ethanporcaro/eric-fulltext-meta huggingface dataset:
ICT Alone Is Not Enough, the Whole Village Is Needed. A Community-Based and Dialogic Approach to Technology in Schools
Author: Gatt, Suzanne
Date: 2012-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,School Community Relationship,Community Involvement,Rural Schools,Foreign Countries,Case Studies

The socio-cultural context shapes learning and development. Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. In this regard, technology has changed the way we think and learn, and learning has been shown to be deeply linked to the community of which we are part. However, benefits of involving the community in the ICT use in schools are barely explored in the literature; this article is aimed to shed some light on that aspect. We draw from a successful case, the Ariño school, and based on the dialogic learning theoretical framework, different strategies that promote a dialogic use of ICT are presented: community involvement in self-sufficient classrooms, community involvement outside the school settings, and community digital literacy. This analysis leads to the proposal of a community-based and dialogic approach to technology in schools.
Concept-Based Content of Professional Linguistic Education
Author: Makshantseva, Nataliia Veniaminovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Education,Linguistics,Guidelines,Concept Formation,Intercultural Communication,Russian,Professional Identity,Bachelors Degrees,Program Descriptions,Universities,Contrastive Linguistics,Teaching Methods,Specialists,Foreign Countries,Undergraduate Study,Observation,Questionnaires

The article deals with professional education of future linguists built on the basis of conceptual approach. The topic is exemplified by the Russian language and a successful attempt to implement the concept-based approach to forming the content of professional language education. Within the framework of the proposed research, the concept is accepted as the core notion of education. We also singled out the necessary and sufficient concept attributes providing the formation of a professional linguistic identity. The concept is considered as a unit of training. The aim of the research: to develop and theoretically prove, using the concept theory, the system of professionally focused education for the &quot;Linguistics and Intercultural Communication&quot; BA program. Methods used: system analysis of professional education in universities, conceptual description of the content of education, activity approach modeling, component and contrastive analysis as well as a number of empirical methods such as pedagogical experiment, integral analysis (observation, questionnaire survey, testing etc.). Major results include: concept-based approach in educating future specialists in linguistics and intercultural communication was scientifically justified; theory and methods of professional education was enriched by introducing new notions (concept-based approach, concept-language competency of a future specialist etc.); pedagogic professional regularities in forming professional language identity as a result of professionally oriented education in the framework of concept approach were found. The results of the research may be used in professional language education on the basis of concept approach, also, in further theoretical research of the problems of education modernization. Theoretical points and conclusions provide for scientific justification of practical improvements in today's university education in the field of linguistics and intercultural communication, they also lay the foundation for updating the curricula in a number of language specialties.
Family Dysfunctions and Ways of Their Overcoming by Means of Social Work
Author: Astoyants, Margaret S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Work,Family Relationship,Self Determination,Futures (of Society),Justice,Prosocial Behavior,Family Problems,Family Characteristics,Conflict,At Risk Persons,Interviews,Questionnaires,Specialists,Aggression,Anxiety,Self Esteem,Therapy,Social Adjustment,Interpersonal Competence,Adolescents,Personality Traits,Statistical Analysis,Foreign Countries

The article presents the problem of stability of modern society. The issue is studied in terms of family as one of the major social institutions. Social stability of the family is due to constructive interpersonal relationships of its members. Cooperation and partnership, fellow feeling and freedom of choice, interesting work and self-determination and, social security and confidence in the future, tolerance and justice are the main criteria of social stability of the family. It should be noted that not all families are stable and constant. Mismatch and disorganization of intra-familial relationships causes destabilization, and the family falls into the category of &quot;troubled&quot; family. In this article, we study troubled families, which are one of the factors of social instability.
Children's Reflections on Two Cultural Ways of Working Together: &quot;Talking with Hands and Eyes&quot; or Requiring Words
Author: Roberts, Amy L. D.
Date: 2012-06-00
Type: Journal Articles
Subjects: Elementary School Students,Mexican American Education,Bilingual Students,Mexican Americans,White Students,Cooperative Learning,Student Attitudes,Cultural Differences,Helping Relationship,Observation,Nonverbal Communication,Verbal Communication,Interpersonal Communication,Middle Class,Cooperation,Cross Cultural Studies,Video Technology,Coding,Cultural Background,Prediction,Hypothesis Testing,Attention,Cultural Awareness,Cultural Context,Intercultural Communication

