, H. Rae
Date: 2013-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Older Adults,Adults,Parents,Children,Indigenous Populations,Foreign Countries,Interviews,Mentors,Teacher Educators,Professional Personnel,Canada Natives,Urban Schools,Learning Modalities,Experiential Learning,Holistic Approach,Literacy Education,Sensory Integration,Self Control,Attention,Speech Impairments,Language Impairments,Communication Problems,Interpersonal Competence,Student Motivation,Learner Engagement,Qualitative Research

Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N =150 was collected using sharing circles with Aboriginal elders and community members; conversational interviews with parents and their children with FASD; and interviews and focus groups with professionals who support children with FASD and their families. Special protocols were followed in collaboratively planning and participating in research involving Aboriginal communities. Aboriginal research methodologies utilized are situated among emerging, multi-disciplinary, qualitative research methodologies suitable for understanding the complexity of natural phenomena such as FASD. The goal of dissemination is to further translation of research findings regarding evidence-based guidelines for FASD to the clinical or practice levels, across disciplines and sectors, as well as across the life cycle, in order to prevent adverse life outcomes.
US Elementary Preservice Teachers' Experiences while Teaching Students in Taiwan
Author: Lu, Hsiu-Lien
Date: 2014-02-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teacher Education,Student Teaching,International Educational Exchange,Educational Benefits,Barriers,Phenomenology,Student Teacher Attitudes,Professional Development,Interviews,Personality Development,Study Abroad,Student Exchange Programs,Student Experience,Educational Practices,Foreign Countries

The idea to prepare prospective teachers to teach in increasingly diverse US schools still raises a number of questions about how an international student teaching experience can be important and beneficial to student learning. What do preservice teachers perceive to be the benefits from an international student teaching experience? What do preservice teachers perceive as challenges during an international student teaching experience? This paper shares findings from a phenomenological study of four U.S. elementary preservice teachers' experiences during a five-week international student teaching opportunity in Taiwan. The findings of this study support the scholarship of teaching and learning that is grounded in the quest to understand the connection between students' experiences and learning (Hutchings, 1999). The findings could further provide insights into the implementation process and the support that student teachers need in order to gain a successful experience from an international student teaching opportunity provided by the teacher education program.
Predicting Supervisor Capacities to Foster Higher Forms of Learning through Undergraduate Medical Student Research
Author: MacDougall, Margaret
Date: 2014-02-00
Type: Journal Articles
Subjects: Medical Students,Undergraduate Study,Student Research,Supervisors,Educational Environment,Behavior,Administrator Characteristics,Surveys,Medical Education,Followup Studies,Interdisciplinary Approach,Gender Differences,Age Differences,Employment Level,Statistical Analysis

The credibility of short-term undergraduate research as a paradigm for effective learning within Medicine has been recognized. With a view to strengthening this paradigm and enhancing research-teaching linkages, this study explores whether particular types of research supervisor are pre-disposed to providing supportive learning environments. Correspondingly, a novel solution is offered to addressing clinical governance concerns about failings in preparing students for a supercomplex world. While recommendations for addressing these concerns have previously focused on curriculum delivery and assessment, this study affords a fresh perspective through consideration of research supervisor attributes, behaviours and experiences. Using statistical analyses of response data from a large cohort of experienced research supervisors who completed an online survey, evidence is found to suggest that staff involvement in personal research ought to enhance student learning through research. In turn, the supervisor factors which are most supportive of this effect may vary according to how we measure higher forms of learning. Supervisors are advised to design successive follow-on research projects to facilitate cross-disciplinary research. In preparing medical graduates for survival in a super-complex world, more needs to be done, however, to investigate why supervisors who see their students more regularly are more likely to provide cross-disciplinary research opportunities. By contrast, potential to engage in risk-taking behaviours and maintain or progress to an advanced stage of learning may originate more precisely with the student.
Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs
Author: Larin, Helene
Date: 2014-02-00
Type: Journal Articles
Subjects: Health Education,Teacher Competencies,Caring,Ethics,Emotional Intelligence,Interpersonal Competence,Leadership Qualities,Moral Values,College Students,Nursing,Physical Therapy,Health Sciences,Questionnaires,Decision Making,Statistical Analysis,Teacher Characteristics,Foreign Countries

In addition to having academic knowledge and clinical skills, health professionals need to be caring, ethical practitioners able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health science students change from the beginning to the end of their programs. Students from nursing, bachelor of health science and two physical therapy programs completed self-report questionnaires to evaluate emotional-social intelligence [BarOn Emotional Quotient Inventory: Short (EQ-i:S)], caring [Caring Ability Inventory (CAI)] and leadership [Self-Assessment Leadership Inventory] at the beginning and end of their programs. Students in three of the programs also completed a test of moral decision-making [Defining Issues Test (DIT-2)] at both time points. Two-way analyses of variance (program versus time) demonstrated significant time effects for the total score of EQ-i:S, the Knowing subscale of CAI and the N2 score of the DIT-2. There were no major differences between programs. It can be concluded that health science students show small improvements in emotional-social intelligence, caring and moral judgment from the beginning to the end of their educational programs.
Invisibility: An Unintended Consequence of Standards, Tests, and Mandates
Author: Elish-Piper, Laurie
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High Stakes Tests,Literacy Education,Accountability,Teaching Methods,Culturally Relevant Education,Educational Environment,Interviews,Teacher Attitudes,Student Attitudes,Standards,Educational Research,Individual Differences,Talent,Educational Change,Elementary School Students,Middle School Students,Goal Orientation

