ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Community through the House System at Most Holy Trinity Catholic School
Author: Brennan, Michael C.
Date: 2012-03-00
Type: Journal Articles
Subjects: Catholic Schools,Action Research,Principals,Private Schools,Enrollment Trends,Surveys,Attitude Measures,Identification (Psychology),Educational Environment,School Culture,Student Attitudes,Collegiality,School Personnel,Program Effectiveness,Institutional Mission,Teacher Attitudes

Most Holy Trinity Catholic School in Phoenix, Arizona, has experienced a decrease in student enrollment over the last decade, resulting in a reduction to a single class per grade across the PreK-8 community. Recent concerns have surfaced regarding student and teacher isolation, marginalization, and their effects on the broader relationships within the school community. To address these issues, school leaders implemented a house system in an effort to foster stronger communal relationships. This action research project used a survey design to gather quantitative and qualitative data to examine changes in stakeholder perceptions of community and Catholic identity after implementing the intervention. Results indicated that the implementation of the house system led to significant positive changes in stakeholders' perceptions of school community and Catholic identity. (Contains 2 tables.)
The Relationship of Institutional Distance Education Goals and Students' Requests for Accommodations
Author: Barnard-Brak, Lucy
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Online Courses,Disabilities,Goal Orientation,Academic Accommodations (Disabilities),Access to Education,Correlation,Postsecondary Education,College Students,Factor Analysis,Educational Technology

Institutional distance education goals reflective of policy can have an impact on practice. These goals have been noted as possibly being associated with improving access and outcomes for students with disabilities. The purpose of this study is to re-examine the association of institutional distance education goals with the frequency in which students with disabilities request accommodations in courses offered at a distance; it consists of a nationally representative sample of institutions of higher education. Results indicate a positive and significant relationship between institutional distance education goals and the frequency with which students with disabilities request accommodations in online courses. (Contains 3 tables and 1 figure.)
Predictors of Graduation among College Students with Disabilities
Author: Pingry O'Neill, Laura N.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Student Characteristics,Predictor Variables,Related Services (Special Education),Success,Student Records,Demography,Graduation Rate,Regression (Statistics),Age Differences,Gender Differences,Accessibility (for Disabled),Academic Achievement,Barriers,Outcome Measures,Questionnaires,Models,Graduate Surveys,College Outcomes Assessment

This exploratory study determined which set of student characteristics and disability-related services explained graduation success among college students with disabilities. The archived records of 1,289 unidentified students with disabilities in three public universities were examined ex-post-facto to collect demographic data on the students, the disability-related services they qualified for while enrolled in the institution, and student graduation status. A hierarchical logistic regression framework was used to compare models predicting graduation among students with disabilities in college. A model selection procedure was then used to construct a parsimonious model of the data. The final model constructed included predictors related to gender, age, disability type, and several disability-related services. Given the limitations of this study, more research is needed to validate this model using a similar sample of students with disabilities in 2-year and 4-year institutions. (Contains 4 tables.)
Understanding the Early Integration Experiences of College Students with Disabilities
Author: Shepler, Dustin K.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Social Integration,Disabilities,Statistical Analysis,Student Attrition,Special Needs Students,Predictor Variables,Predictive Validity,Student Characteristics,Individual Differences,Multiple Regression Analysis,Models,Adjustment (to Environment),Emotional Adjustment,Social Adjustment,Student Adjustment,Student Surveys,Student Records,College Freshmen

This study sought to better understand the early integration experiences of college students with disabilities by examining two research questions: (1) How well do the variables in Tinto's (1993) classic model of student attrition predict the early integration experiences of college students with disabilities? and (2) How do students with disabilities differ from other students with regards to the variables in Tinto's model? A series of four multiple regressions was conducted to determine whether social integration, academic integration, institutional satisfaction, and homesick-related distress could be predicted using variables in Tinto's (1993) model. Results indicated commitment to higher education, perception of on-campus environment, basic academic behaviors, and expected level of involvement in campus organizations allowed for increased predictability compared to pre-entry variables of gender and admissions test scores alone. A series of one-way analysis of variance (ANOVA) tests found that students with disabilities did not differ significantly from students who did not report having disabilities in respect to the independent and dependent variables in Tinto's model. This suggests that the earliest college transition issues for students with disabilities are similar to the issues for other students. (Contains 6 tables.)
Crossing the Communication Barrier: Facilitating Communication in Mixed Groups of Deaf and Hearing Students
Author: Marchetti, Carol
Date: 2012-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Deafness,Teaching Methods,Cooperative Learning,Group Activities,English (Second Language),Native Speakers,College Mathematics,Statistics,Introductory Courses,Educational Technology,Computer Uses in Education,Program Effectiveness