Forty-four pairs of Mexican-heritage and European-heritage US children were asked to characterize differences between two contrasting cultural patterns of working together in video clips that showed a) Mexican Indigenous-heritage children working together by collaborating, helping, observing others, and using nonverbal as well as verbal communication, and b) middle-class European-American children working alone and using predominantly verbal communication. Through experience in two cultural settings, bilingual Mexican-heritage US children may become familiar with these contrasting cultural patterns that have been identified in research. Mexican-heritage US children characterized the clips in ways that corresponded with researchers' descriptions more often than did European-heritage children, when discussing working together and helping but not when discussing communication. The children from the two backgrounds differed in their treatment of talk. In addition to talking more overall, half of the European-heritage US children considered talk a requirement for working together or helping, excluding nonverbal communication as a way of working together or helping. In contrast, the Mexican-heritage US children included nonverbal communication as a means of working together and helping, and some seemed to include nonverbal communication as a form of talking.
Bullying in School: Case Study of Prevention and Psycho-Pedagogical Correction
Author: Ribakova, Laysan A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Case Studies,Prevention,Adolescents,Addictive Behavior,Violence,Questionnaires,Diagnostic Tests,Behavior Modification,Statistical Analysis,Correlation,Personality Measures,Empathy,Social Indicators,Aggression,Psychological Patterns,Program Effectiveness

The purpose of the study was the theoretical justification and experimental verification of content, complex forms and methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. 53 teenage students from Kazan took part in the experiment. A complex of diagnostic techniques for the detection of violence and bullying in the school environment was used: &quot;Questionnaire for diagnosis of violence and bullying at school&quot; by Su-Jeong Kim (V. R. Petrosyants's modification), The Buss-Durkee Hostility Inventory (BDI), Emotional Empathic Tendency Scale (EETS) by A. Mehrabian &amp; N. Epstein. Based on the results of ascertaining experiment, a program containing the forms and methods of prevention and psycho-pedagogical correction of bullying among younger teenagers in school was developed. Statistical analysis of empirical research was carried out by standard techniques of mathematical statistics (t-Student's t test, Pearson's correlation coefficient).
Balance Pedagogy as a Methodological Base for Integrative-Differentiated Teaching of Rural Students
Author: Kalimullin, Aydar M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Rural Education,Teaching Methods,Educational Quality,Educational Improvement,Rural Schools,Integrated Activities

The urgency of the issue stated in the article is stipulated by the contemporary requirements to rural schoolchildren education, i.e. rise in its availability, quality and degree of specialization. The Federal State Education Standards have set an urgent, but at the same time challenging task to reach not only subject but also meta-subject and personal results in the educational process. Rural students consistently show lower subject results in comparison with those of urban schools. There is a challenge to improve the quality of education in rural schools, which is enhanced by the requirement to gain new educational results by means of universal instructional activities. The purpose of the present article is to reveal the identity of the concept of &quot;balance pedagogy&quot; as a methodological base for integrative-differentiated teaching of rural students and to describe its specific didactic technologies. The leading approaches to the study of this problem are systematic, synergistic, integrative-differentiated approaches, theory of dynamic balance. The essential results of the paper are (a) the author's definition of balance pedagogy as a methodological base for integrative-differentiated teaching of rural schoolchildren and a means to improve the quality of education, personal and meta-subject results in rural schools; and (b) presentation of the main characteristics of the level-and-style differentiation technology in terms of modular teaching programme as a practical tool of balance pedagogy.
Sign Language, Speech, and Communication Repair Abilities by Children with Congenital Deafblindness
Author: Cascella, Paul W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sign Language,Congenital Impairments,Communication Disorders,Deaf Blind,Speech Communication,Communication Strategies,Language Skills,Scores,Age Differences,Gender Differences,Health Conditions,Video Technology,Cognitive Ability