As elementary and middle school teachers and students face standards, high-stakes testing, accountability, and one-size-fits all curricula, concerns have arisen that these practices limit the relevance and efficacy of teaching and learning. In this paper, we argue that such practices exact personal costs on students and the teachers expected to implement them. With data from a series of studies implemented across several years, we show how such practices too often create an instructional climate that, in effect, renders teachers and students invisible and nonessential to the literacy instruction that occurs in the classroom. First, we discuss the research that grounds our thinking. Then, we describe three approaches that can overcome invisibility for both students and teachers: teaching with students&apos; hearts and heads in mind, promoting culturally responsive pedagogy, and creating a productive literacy environment. We conclude with portraits of three teachers, who in spite of external pressures create literacy instruction that makes their students&apos; capabilities visible in their classroom instruction.
Developing an Observation Instrument to Support Authentic Independent Reading Time during School in a Data-Driven World
Author: Williams, Lunetta M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Video Technology,Observation,Feedback (Response),Interrater Reliability,Test Items,Independent Reading,Reader Response,Reading Habits,Learner Engagement,Student Behavior,Grade 3,Elementary School Students,Rating Scales,Coding,Content Validity

The purpose of the present study was to develop an instrument to measure reading during in-school independent reading (ISIR). Procedures to establish validity and reliability of the instrument included videotaping and observing students during ISIR, gathering feedback from literacy experts, establishing interrater reliability, crosschecking instruments, and minimizing observer bias. A factor analysis revealed items loaded onto four factors: attention to text, outward indicators, physical interactions with text, and spontaneous sharing of content. Further analysis indicated that involvement during ISIR was highly correlated with items associated with attention to text and the readers' responses. This article provides an overview of the development and initial field-testing of the instrument with recommendations for future use and development.
The Impact of Integrated Student Experiences on Learning
Author: Wingert, Jason R.
Date: 2014-02-00
Type: Journal Articles
Subjects: College Faculty,Interdisciplinary Approach,Foods Instruction,Consumer Economics,Nutrition Instruction,Health Education,Interaction,Instructional Effectiveness,Statistical Analysis,Student Attitudes,Comparative Analysis,Questionnaires,Critical Thinking

In a cluster of courses called Food for Thought, seven faculty from different departments (including Biology, Economics, Sociology, Chemistry, Health and Wellness, and Foreign Language) teach students about food information, food consumerism, nutrition and health. The classes all have a shared learning outcome focused on developing the student as an informed consumer of food. Each semester, faculty teach a food-related course from their respective disciplinary perspective while also incorporating cross-course interactions that allow for both integration of disciplinary knowledge and student-to-student learning opportunities. Previous research demonstrated that this approach leads to student perceptions of learning gains (Authors, 2011). Building on that work, this research directly assesses student learning in the Food for Thought cluster. The results demonstrate that exposure to multiple disciplines covering a shared topic enhances learning through greater student ability to integrate diverse forms of knowledge and to see an issue from multiple perspectives. These findings demonstrate the value of multidisciplinary learning opportunities for students.
Pedagogies of Resiliency and Hope in Response to the Criminalization of Latin@ Students
Author: Acosta, Curtis
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Hispanic Americans,Resilience (Psychology),Psychological Patterns,Bilingual Education,Undocumented Immigrants,Criminals,Public Policy,Immigrants,Immigration,Correctional Institutions,Equal Education,Justice,Civil Rights,Political Influences,Racial Bias,Educational Innovation,Universities,State Legislation,Federal Legislation

Over the last two decades, the criminalization and demonization of Chican@/Latin@ youth has produced policies in the United States that have banned bilingual education, Mexican American Studies in Tucson, and undocumented students in Georgia from attending public universities. Furthermore, hundreds and thousands of youth in the U.S. are criminalized due to inadequate and inhumane immigration policies that violate civil and human rights. Not coincidentally, the prison industrial complex has seen their profits increase exponentially and the convergence of these two phenomena proves to be far from accidental. However, pedagogies of hope and resiliency shine a beacon of optimism for the future in communities that have seen unparalleled regressive political attacks on Chican@/Latin@ youth. This article focuses on the relationship between the political context for Chican@/Latin@ youth and the resiliency and creativity of those who strive for justice, equality and education for liberation in their community.
Viewing as a Cultural Tool in the Construction of Meaning with Expository Texts for Young Bilinguals
Author: Moses, Lindsey
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingual Education,Expository Writing,Reading Comprehension,Sociocultural Patterns,Elementary School Students,Grade 1,Ethnography,Inquiry,Discourse Analysis,English (Second Language),English Language Learners,Second Language Learning,Teaching Methods,Qualitative Research,Books,Clubs,Video Technology,Case Studies,Spanish,Native Language

