ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education in India: Are the Teachers Prepared?
Author: Das, Ajay K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Disabilities,Inclusion,Mainstreaming,Regular and Special Education Relationship,Questionnaires,Teacher Competencies,Teacher Attitudes,Likert Scales,Teaching Experience,Foreign Countries,Classroom Techniques,Teacher Education,Needs,Knowledge Level,Factor Analysis

This study examined the current skill levels of regular primary and secondary school teachers in Delhi, India in order to teach students with disabilities in inclusive education settings. A total of 223 primary school teachers and 130 secondary school teachers were surveyed using a two-part questionnaire. Part-one of the questionnaire collected background information of the respondents. Part-two was a Likert scale which required the teachers to indicate their perceived current skill levels on a list of competencies needed to implement inclusion. Data was analyzed using descriptive statistics and t-tests. The major findings were that nearly 70% of the regular school
teachers had neither received training in special education nor had any experience teaching students with disabilities. Further, 87% of the teachers did not have access to support services in their classrooms. Finally, although both primary and secondary school teachers rated themselves as having limited or low competence for working with students with disabilities, there was no statistically significant difference between their perceived skill levels. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education. (Contains 7 tables.)
Parental Needs of Transition of Children Using Cochlear Implants from Preschool to Inclusive School
Author: Vinila, V. Josephine
Date: 2013-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Surgery,Assistive Technology,Transitional Programs,Inclusion,Preschool Children,Student Adjustment,Mothers,Parent Attitudes,Needs Assessment,Foreign Countries,Individual Characteristics,Socioeconomic Status,Educational Attainment,Occupations,Age Differences,Questionnaires,Access to Information,Parent School Relationship,Educational Methods,Factor Analysis

The families of children with hearing impairments are more focused on early detection and intervention. Transition to school is a stressful experience to the parents as they miss out on understanding the importance of transition process and the information required for a successful, efficient and effective transition to school. The current study was aimed to evaluate the needs of parents on transition of their children with hearing impairment from preschool to inclusive school. Thirty five mothers of children with hearing impairment using cochlear implants in the range of 4-6 years participated in the study. &quot;Scale of parental needs in transition to school&quot; (Kargin, Baydik &amp; Akcamete,
2004) was modified, adapted and administered on the mothers. Percentage analysis indicated that 75% of parents expressed need for information on most of the areas of transition to school. Correlation between groups was found to be significant with respect to educational status, age of the mothers and socioeconomic status of the families. Parents are the most influential yet significantly underrated factors in children's education and hence their information needs should be determined for successful transition process. (Contains 4 figures and 5 tables.)
Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives
Author: Hamilton-Jones, Bethany
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Teacher Collaboration,Case Studies,Grounded Theory,Interviews,Content Analysis,Beliefs,Student Attitudes,Preservice Teacher Education,Qualitative Research

Inclusion of students with disabilities in general education classrooms and programs continues to be a focus in the international field of special education. In the USA where the history of inclusion is over three decades old, current special educator's professional standards clearly expect that certified special educators will enter the field with adept collaboration and co-teaching skills in order to optimize services for students with disabilities in inclusive settings. Coursework in collaboration for pre-service special educators is a common mechanism for providing this training within the United States (McKenzie, 2009). This qualitative case study (n = 12) conducted over a semester of coursework on collaboration in a distance education format utilized grounded theory, through document analysis and interviewing (n = 5), to build a better understanding of pre-service special educators' perceptions and beliefs about collaborating with general educator partners in school settings. Five themes emerged from over 300 participant quotations: 1) definitions of collaboration, 2) outcomes of collaboration, 3) collaborative behaviors between teachers, 4) challenges to collaboration, and 5) preparedness to collaborate. These pre-service special educators most often commented on the challenges they experienced in school settings. Implications for teacher education programs worldwide and future research are discussed. (Contains 1 table.)
At Home in the Academy: Latina Faculty Counterstories and Resistances
Author: Oliva, Maricela
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Females,Women Faculty,College Faculty,Gender Differences,Racial Bias,Credibility,Cultural Awareness,Self Concept,Urban Areas,Scholarships,Biculturalism,Cultural Pluralism,Epistemology,Empowerment,Teacher Attitudes,Work Environment

