ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Assistive Technology into Teacher Education Programs: Trials, Tribulations, and Lessons Learned
Author: Van Laarhoven, Toni
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Assistive Technology,Preservice Teacher Education,Teacher Education Programs,Integrated Curriculum,Teacher Education Curriculum,Program Descriptions,Professional Development,Barriers,Formative Evaluation,Task Analysis,Sequential Approach,Educational Strategies,Pilot Projects

This article describes several stages in the integration of assistive technology (AT) into and across the curriculum of a teacher education program. The multi-year initiative included several projects and strategies that differentially affected faculty ability to integrate training and evaluation in using AT in their coursework. All strategies increased faculty familiarity and comfort with AT. However, only video tutorials resulted in faculty infusion of AT in their courses. Implications for teacher preparation programs, including the need to infuse assistive technology within and across coursework are discussed. (Contains 3 tables.)
The Efficacy of Assistive Technology on Reading Comprehension for Postsecondary Students with Learning Disabilities
Author: Floyd, Kim K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Access to Education,Learning Disabilities,Educational Technology,Assistive Technology,Reading Comprehension,Fidelity,College Students,Postsecondary Education,Student Needs,Program Effectiveness

Despite the large increase of students with learning disabilities (LD) entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop comprehensive planning of accommodations for postsecondary students with LD in regard to assistive technology (AT). The purpose of this study was to provide empirical insight related to using AT to support reading comprehension in postsecondary students with LD. Participants were six postsecondary students with LD. A multiple baseline across participants design was employed to examine the effects of AT, specifically the ClassMate Reader, on reading comprehension. The data were analyzed to discern participant performance with and without the device, social fidelity, and acceptability. (Contains 1 figure.)
The Consequences of Delayed Enrollment in Developmental Mathematics
Author: Fike, David S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grade Point Average,Mathematics,Enrollment,Higher Education,College Students,Mathematics Curriculum,Outcomes of Education,Mathematics Anxiety,Enrollment Management

Though a large percentage of U.S. students enter higher education with mathematics deficiencies, many institutions allow these students to decide the timing of their enrollment in developmental mathematics courses. This study of 3476 first-time-in-college students entailed the review of student outcomes (Fall GPA, Fall-to-Spring retention, Fall-to-Fall retention) for those who enrolled in developmental math during their first semester compared to those who delayed enrollment. The findings suggest that policy requiring mandatory enrollment during the first semester for developmental math students may be in the best interest of students and their institutions. (Contains 5 tables.)
Ideas in Practice: Toward a Participatory Approach to Program Assessment
Author: Bruch, Patrick L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Support Services,Program Effectiveness,Student Participation,Alternative Assessment,Multicultural Education,Comparative Education,Research Universities,Participatory Research,Summative Evaluation,Formative Evaluation,Higher Education

Drawing on critical multicultural education scholarship, this article discusses an alternative assessment of academic support programs. It highlights the importance and value of supplementing traditional assessments with direct student participation. Through a discussion of data from a summer bridge program at a large research university, the article examines how a participatory approach can illuminate strengths in a program as well as enduring challenges that might block student success.
Critical Thinking: Competency Standards Essential to the Cultivation of Intellectual Skills, Part 4
Author: Elder, Linda
Date: 2012-00-00
Type: Journal Articles
Subjects: Competence,Critical Thinking,Standards,Thinking Skills,Learning,Beliefs,Empathy

In the last three columns the authors introduced the concept and provided several examples of critical thinking competency standards that target the cultivation of intellectual traits. In this column the authors continue the discussion of these competency standards that are essential to teaching and learning because they go beyond the development of skills and abilities to the fostering of essential intellectual virtues or dispositions. (Contains 1 figure.)
Why Didn't I Know This before? Psychoanalysis, Social Studies Education, and "The Shock Doctrine"
Author: Garrett, H. James
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Course Content,Methods Courses,Psychiatry,Correlation,Trauma,Teacher Education,Teaching Methods,Learning Processes