This article provides a deeper understanding of how young bilinguals constructed meaning with expository texts in an inquiry-based setting over an academic year. An examination of classroom transcripts and analysis revealed how &quot;Viewing&quot; became the most frequently used literacy practice and a cultural tool in the construction of meaning with expository texts for first-grade bilinguals. This study builds on research surrounding the academic development of bilingual students, reading comprehension strategies, multimodal viewing, and sociocultural perspectives on learning. Using an ethnographic perspective and discourse analysis, this research provides insight into how first-grade bilinguals mastered and appropriated the inclusive literacy practice of &quot;Viewing&quot; to construct meaning with expository texts.
Life Inside the Hive: Creating a Space for Literacy to Grow
Author: Saunders, Jane M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Arts,Grade 5,Technology Uses in Education,Web Sites,Literacy Education,Educational Practices,Qualitative Research,Reading Instruction,Writing Instruction,Educational Research,Learner Engagement,Elementary School Teachers,Teaching Methods,Creative Teaching

This piece describes how a 5th grade language arts teacher employed technology to create and sustain a metaphorical, virtual, and physical figured world in her class by means of a web site called &quot;The Hive Society.&quot; This world positioned students as intellectuals and scholars, and explored how Ms. Smith integrated 21st Century technological tools into a vibrant literacy classroom. Excerpts from the web site, photographs of class and school events, and thick descriptions of teaching and learning in the Hive are included as well.
Understanding the Text Genre Preferences of Third-Grade Readers
Author: Gallo, Gina
Date: 2013-00-00
Type: Journal Articles
Subjects: Preferences,Literary Genres,Grade 3,Student Attitudes,Student Surveys,Interviews,Independent Reading,Time Factors (Learning),Fiction,Nonfiction,Reading Habits,Educational Benefits,Interest Inventories,Observation,Familiarity,Reading Interests,Reading Attitudes,Qualitative Research,Elementary School Students,Grounded Theory

In recent decades, researchers have indicated that U.S. schools have underexposed elementary grade students to informational text. The increased exposure to this genre should be a top instructional priority. In the present study, we explored 46 third-grade students' attitudes toward and perceptions of informational text. Using three data sources (a student survey, individual interviews, and logs of independent reading time), we found that students read nonfiction text less frequently than fictional texts and preferred fictional to nonfiction text. Based on these findings, we provided suggestions on how teachers can help young readers diversify their text preferences.
Eradicating Borders: An Exploration of ScholArtistry for Embracing Mexican Immigrant Children and Youth in Education
Author: Faltis, Chris
Date: 2013-00-00
Type: Journal Articles
Subjects: Immigrants,Access to Education,Social Bias,Equal Education,Art Activities,United States History,Painting (Visual Arts),Undocumented Immigrants,Social Attitudes,Social Justice,Mexican Americans

In this paper, I use Nielsen&apos;s (2005) scholARTistry (as cited in Siegesmund &amp; Cahnmann-Taylor, 2008), interweaving art and written text to interpret and challenge the widespread impact of Borders in school and society. With an artistic and scholarly eye, I argue that the Border needs to be removed, not only the physical wall, but also the many Borders that exist in society to bar Mexican and other Latino immigrants and the children of Mexican immigrants from gaining full access life, liberty and the pursuit of happiness, including the right to meaningful education in American public schools. Using art (oil paintings) and written text, I intend to provoke readers to envision education from a hybrid lens of art and scholarship, to engage in exploring a world without Borders.
Digital Video Cameras for Brainstorming and Outlining: The Process and Potential
Author: Unger, John A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Photography,Video Equipment,Video Technology,Technology Uses in Education,Postsecondary Education,Literacy Education,English (Second Language),Essays,Writing (Composition),Nonverbal Ability,Semiotics,Writing Instruction,Prompting,Brainstorming,Teaching Methods,Oral Language,Action Research

This &quot;Voices from the Field&quot; paper presents methods and participant-exemplar data for integrating digital video cameras into the writing process across postsecondary literacy contexts. The methods and participant data are part of an ongoing action-based research project systematically designed to bring research and theory into practice for adult, non-native speakers of English in pre-college writing courses. However, as can be seen in the participant video data, transcripts, and essay-writing data, the methods and theories can be applied beyond the current research and teaching context. Relatively recent concepts in learning, development, and semiotics, specifically our species-unique ability to read the intentions of others, which forms the basis for imitation, guide this approach. We intentionally provide online links to participant video and raw text data to take advantage of 21st Century digital data-sharing options, in order to facilitate transparency and public ownership of data, findings, and directions for further research.