There are many reports that identify the communication of persons with deafblindness. These reports are descriptive in nature, highlighting comprehension, gesture development, communication actions (that is, forms) and purposes (that is, functions), and the collection of verbal skills. This report extends the literature with an in-depth descriptive analysis of sign language, spoken words (that is, speech), communication repair strategies, and Communication Matrix levels. As already noted, sign language and speech are typically included in other research reports, but few consider Communication Matrix levels or repair skills despite the importance and relevance of both. Results of the study reported here imply that parents and educators might expect a wide range of skills as children who are deafblind develop speech and sign language abilities, specifically, and communication skills more generally. It is difficult to know why particular children develop more skills than others. To address this gap, future research needs to consider which intrinsic and environmental influence the acquisition of communication skills so that parents and professionals (that is, special education teachers, developmental pediatricians, educational psychologists, or speech-language pathologists) can consider evidence-based prognostic elements during educational assessment activities.
Use of an Accessible iPad App and Supplemental Graphics to Build Mathematics Skills: Feasibility Study Results
Author: Beal, Carole R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Courseware,Handheld Devices,Assistive Technology,Feasibility Studies,Algebra,Computer Graphics,Visual Impairments,Braille,Elementary School Students,Middle School Students,Feedback (Response),Word Problems (Mathematics),Interviews,Telephone Surveys,Usability,Teaching Methods,Technology Uses in Education,Program Effectiveness,Teacher Attitudes,Student Attitudes

Introduction: The present study evaluated the feasibility of using an iPad application or &quot;app&quot; for algebra-readiness mathematics, with accompanying braille materials and accessible graphics, when used in authentic educational settings. Methods: Twenty-nine students with visual impairments in grades 4-11 used the materials under the direction of their teachers of students with visual impairments (N = 19). Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. Students and teachers of students with visual impairments provided feedback about the feasibility of using the app with supplemental materials, and made suggestions for additional features to improve the instructional package. Results: Students completed 984 word problems and solved 80% of them correctly within three attempts. The use of some features such as hints and &quot;worked-example&quot; videos was low. Participants provided suggestions for improvement of the app features and accessible graphics. Discussion: Students and teachers of students with visual impairments were able to use the materials successfully, and comments were generally positive. Participants' comments and suggestions were used to revise the app and materials. Implications for practitioners: The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students.
Humane Education for Students with Visual Impairments: Learning about Working Dogs
Author: Bruce, Susan M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Students,Blindness,Visually Impaired Mobility,Animals,Action Research,Grounded Theory,Pretests Posttests,Intervention,Observation,Educational Strategies,Prior Learning,Misconceptions,Training,Animal Husbandry,Instruction,Instructional Effectiveness,Teaching Methods,Visual Impairments

Introduction: This study examined the effect of an animal-assisted humane education course on the knowledge of students about caring for dogs physically and psychologically and making informed decisions about dog ownership, including working dogs. Method: This collaborative action-research study employed case study design to examine the effect of an eight-week animal-assisted humane education course on the knowledge and skills of four secondary students with visual impairments. Two independent raters applied constant comparative analysis for all of the following data sources: pre-and postintervention interviews, pre-and postintervention tests, videotaped observations, and field notes. Findings were determined for individual students and the class as a whole. Results: The greatest gains made by students included learning how to greet, feed, play with, obtain, and pay for dogs; they also learned about appropriate equipment and the roles of working dogs. Effective instructional strategies included assessing prior knowledge and experience with dogs, practicing skills, using tactile techniques, using routines and repetition, and correcting misconceptions. Discussion: Findings indicate that although students did not master all of the knowledge and skills taught in the course, they became more knowledgeable about care and ownership of dogs. Limitations of this study are the small sample size and short intervention time. Future research may feature longer intervention periods and make connections between humane education, orientation and mobility, and the core content areas of science and mathematics. Implications for practitioners: Students with visual impairments must be provided with experiences with different types of working dogs. Ample time should be given to explore equipment and to practice skills that are essential to responsible care and ownership of dogs.
Braille and Tactile Graphics: Youths with Visual Impairments Share Their Experiences
Author: Rosenblum, L. Penny
Date: 2015-00-00
Type: Journal Articles
Subjects: Youth,Secondary School Students,Visual Impairments,Braille,Tactile Adaptation,Graphic Arts,Mathematics Education,Science Education,Student Experience,Access to Information,Instructional Materials,Educational Quality,Student Attitudes,Preferences,Student Participation,Individualized Education Programs,Likert Scales

