ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Study on Sight Word Flash Card Drill: Does It Impact Reading Fluency?
Author: Fasko, Sharla N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Fluency,Sight Method,Sight Vocabulary,Instructional Materials,Tutoring,Intervention,Oral Reading,Reading Improvement,Recognition (Psychology),Reading Rate,Grade 2,Error Analysis (Language)

Fasko, Jr. Bowling Green State University Abstract The purpose of the study was to assess the effectiveness of a tutoring intervention for sight word acquisition and to examine whether progress was matched by improvement in oral reading fluency. Three primary students were selected based upon teachers' referral for poor reading fluency. Flashcards were used to assess accuracy of recognition of vocabulary words listed in each student's current and previous reading books. Number of words correctly identified was recorded for each child. In addition, reading rate in the form of correct words and errors per minute was also assessed. Reading passages for evaluating rate were chosen randomly from each student's current reading book. A single-case A-B design was used. Both sight word recognition and reading fluency were assessed one to two times weekly for each student throughout the study. Analysis indicated all three students improved slightly in rate of sight-word acquisition during treatment; interestingly, oral reading fluency did improve markedly for all students.
Illustrating and Designing Quranic Imagery
Author: Almenoar, Lubna
Date: 2009-00-00
Type: Journal Articles
Subjects: Imagery,Translation,Undergraduate Study,Islam,Introductory Courses,Lesson Plans,Case Studies,Teaching Methods

Selected verses from Abdullah Yusuf Ali's English language translation of the meaning of the Quran have been used as a literary text to teach both descriptive and figurative imagery (including similes, metaphors and symbols) to students at the undergraduate level in an Islamic institution. The technique--Illustrating and Designing for teaching imagery has been selected to accommodate the text. The group of students was taught imagery using one technique covering 2 class sessions. Assignments were given to derive data for the evaluation of the level of understanding of the lessons on imagery. An analysis of the data from the assignments shows a high level of understanding of the lessons on imagery by the students.
Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria
Author: Olatoye, R. Ademola
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Locus of Control,Science Achievement,Secondary School Students,Deafness,Educational Attitudes,Questionnaires,Achievement Tests,Predictor Variables,Special Needs Students,Correlation,Regression (Statistics)

This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary schools from Oyo and Ogun States in Nigeria. Three instruments were used to collect data. They are: Locus of control questionnaire, Interest in schooling questionnaire and Science achievement test. Interest in school and locus of control when taken together accounted for 25.6% of the total variance in science achievement (R[superscript 2]= 0.256, p &lt; 0.05). There was significant difference in locus of control and interest in school between deaf and typical children. Typical children significantly tended towards external locus of control ( t = 4.416, p &lt; 0.05) and also had more interest in schooling (t = 5.747, p &lt; 0.05) than their deaf counterparts. Typical children also performed significantly better than their deaf counterparts (t = 7.294, p &lt; 0.05). Teachers should make schooling more interesting especially to deaf students. Necessary facilities should be provided for the deaf students to enhance their teaching so that their achievement in science will be at par with their hearing counterparts.
Teaching Spelling to Singaporean Chinese Children with Dysorthographia in English Language: Lexical versus Lexical Phonological Approach
Author: Chia, Noel Kok Hwee
Date: 2009-00-00
Type: Journal Articles
Subjects: Spelling,Foreign Countries,Experimental Groups,Control Groups,Pretests Posttests,Learning Disabilities,Special Education,Phonological Awareness,Children,Intelligence Tests,Achievement Tests,Chinese,English (Second Language),Second Language Learning,Lexicology,Phonemes,Dyslexia,Spelling Instruction

Singaporean Chinese children diagnosed with dysorthographia in English language undergo an intensive spelling intervention program that teaches them to use either of the two spelling methods: lexical and/or phonological spelling strategies. Nevertheless, many of them continue to perform poorly in their spelling. A pretest-posttest experimental design was used to determine whether 20 children ages 9 to 10 years old diagnosed with dysorthographia who were taught both lexical and phonological spelling strategies would improve in spelling more than a matched control group of 20 children, also diagnosed with dysorthographia who were taught lexical spelling strategies alone. Both groups of children received five lessons per week over seven weeks. The results showed that while both groups improved in spelling performance significantly from pretest to posttest, the experimental group which was taught both lexical and phonological spelling strategies improved significantly more than the control group which was taught lexical spelling strategies alone.
Teacher Educators and Response to Intervention: A Survey of Knowledge, Knowledge Base and Program Changes to Teacher Preparation Programs
Author: Schwartz, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Educators,Response to Intervention,Teacher Education Programs,Learning Disabilities,Multivariate Analysis,Universities,Special Education,Special Education Teachers,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Preservice Teacher Education,Preservice Teachers,Online Surveys,Knowledge Base for Teaching,Statistical Analysis,College Faculty

With the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA), the definition of a specific learning disability was significantly altered. No longer is it required that a student demonstrate a discrepancy between ability and performance to receive educational support (Horowitz, 1999). With this in mind, researchers developed a survey designed to ascertain information about faculty knowledge and understanding of RtI, faculty knowledge base and the degree to which this mandate has affected their teacher education programs. This study reports the results of a web-based survey completed by 84 teacher educators from 70 colleges and universities in New York. The findings focus on faculty knowledge, knowledge base, and teacher training program changes relative to RtI. Implications for preparing teachers for today's classrooms are also discussed.
IT0: Discrete Math and Programming Logic Topics as a Hybrid Alternative to CS0
Author: Martin, Nancy L.
Date: 2015-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Programming,Introductory Courses,Information Systems,Information Technology,College Students,Accreditation (Institutions),Mathematical Logic,Thinking Skills,Problem Solving,Universities