In this essay, the author employs psychoanalytic inquiry (Britzman, 1998; Felman, 1992; Lacan, 1988) to think about the relationships between pedagogy, trauma, and crisis in the contexts of social studies and teacher education. The paper explores a potential space in social studies education that can acknowledge the psychic consequences of encountering "difficult knowledge" where and when pedagogy and representations of trauma meet (Britzman, 1998). To do so, the author examines a question posed by his students--"Why didn't I know this before?"--describes the context that gave rise to it, and then demonstrates a way for social studies educators to think about the psychical demands inherent in learning about the world. (Contains 2 footnotes.)
Restructuring the Historical Framework
Author: Smith, Michelle Emi
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Foreign Countries,Epistemology,Historical Interpretation,Historiography,History Instruction,Teaching Methods,Educational Strategies,Visual Arts,Freehand Drawing,Heritage Education,Social Justice

The current Alberta Social Studies curriculum places a strong emphasis on recognizing the importance of multiple perspectives in the interpretation of Canada's past. The three drawings that the author has created represent the progression from the overall arching grand narrative of Canadian history to the introduction and embedding of the multiple perspectives to aid the possible narrative competence of the student. The silencing of the &quot;others&quot; and their interpretations of the past are represented by the components of the first drawing which takes place in a study hall. While silence prevails in the first drawing, the second drawing brings silence into the historical thinking of multiple perspectives. The final drawing represents the overall realization of the ways racism and race-thinking create the mythologically informed imagined community of Canadian insiders and outsiders. By focusing on embedding multiple perspectives rather than simply adding on to the grand narrative, teachers are able to &quot;make history visible in all their complexities.&quot; Doing so allows students to understand the importance of epistemology and ontology when interpreting history. This approach creates a disruption in the students' previous historical approach and enables them to connect the multiple perspectives of the past with the present. This ultimately enables students to think about the complexities of the world in which they live in, where the embedded multiple perspectives in historical thinking allows them to better &quot;make sense&quot; of their world.
Assessment and Evaluation: Exploring Their Principles and Purposes in Relation to Neoliberalism through a Social Studies Case Study
Author: Broom, Catherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Social Studies,Foreign Countries,Politics of Education,Neoliberalism,Case Studies,Standardized Tests,Educational Principles,Evaluation Criteria,Educational Philosophy,Accountability,Productivity,Professional Identity,Trend Analysis,Course Objectives,Critical Thinking,Social Justice

This paper begins with a discussion of Canadian and international work that has identified a number of shortcomings with standardized assessments, which are framed within neoliberal ideology. It then explores the principles of good assessment and applies them to an analysis of British Columbia's standardized Social Studies 11 exam. It finds that the exam does not meet all of these criteria. This discussion includes the comments of British Columbian students and teachers on the exam. The paper concludes with a description of alternative assessment tools that are framed within four educational philosophies through which Social Studies can be understood. (Contains 3 tables and 9 footnotes.)
Working with School Age International Students: Considerations and Strategies for School Counselors
Author: Edwards-Joseph, Arline
Date: 2012-11-00
Type: Journal Articles
Subjects: Strategic Planning,School Counselors,Educational Experience,School Culture,School Counseling,Foreign Students,Expectation,School Policy,Student Needs,Counselor Characteristics,Second Language Learning,Academic Achievement,Parents,Counseling Effectiveness,Counseling Techniques

The number of school age international students and their parents matriculating in U.S. schools continues to increase. These students and their families have a myriad of unique needs that are multidimensional and continue to evolve as they transition into U.S. culture. Strategically placed to help these students become familiar with school culture, school policies and procedures, and classroom expectations, school counselors must have a strategic plan to facilitate transitions for this population. This strategic plan includes cultural competence, self-awareness, and systemic advocacy skills to address potential bases that may interfere with these students' educational experiences.
Adolescents and Substance Abuse: Warning Signs and School Counseling Interventions
Author: Fuller, LaShonda B.
Date: 2012-11-00
Type: Journal Articles
Subjects: Substance Abuse,Adolescents,Community Support,School Counselors,School Counseling,Intervention,Counseling Techniques,Drug Use,Risk,Symptoms (Individual Disorders)

Adolescence is a challenging time for many young persons. Navigating the academic, personal/social, and career planning challenges associated with adolescence indeed is challenging even with excellent school, family, and community support. For those adolescents struggling with substance use and abuse, these challenges become even greater. School counselors can provide timely and relevant interventions for adolescents with substance abuse issues if the counselors become well versed in warning signs and meaningful strategies. This article summarizes the warning signs of adolescent substance abuse for prescribed and illicit drugs and offers strategies and considerations for counseling.
Using Group Counseling to Improve the Attendance of Elementary School Students with High Rates of Absenteeism: An Action Research Study
Author: Webb-Landman, Eleanor
Date: 2012-11-00
Type: Journal Articles
Subjects: Academic Achievement,Action Research,Socialization,Elementary School Students,Group Counseling,Attendance,Attendance Patterns,Self Concept,School Attitudes,Student Attitudes,Low Income,Intervention,Correlation,Program Effectiveness,Family School Relationship,School Community Relationship,Partnerships in Education