Teachers of introductory technical courses such as statistics face numerous challenges in the classroom, including student motivation and mathematical background, and difficulties in interpreting numerical results in context. Cooperative learning through small groups addresses many such challenges, but students for whom spoken English is not their primary language--which may include international, first generation Americans, and deaf or hard of hearing students--are less likely to benefit from group work. This paper examines two possible approaches to improve communication in groups where there is a mix of deaf or hard of hearing students and hearing students for whom English is their native language. (Contains 2 figures.)
Barriers to Participation of Women Students with Disabilities in University Education in Kenya
Author: Opini, Bathseba
Date: 2012-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Sexual Harassment,At Risk Persons,Womens Education,Females,Disabilities,Foreign Countries,Barriers,Access to Education,Equal Education,Gender Bias,Social Bias,Disability Discrimination,Social Discrimination,Accessibility (for Disabled),Poverty,Higher Education,Civil Rights,Federal Legislation

This paper discusses barriers to the participation of women with disabilities in Kenyan university education. While studies have shown that students with disabilities are increasingly enrolling in and completing university education, the number of women with disabilities in higher education remains low. This paper highlights the factors that contribute to this low participation in a Kenyan context. Among the factors examined are poverty, sexual abuse, discrimination, indifferent reactions, limited learning resources, and physical access. Recommendations for improvement are provided. (Contains 2 footnotes and 2 tables.)
Lessons Learned from a Disabilities Accessible Study Abroad Trip
Author: Twill, Sarah E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Study Abroad,Cross Cultural Training,Program Descriptions,Academic Accommodations (Disabilities),Program Effectiveness,Accessibility (for Disabled),Reflection,Transcripts (Written Records),Program Administration,Participant Satisfaction,Summative Evaluation,Field Trips

In the summer of 2009, a two-week study abroad program was specifically designed and executed to include students with disabilities. Recruitment efforts resulted in 11 student participants, six of who were identified as having a disability by the University's Office of Disability Services. Students participated in a two-course academic program; one course took place on campus prior to the actual study abroad experience and included academic content to prepare students for the follow-up course. The second course entailed a study abroad experience in Switzerland. This article describes the lessons learned.
Classroom Strategies for Teaching Veterans with Post-Traumatic Stress Disorder and Traumatic Brain Injury
Author: Sinski, Jennifer Blevins
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Strategies,Learning Problems,Posttraumatic Stress Disorder,War,Injuries,Brain,Veterans,Teaching Methods,Classroom Techniques,Head Injuries,Neurological Impairments,Veterans Education,Special Needs Students,Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Academic Accommodations (Disabilities)

Postsecondary institutions currently face the largest influx of veteran students since World War II. As the number of veteran students who may experience learning problems caused by Post-Traumatic Stress Disorder and/or Traumatic Brain Injury continues to rise, the need for instructional strategies that address their needs increases. Educators may unwittingly expose these students to uncomfortable or distressing situations. Equipped with basic knowledge about the brain and memory, college faculty can provide instruction and assessment in ways that allow all students in the classroom to feel successful, including "wounded warriors." This article provides suggestions for research-supported strategies that postsecondary faculty can use to promote wider access for an increasingly diverse student population.
Seeing the Same: A Follow-Up Study on the Portrayals of Disability in Graphic Novels Read by Young Adults
Author: Irwin, Marilyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Stereotypes,Disabilities,Cartoons,Young Adults,Followup Studies,Librarians,Novels,Literary Genres,Attitudes toward Disabilities,Federal Legislation,Educational Legislation,Authors,Publishing Industry,Adolescent Literature

A 2010 study of the portrayal of disabilities in graphic novels selected by librarians as the "Best" revealed that disabilities were present in less than half of the sample, and the majority of those depictions were of negative stereotypes (Irwin and Moeller 2010). This follow-up study looked at a best seller list of graphic novels to answer the following research questions: Do the graphic novels include individuals with disabilities? If disabilities are present, what disabilities were most often featured? What is the gender of the individual(s) with disabilities? Is there a positive portrayal of the person with a disability? Are there differences between the portrayal of disability in a graphic novel from a best seller list and one approved by librarians? Disabilities were present in an overwhelming majority of the twenty-nine graphic novel titles examined in this study; however, the individuals were again primarily portrayed using negative stereotypes. The conclusions are that authors, illustrators, and publishers of graphic novels, whether the works are recommended by librarians or are best sellers, do not provide realistic representations of people with disabilities.
Retrospective Reflection: Insight into Pre-Service School Librarians' Competencies and Skill Development as Revealed through Field Notes
Author: Stefl-Mabry, Joette
Date: 2012-00-00
Type: Journal Articles
Subjects: Library Education,Graduate Students,Elementary Secondary Education,School Libraries,Grade 5,Librarians,Skill Development,Case Studies,Formative Evaluation,Summative Evaluation,Partnerships in Education,Models,Reflection,Higher Education,Elementary School Students