In the Academy, faculty and institutional leaders traditionally have been white, male, and heterosexual. Of the 173,395 Full Professors identified in the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education in 2007, women represented almost 46,000, and Latinas held only 1,254 of those positions (U.S. Department of Education, 2010). Slow improvements (Valian, 1999) in institutions' structural diversity vis-a-vis Latina faculty means that they find themselves in alien territory, i.e., in contexts that do not readily understand or accept their difference, such that Latinas find it challenging to become incorporated into and legitimated within academe. Latinos of both genders in the faculty ranks experience subtle racism and hostility from students and peers (Solorzano, 1998) while Latina faculty members report feeling that their credibility as scholars or faculty members is challenged, and that White colleagues underestimate their abilities and discount the value they place on community advocacy. In response to experiences like these, researchers in a range of disciplines have focused on the need to be more welcoming and culturally responsive to communities of difference. Whether the focus is categorical difference associated with race and gender, or identity, scholars and practitioners have come to accept that traditional practices and conceptualizations in education tend to marginalize diverse or non-normative individuals and group members. This article contends with Latina faculty members' questions of identity and agency in the largely male and largely white world of academe. Grounded in a multi-year engagement and dialogue involving eight female Latina faculty members in a southwest urban city, authors opened up their experience as Latina faculty members and their struggles to maintain authenticity in the face of cultural, gender, and institutional pressure for conformity to existing institutional norms. The intent in doing was to foreground the complex experience of Latina faculty, and to encourage a reconsideration of institutional practices and norms--many with a deficit orientation--that inhibit Latina faculty authenticity and identity within academe. (Contains 5 notes.)
Latina Faculty in the Labyrinth: Constructing and Contesting Legitimacy in Hispanic Serving Institutions
Author: Gonzales, Leslie D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic Americans,College Faculty,Women Faculty,Institutional Characteristics,Work Environment,Work Experience,Self Concept,Race,Critical Theory,Whites,Research Universities,Feminism,Minority Groups,Disproportionate Representation,Professional Isolation,Disadvantaged,Goal Orientation,Power Structure,Faculty Development,Educational Research

This article focuses on the presence and experiences of Latina academics in the U.S., especially those who serve in Hispanic Serving Institutions (HSIs). Following the theme of this special issue related to Women of Color Faculty's &quot;Testimonios&quot; and &quot;Laberintos,&quot; the authors add to the notion of academia as a labyrinth (&quot;laberinto&quot;), suggesting that it is a pathway with many twists and turns, each of which presents an opportunity, a possibility, and of course, a responsibility. Based on a review of literature and a fresh analysis of some of their previous work, the authors employ critical neo-institutional (CNI) and intersectionality theories to examine the experiences of Latinas as they navigate this labyrinth. (Contains 1 note.)
Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups
Author: Coll, Cesar
Date: 2013-06-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Student Relationship,Online Courses,Cooperative Learning,Graduate Students,College Faculty,Scoring Rubrics,Teacher Evaluation,Teaching Skills,Student Attitudes,Teacher Attitudes,Teacher Education,Teacher Competencies,Content Analysis,Case Studies,Foreign Countries,Measures (Individuals),Teaching Methods,Knowledge Level,Concept Mapping

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 &amp; N2 = 224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show the importance of the temporal dimension for understanding how, when and for what purpose the teacher and students provide feedback to the other participants. (Contains 9 tables.)
Strategies for Online Educators
Author: Motte, Kristy
Date: 2013-04-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Computer Uses in Education,Distance Education,Teaching Methods,Computer Mediated Communication,Higher Education,Teacher Student Relationship,Group Discussion,Scaffolding (Teaching Technique),Professional Development,Evaluation Methods

For a variety of reasons, online education is an increasingly viable option for many students seeking to further their education. Because of this, the demand for online instructors continues to increase. Instructors transitioning to the online environment from the traditional classroom may find teaching online overwhelming. While some practices from the traditional classroom may apply in the new environment, there are many strategies that are unique to online learning. Additionally, the field of online instruction is changing so rapidly that the techniques for teaching online must be revisited regularly as well. This paper explores research regarding some current strategies for teaching online for both new and current online instructors. The practices examined include training, organizing the course, remaining proactive, providing regular and timely communication, maintaining a presence in the classroom, facilitating effective discussion boards, scaffolding, and desiring to improve one&apos;s online instruction. By utilizing these techniques in one&apos;s courses, online instructors are several steps closer to successful and satisfied students excited to continue learning in the online environment.
Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model
Author: Narciss, Susanne
Date: 2013-06-00
Type: Journal Articles
Subjects: Feedback (Response),Models,Intelligent Tutoring Systems,Electronic Learning,Instructional Design,Efficiency,Evaluation,Educational Research,Concept Formation,Mathematics,Systems Approach,Educational Technology,Computer Uses in Education

This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation
of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss &amp; Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze, &amp; Sosnovsky, 2013). (Contains 2 figures, 1 table, and 1 footnote.)
Use of Distance Education by Christian Religion to Train, Edify and Educate Adherents
Author: Satyanarayana, P.
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Technology Uses in Education,Christianity,Religious Education,Web Sites,Theological Education,Biblical Literature,Postsecondary Education,Higher Education,Church Related Colleges