The foundations of academic and social learning are laid in the early years of school, and attendance is critical to school success. However, research suggests that chronic absenteeism is a significant problem at the elementary school level (Chang &amp; Romero, 2008; Romero &amp; Lee, 2007). This paper presents the results of an action research study (ARS) exploring the impact of small group counseling on the attendance, self-concept, and attitude toward school among students with high rates of absenteeism at one elementary school in Georgia. Implications for future research and practice are discussed. (Contains 7 tables.)
The Effects of a Bully Intervention Program on the Relational Aggressive Behaviors of 5th Grade Girls
Author: Wright, Waukita
Date: 2012-11-00
Type: Journal Articles
Subjects: Females,Prevention,Intervention,Aggression,Grade 5,Mixed Methods Research,Bullying,Program Effectiveness,Peer Relationship,Rural Schools,Measures (Individuals),Interviews,Parent Participation,School Counseling,School Counselors

Using a mixed method design, this study investigated the effectiveness of a bully intervention program aimed at fifth-grade girls. The Ophelia Project provided the framework for a six-week prevention program. Results showed that the bullying intervention program did decrease the relational aggressive behaviors among the participants and indicated that interventions increased participants' knowledge of relational aggression. (Contains 2 tables.)
Effectiveness of Small Group Social Skills Lessons with Elementary Students
Author: Chupp, Amy I.
Date: 2012-11-00
Type: Journal Articles
Subjects: Action Research,Interpersonal Competence,Elementary School Students,Conflict Resolution,Grade 4,Skill Development,Social Development,Violence,Curriculum,Program Effectiveness,Psychological Patterns,Self Control,Communication Skills,Interpersonal Communication,Grade Point Average

This action research study (ARS) describes the effectiveness of small group social skills lessons with elementary students, using &quot;Too Good for Violence: A Curriculum for Non-violent Living&quot; by the Mendez Foundation. The school counselor and school social worker taught the curriculum in a structured small group of 4th grade students in 8 weekly sessions. The skills taught were conflict resolution, anger management, respect for self and others, and effective communication. The ARS provides current findings to school counselors, regarding the impact that the social skills lessons have on elementary students' knowledge of skills, behavior, and academics. (Contains 2 tables and 4 figures.)
iPads for School Counselors: Productivity and Practice
Author: Cunningham, Teddi J.
Date: 2012-11-00
Type: Journal Articles
Subjects: Ethics,Counseling Services,School Counselors,School Counseling,Telecommunications,Handheld Devices,Learner Engagement,Computer Oriented Programs

This article reviews 20 uploadable iPads applications (apps) that provide school counselors diverse options to use in any phase of the comprehensive school counseling program. A brief explanation of each app is presented, and the cost and web address for acquisition are provided in the appendix. This information can be a helpful guide to the busy school counselor who understands the need for technology in his or her school counseling program as a way to engage students. Ethical issues related to iPad use by school counselors are also addressed.
Integrating Sand Tray and Solution Focused Brief Counseling as a Model for Working with Middle School Students
Author: McBrayer, Rachel H.
Date: 2012-11-00
Type: Journal Articles
Subjects: Play Therapy,Psychotherapy,School Counselors,Middle School Students,Middle Schools,School Counseling,Counseling Techniques,Program Effectiveness,Student Attitudes,Counselor Client Relationship

School counselors are master jugglers and must assume a variety of roles and tasks in order to be successful. Despite common misconceptions, Play Therapy is not for exclusive use with younger children. In fact, adolescents can also benefit from its unique properties. One integrated technique that could prove to be especially helpful with middle school students is Sand Tray used in conjunction with Solution Focused Brief Counseling (SFBC). Sand Tray and SFBC could help validate the feelings of students while also helping students set and achieve short-term goals, regardless if they are academic, social, or emotional.
Clinical Supervision Strategies for School Counselors Working with Twice-Exceptional Students
Author: Goldsmith, SaDohl K.
Date: 2012-11-00
Type: Journal Articles
Subjects: Best Practices,School Counselors,School Counseling,Supervision,Counselor Role,Gifted Disabled,Student Needs,Models