This paper seeks to expand our understanding of how educators, and in particular school librarians, acquire and use professional-practice knowledge. This exploratory study, grounded in "lived practice" (Spillane, Hunt, and Healey, 2009) uses reflective analysis to amplify competencies and skill development in pre-service school library education. The project positions graduate students and fifth-grade students as teachers and learners, and challenges pre-service school librarians to learn to teach by reflecting upon professional practice during their field experience. In this case study pre-service school librarians reflect-in-action, reflect-on-action (D. Schon, 1987), and reflect-after-action (retrospective reflection) via the use of field notes, student work, interviews with Pre-K-12 students, and the development and implementation of formative and summative assessments as the pre-service school librarians worked together with fifth-graders on the design, development, and implementation of a technology-enhanced curriculum project. This study addresses the need, identified by scholars in this and related fields (Melser, 2004; Ravid and Handler, 2001), "to provide more information about the dynamics of collaboration" between university and school partnerships (Ravid and Handler, 2001, xi). (Contains 1 table, 1 figure and 1 footnote.)
Motivators and Barriers to Sexual-Health Information Provision in High School Libraries: Perspectives from District-Level Library Coordinators and High School Principals
Author: Richey, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Delphi Technique,Information Needs,High Schools,Adolescents,School Libraries,Librarians,Principals,Barriers,Health Behavior,Access to Information,User Needs (Information),Adolescent Attitudes,Adolescent Development,Library Services,Role Perception,Coordinators,Library Role,Administrator Attitudes,Sexuality,Health Education,Health Promotion,Performance Factors,Job Analysis

Adolescents who receive current, accurate, reliable, and balanced sexual-health information are more likely to express healthier sexual attitudes and engage in healthier sexual behaviors than adolescents receiving limited or no sexual-health information. High school librarians have the potential to help meet sexual-health information needs of their adolescent patrons, thereby contributing to a healthier society. This Delphi study explored the role of high school librarians as sexual-health information provider, as perceived by two groups who supervise them: district-level library coordinators and high school principals. The two groups expressed conflicting expectations about high school librarians' playing this role. Members of the groups identified twelve motivators and five barriers to sexual-health information provision in high school libraries, both supporting and further contributing to previous findings of related research. (Contains 2 tables.)
From the Laboratory to the Field and Back Again: Morningside Academy's 32 Years of Improving Students' Academic Performance
Author: Johnson, Kent
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Laboratory Schools,Educational Research,Academic Achievement,Program Effectiveness,Foreign Countries,Teaching Methods,Elementary School Students,Middle School Students,Coaching (Performance),Student Evaluation,Data Analysis

Morningside Academy is a third-level scientifically driven service organization (Johnston, 1996) consisting of a laboratory school and outreach to schools and agencies throughout the United States and Canada through its partnership with Morningside Teachers' Academy. The approach blends together a number of empirically validated practices to assist students in achieving academic performance gains. This article describes the three phases--instruction, practice, and application--that make up Morningside's educational programs, outlines the coaching protocol used to prepare teachers to effectively deliver the programs, presents evidence of effectiveness, and calls on our colleagues in basic human research and experimentally controlled applied research organizations to partner with us to answer important theoretical and procedural questions related to our current technologies. (Contains 2 tables, 2 footnotes, and 15 figures.)
Building the Case for Large Scale Behavioral Education Adoptions
Author: Layng, Zachary R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Urban Schools,Measures (Individuals),Behavior Modification,Educational Technology,School Districts,Reading Comprehension,Internet,Grade 3,Summer Schools,Program Effectiveness,Behavioral Science Research

Behaviorally-designed educational programs are often based on a research tradition that is not widely understood by potential users of the programs. Though the data may be sound and the prediction of outcomes for individual learners quite good, those advocating adoption of behaviorally-designed educational programs may need to do more in order to convince school districts to adopt large-scale implementations of their programs. This article provides an example of a successful approach that suggests quickly gathering local evidence using more familiar evidence-based and experiential methods may increase the likelihood of program adoption. The actual report to the large urban district is included. (Contains 1 table and 3 figures.)
The Relative Effects of Traditional Lectures and Guided Notes Lectures on University Student Test Scores
Author: Williams, W. Larry
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Needs,Psychology,Undergraduate Students,Lecture Method,Correlation,Tests,Comparative Analysis,Teaching Methods,Behavioral Science Research,Scores