Distance Education has been growing fast, in a marvelously diverse fashion. The efficiency, effectiveness, validity and utility of distance teaching-learning are on increase. All communities and religious groups are making use of distance learning methodology to upgrade their knowledge, skills and attitudes. Christian educational institutions in all the parts of the world are being benefitted by the Christian distance education programme. Christian websites make up more than 80 percent of the websites of the world's five major religions. Globalisation is facilitating many Christian pioneers of multiple denominations to adopt distance teaching-learning beyond all frontiers and barriers. Baker's guide to Christian Distance Education profiles up to 150 Christian degree programmes. Some of the popular programmes are indicated here. Christians who constitute 2.33 percent of Indian population are educationally benefitted by Christian distance education programmes. A major Christian distance education programme is offered by Andhra Christian Theological College. Its four distance courses attract students all over the country. How quality is important in distance teaching and learning is highlighted here. (Contains 2 tables.)
Comparison of Turkish and US Pre-Service Teachers' Web 2.0 Tools Usage Characteristics
Author: Kiyici, Mubin
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Preservice Teachers,Learning Processes,Student Surveys,Student Teacher Attitudes,Cognitive Style,Student Characteristics,Study Habits,Computer Uses in Education,Internet,Social Networks,Gender Differences,Electronic Publishing,Access to Computers,Cross Cultural Studies,Comparative Analysis,Computer Mediated Communication

As the Internet and computer develop, the world is changing dramatically and fantastically. Usage of technological tools is increased day by day in daily life besides ICT. All the technological tools shape individual behavior, life style and learning style as well as individual lives. Today's child use different tools and different way to socialize. Most of the educational institutions support their education with Web and Web 2.0 applications. Pre-service teachers are the people who use technology in their learning experience and the people who use technology in their teaching experience. In this research Web 2.0 habits of pre-service teachers from Turkey and US was studied. And results show that Turkish participants use more frequently Web 2.0 tools than US participants. Especially Turkish male participants who have blog account and who have microblog account use more frequently Web 2.0 tools in learning and entertainment activities. (Contains 13 tables and 1 figure.)
Two Distinct Course Formats in the Delivery of Connectivist MOOCs
Author: Rodriguez, C. Osvaldo
Date: 2013-04-00
Type: Journal Articles
Subjects: College Faculty,College Students,Newsletters,Web Sites,Electronic Publishing,Comparative Analysis,Online Courses,Student Experience,Electronic Learning,Distance Education,Instructional Design,Open Enrollment,Large Group Instruction

Massive Open Online Courses based on the principles of connectivist educational pedagogy known as connectivist MOOCs (c-MOOCs) have been carried out with great success during the last years with hundreds of registered participants. Examples are CCK08 (2008), PLENK2010 (2010), MobiMOOC (2011), EduMOOC (2011), Change11 (2011/12), and LAK12 (2012). Their implementation required conceptual changes in perspective from both &quot;facilitators&quot; (tutors) and learners. They are so novel that much research needs to be done for their understanding and improvement. Basically two very distinct delivery formats have been used: (1) Those that use what&apos;s referred to as an aggregator, an emailed daily newsletter, called &quot;The Daily&quot; that captures contributions from tutors and participants mainly from their blogs: Format A; and (2) Those where all events go through a &quot;centralizing&quot; web page or wiki and discussions happen with the use of a mailing list, in most cases using Google Groups: Format B. In this paper we study in detail representative courses. From their comparison we establish that connectivist MOOCs delivered with formats A and B share many common features but that their differences are such that the learner&apos;s experience and the outcome of the courses are very different depending on the format used. (Contains 2 figures and 1 table.)
Analysis of Feedback Processes in Online Group Interaction: A Methodological Model
Author: Espasa, Anna
Date: 2013-06-00
Type: Journal Articles
Subjects: Feedback (Response),Group Dynamics,Electronic Learning,Computer Mediated Communication,Essays,Writing (Composition),Student Participation,Undergraduate Students,Virtual Universities,Models,Foreign Countries,Interaction,Educational Technology,Writing Skills,Learning Activities,Affective Behavior,Writing Assignments,Peer Evaluation

The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students' activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model's operativity regarding how students incorporate such feedback into their essays. (Contains 3 figures and 4 tables.)
E-Governance in Education: Areas of Impact and Proposing a Framework to Measure the Impact
Author: Alhomod, Sami
Date: 2013-04-00
Type: Journal Articles
Subjects: Information Technology,Colleges,Governance,Global Approach,Distance Education,Educational Change,Electronic Learning,Decision Making,Integrated Services,Information Security,Costs,Program Evaluation,Measures (Individuals)

Information Technology (IT) is said to be the technology of 21st century. There has been a huge growth in the field of information technology. Traditionally IT was used only to provide the back office support to organizations. Nowadays it plays a strategic role in organizations supporting many business functions and also shapes new strategies in organizations. The IT field has also been introduced in the field of governance called &quot;E Governance&quot;. This IT based E governance has also been introduced in the field of education. The implementation of e governance in education has led to new broader innovations. E governance has enabled universities to expand their current geographical reach, to interact to prospective students all around the world and to establish themselves as global education providers. This paper examines the need for implementation of e governance in education sector and its possible advantages. The paper also proposes a framework to measure the success of an e governance initiative in an educational organisation. The aim of this paper is to examine the nature of change in Education with respect to the introduction and growth of IT based e governance. (Contains 1 table.)