Introduction: Data were collected from youths with visual impairment about their experiences with tactile graphics and braille materials used in mathematics and science classes. Methods: Youths answered questions and explored four tactile graphics made using different production methods. They located specific information on each graphic and shared their thoughts about the quality of the graphics. Results: Twelve youths in 6th to 12th grades participated. Almost all participants reported typically receiving braille materials and using tactile graphics in their mathematics and science classes. Participants varied in their accuracy in locating specific information in four tactile graphics. They all reported that what made a tactile graphic &quot;good&quot; was clarity of information. Discussion: The majority of the youths reported that occasionally they do not have access to mathematics and science materials at the same time as their peers. Some seemed concerned by the lack of materials, and others did not. The lack of materials may be problematic, since some of the students reported completing the assignments later or not at all. Youths overwhelmingly reported a need to have tactually distinctive elements in graphics. Implications for practitioners: Professionals should consult youths when preparing materials for them for use in mathematics and science classes. Additionally, youths who are tactile readers need direct instruction in how to measure objects as well as how to locate specific information in a variety of graphics prepared using different production methods.
Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille
Author: Ivy, Sarah E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Braille,Visual Impairments,Disabilities,Mathematics Instruction,Science Instruction,Special Schools,Adolescents,Word Recognition,Time Factors (Learning),Instructional Effectiveness,Special Education Teachers,Females,Blindness,Tactile Adaptation,Middle School Students

Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used constant time delay to teach literary braille contractions and Nemeth Code for Mathematics and Science Notation (hereafter, Nemeth Code) braille symbols to learners with visual impairments who were making the transition from print to braille. Methods: A single-subject, multiple-probe research design was used to test the effectiveness and efficiency of constant time delay to teach literary braille or Nemeth Code. Three female students, aged 13 to 15 years, participated at a specialized school for students with visual impairments. The students' braille and math instructor delivered interventions in the classroom. Procedural fidelity and interobserver agreement data were collected. Results: Two students each learned 40 short-form literary braille contractions, and one student learned 28 Nemeth Code symbols throughout the study. Students appeared to generalize learning after instruction with the first word set to identify similar contractions. Students maintained learning throughout the study at high levels. Visual analysis of the data suggests a functional relationship between constant time delay and contraction identification. Discussion: This study replicated previous work (Hooper, Ivy, &amp; Hatton, 2014) to expand understanding of the scope of the usefulness of time delay in braille education. Implications for practitioners: For students making the transition from print to braille, constant time delay may be an efficient method to help students acquire braille. The efficiency itself may increase students' confidence and motivation to learn braille.
Normative Behavior of Adolescents with Intellectual Disabilities: A Qualitative Study
Author: Artemyeva, Tatiana V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Adolescents,Student Attitudes,Standards,Student Behavior,Hypothesis Testing,Pictorial Stimuli,Student Characteristics,Boarding Schools,Mild Intellectual Disability

Adolescents, organizing their behavior in the space of school should take into account the system of rules existing in the institution. The development of normative behavior allows the teenager to understand their inner world and people around them. Failure to understand the regulatory requirements reduces the possibilities of social adaptation of teenagers. The aim of this study is to determine the characteristics of perceptual regulations teenagers with intellectual disabilities; study of their ability to foresee the consequences of their behavior. Among the participants there were 30 (13 year old) adolescents with intellectual disabilities and without it in Russia. The expression of perception and interpretation of the imposed situations, the ability of adolescents to anticipating the consequences of their behavior in standard school situations were studied. Adolescents with intellectual disabilities have a lower level of perception of school rules, less successfully master the normative space of school than their typically developed peers. Adolescents with intellectual disabilities have interpretation features of a regulatory situation manifested in the non-inclusion in the analysis of the victim's position reflection and that of the rules offender.