Guided notes were employed in two undergraduate Psychology courses involving 71 students. The study design utilized an alternating treatments format to compare Traditional Lectures with Guided Notes lectures. In one of the two courses, tests were administered after each class lecture, whereas the same type of test was administered at the beginning of the next week's class for the second course. Regardless of test delay, the Guided Notes condition was associated with substantially higher average test performance in all courses (approximately a grade level or more). Specific implications of the present applications and outcomes as well as future research needs are discussed. (Contains 2 figures.)
Stimulus Overselectivity: Empirical Basis and Diagnostic Methods
Author: Cipani, Ennio
Date: 2012-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Classification,Reinforcement,Feedback (Response),Children,Autism,Error Patterns,Stimuli,Stimulus Generalization,Evaluation Methods,Student Behavior

This paper presents the empirical basis for the phenomena known as stimulus overselectivity. Stimulus overselectivity involves responding on the basis of a restricted range of elements or features that are discriminative for reinforcement. The manner in which such a response pattern impedes the skill acquisition in children is identified. A classification system is presented for three different types of overselectivity: identical feature control, irrelevant feature control, and incomplete stimulus control. (Contains 4 tables.)
Research and the Teaching of English: Spaces Where Reading Histories Meet
Author: Cliff Hodges, Gabrielle
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Rural Schools,Young Adults,Reading Research,Research Methodology,Recreational Reading,Reading Attitudes,Reading Motivation,Student Journals,Reading Habits,English Instruction,Case Studies,Sociocultural Patterns,Reader Text Relationship

This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. Readers' representations of reading and readership were also analysed from multiple theoretical perspectives: sociocultural, spatial and historical. The article focuses specifically on some of the implications of undertaking multi-faceted research in English classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. (Contains 3 footnotes.)
Ethnomethodology and Literacy Research: A Methodological &quot;Road Less Travelled&quot;
Author: Davidson, Christina
Date: 2012-05-00
Type: Journal Articles
Subjects: Research Methodology,Ethnography,Discourse Analysis,Sociocultural Patterns,Behavior Standards,Social Behavior,Models,Literacy,Foreign Countries,Classroom Communication,Data Interpretation,Researchers,Differences,Research,Perspective Taking

This article examines ethnomethodology in order to consider its particular yet under-used perspective within literacy research. Initially, the article outlines ethnomethodology, including its theoretical position and central concepts such as indexicality and reflexivity. Then, selected studies are used to illustrate the application of the methodology and related research methods to the examination of literacy and literacy instruction. This section delineates a number of constraints on the application of the methodology. These include respecification of topic as practical accomplishment, bracketing by researchers of a priori interests and background information to produce unmotivated looking, and meticulous analytic attention to locally produced social phenomenon often only made visible in fine details of transcripts. Ethnomethodology's contribution is discussed then in light of criticisms concerning the overly restricted nature of the methodology, or some versions of it. It is concluded that despite ongoing critique, the application of ethnomethodology to literacy research may: reveal taken-for-granted ways literacy lessons are accomplished, lead to the description and explication of social actions that constitute literacy instruction, and enhance existing theoretical models of literacy learning and teaching.
Choosing between Methodologies: An Inquiry into English Learning Processes in a Taiwanese Indigenous School
Author: Lin, Wen-Chuan
Date: 2012-05-00
Type: Journal Articles
Subjects: Learning Processes,English (Second Language),English,Second Language Learning,Indigenous Populations,Foreign Countries,Research Methodology,Inquiry,Sociocultural Patterns,Cognitive Processes,Cultural Influences,High School Students,Learning Experience

Traditional, cognitive-oriented theories of English language acquisition tend to employ experimental modes of inquiry and neglect social, cultural and historical contexts. In this paper, I review the theoretical debate over methodology by examining ontological, epistemological and methodological controversies around cognitive-oriented theories. I also present a socio-cultural research study on English language learning in a Taiwanese indigenous school as an example for discussion. Findings suggest that non-experimental modes of inquiry that employ multiple methods for multi-layered analysis are productive and appropriate. Socio-cultural theoretical lenses and methodological instruments may liberate research in English language studies and broaden our understanding of English learning and teaching. (Contains 3 tables and 3 extracts.)