Clinical supervision is a way for counselors in training to develop needed skills (Bernard &amp; Goodyear, 1998). Best practices indicate that counselors trained in the application of supervision theory should provide clinical supervision. However, many school counselors receive administrative supervision by non-counseling professionals who may overlook the school counselors' clinical development. In addition, there is limited research on school counselors' clinical or administration supervision with special population such as twice-exceptional learners. This article reviews current literature on school counselors' clinical and administrative supervision practices with the twice-exceptional population, in consideration of the American School Counseling Association (ASCA) National Model. Implication for counselors, suggestions for future research, and strategies to increase this type of supervision will also be discussed.
Guidelines for Site Supervisors: A Tool Kit
Author: Caldwell, Charmaine D.
Date: 2012-11-00
Type: Journal Articles
Subjects: Guidelines,Supervisors,Supervisory Training,Internship Programs,Supervisory Methods,Supervisor Qualifications,Job Analysis,Job Skills,Occupational Information,Task Analysis,School Counseling

Site supervisors rarely receive training at the master's level in the supervisory skills required for the supervision of intern students. General guidelines for site supervisors are presented in this article. The article suggests steps for a site supervisor to take prior to accepting an intern, procedures to follow during the internship, and information regarding the evaluation process. The appendices contain information that readers can tailor to the unique needs of a site supervisor.
Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis
Author: Kay, Robin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Handheld Devices,Web Based Instruction,Asynchronous Communication,Instructional Effectiveness,Student Attitudes,Student Surveys,Attitude Measures,Pretests Posttests,Questionnaires,Mathematics Instruction,Gender Differences,Middle School Students,Demonstrations (Educational),Learner Controlled Instruction,Mathematical Concepts,Mathematics Achievement,Age Differences,Coding

Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning. Considerable research has been conducted in higher education on video podcast use, but not in middle schools (grades six to eight). This study investigated the use of worked example video podcasts in mathematics classrooms with students 11 to 13 years old. One hundred thirty-six pupils individually watched video podcasts designed to teach basic mathematics concepts. Students were positive about the quality of worked example video podcasts and appreciated the step-by-step, easy-to-follow explanations, diagrams, and being able to control the pace of learning. Learning performance increased significantly after using worked example video podcasts. There were no gender or grade level differences in attitudes toward worked example video podcasts or learning performance. (Contains 2 tables.)
Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning
Author: Lu, Jingyan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software,Computer Software Evaluation,Web Based Instruction,Educational Technology,Student Surveys,Student Attitudes,Use Studies,Comparative Analysis,Content Analysis,Statistical Analysis,Notetaking,Inquiry,Reading Skills,Reading Strategies,Critical Reading,Secondary School Students

This study seeks to design and facilitate active reading among secondary school students with an online annotation tool--Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process. (Contains 4 tables and 5 figures.)
The Digital Native Debate in Higher Education: A Comparative Analysis of Recent Literature
Author: Smith, Erika E.
Date: 2012-00-00
Type: Information Analyses
Subjects: Foreign Countries,Higher Education,Educational Research,Research Needs,Educational Trends,Misconceptions,Student Characteristics,Generational Differences,Evidence,Definitions,College Students,Influence of Technology,Educational Technology,Computer Uses in Education,Literature Reviews,Comparative Analysis,Discourse Analysis

More than a decade after Prensky's influential articulation of digital natives and immigrants, disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today's undergraduate learners as tech-savvy &quot;digital natives&quot; (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in educational technology research and practice. Popular yet controversial conceptions of digital natives continue to be embedded within the assumptions of several contemporary research studies on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes and issues emerging from contemporary research on the Net generation as digital natives.
Just-in-Time Online Professional Development Activities for an Innovation in Small Rural Schools
Author: Hamel, Christine
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Inservice Teacher Education,Educational Innovation,Small Schools,College School Cooperation,Program Descriptions,Program Implementation,Program Effectiveness,Educational Technology,Videoconferencing,Synchronous Communication,Grounded Theory,Surveys,Web Based Instruction,Questionnaires

This article describes the just-in-time online professional development offered to teachers in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education (Canada), which aims at enriching the learning environment of small rural schools with the use of information and communication technologies (ICTs). The design experiment method studies the activity identified and the types of professional development offered by a university-based intervention team (UBIT) over six years of deployment. (Contains 4 tables, 4 figures and 5 footnotes.)