This paper describes the development of a hybrid introductory course for students in their first or second year of an information systems technologies degree program at a large Midwestern university. The course combines topics from discrete mathematics and programming logic and design, a unique twist on most introductory courses. The objective of the new course is to better prepare students for more advanced computing courses. Two primary drivers motivated development of the new course: 1) faculty evidence of deficient foundation skills in advanced level courses, and 2) consideration of program accreditation criteria.
The Flipped Classroom in Systems Analysis &amp; Design: Leveraging Technology to Increase Student Engagement
Author: Saulnier, Bruce M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Systems Analysis,Classroom Techniques,Design,Technology Uses in Education,Student Participation,Learner Engagement,Learning Modules,Instructional Effectiveness,Integrated Curriculum,Curriculum Design,Achievement Gains,Student Satisfaction,Teaching Methods,College Students,Blended Learning,Homework

Problems associated with the ubiquitous presence of technology on college campuses are discussed and the concept of the flipped classroom is explained. Benefits of using the flipped classroom to offset issues associated with the presence of technology in the classroom are explored. Fink's Integrated Course Design is used to develop a flipped class approach to the author's Systems Analysis &amp; Design course, and a resulting classroom module is provided as an example. Results of the initial use of this approach are discussed. It is concluded that the use of the flipped classroom in systems analysis and design definitely increases in-class student focus and engagement and as a result helped to increased student learning of both program specific and course specific student outcomes. Further longitudinal studies are suggested to determine effects of employing the flipped classroom approach on the continuing attainment of student learning outcomes.
Due Process: A Primer for Special Education Teachers
Author: Wiener, Roberta
Date: 2009-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Special Education,Special Education Teachers,Court Litigation,Civil Rights

The threat of special education due process has set the tone for the way IEP meetings are conducted and IEP decisions are made. This threat has eroded relationships and trust between families and district personnel. This article reviews the background, history and current status of special education due process and offers suggestions to teachers about how their work can help restore the much needed trust that is the bedrock for all the primary relationships assisting students in need of special services.
Teachers' Perceptions on Special Education Preparation: A Descriptive Study
Author: Rosas, Clarissa E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Special Education,Higher Education,Special Needs Students,Disabilities,State Surveys,Preservice Teachers,Inservice Teacher Education,Teacher Education Programs,Inclusion,Faculty Development,Likert Scales,Special Education Teachers,Surveys

The purpose of this study was to analyze teachers' perceptions of their ability to instruct students with disabilities. A statewide survey was administered in Ohio to pre-service and in-service teachers regarding their perceptions of their teacher preparation programs and their respective ability to instruct students with special needs. Question and statements from the survey regarding their perceptions, concerns, and beliefs on instructing students with disabilities were disaggregated. Results of the survey indicated that both pre-service and in-service teachers felt adequately prepared to teach students with special needs but ongoing professional development lacked the support teachers desired.
The Relationship between Childhood Traumatic Experiences and Gang-Involved Delinquent Behavior in Adolescent Boys
Author: Adams, Nichole L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Trauma,Experience,Resilience (Psychology),Juvenile Gangs,Delinquency,Adolescents,Males,Residential Programs,Posttraumatic Stress Disorder,Emotional Response,High School Students,Correlation,Symptoms (Individual Disorders),Screening Tests,Statistical Analysis,Child Behavior,Rating Scales,Surveys,Check Lists,Multivariate Analysis

The extent to which both traumatic life experiences and resiliency factors contributed to gang-involved delinquent behavior in adolescent males was investigated. Results indicated that the juvenile delinquent residential treatment setting participants had significantly higher levels of both Posttraumatic Stress Disorder (PTSD) symptomatology and emotional numbing than regular education high school students. Results also revealed that emotional numbing in the residential treatment setting participants positively correlated with gang-involved delinquent behavior. In addition, the low resiliency scores of residential treatment setting participants positively correlated with both gang involvement and delinquency. Practical implications of this study were discussed, including the effectiveness of screening for PTSD symptomatology when considering admission to a residential treatment facility and creating treatment goals.
Bullying Experiences, Anxiety about Bullying, and Special Education Placement
Author: Saia, Danielle M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Bullying,Anxiety,Special Education,Student Placement,Elementary School Students,Middle School Students,Comparative Analysis,Special Needs Students,Self Contained Classrooms,Learning Disabilities,Victims of Crime,Victims,Statistical Analysis

Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores (Reynolds, 2003) revealed that children with special needs (both SC &amp; RC) tended to report more peer victimization and higher anxiety about school violence than matched peers from the same schools. Placement was not related to self-reported bullying experiences. Students in self-contained classes were significantly more anxious about possible bullying, especially physical, in spite of being in more protected environments. School placement is an important but under-researched issue in assessment and intervention for bullying of students receiving special education services.
From LD to Degree: Effective Techniques for the Student with a Learning Disability
Author: Del Viscovo, Joshua A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Instructional Effectiveness,Teaching Methods,Special Needs Students,Special Education,Special Education Teachers,College Bound Students,College Students,Academic Persistence,Higher Education

The purpose of this article is to espouse and highlight some essential ingredients for a student with learning disabilities and differences to survive outside of the K-12 setting. Many students with LD move to colleges and universities throughout the United States, and perhaps even the world. As they earn undergraduate and even graduate degrees, they are clearly using many techniques of self-support to complement their areas of need. This article will focus on the key skills that an LD students needs to thrive and be successful to go on to earn advanced degrees and certifications in very challenging fields. The perspective put forth in this article is one of a firsthand encounter. I, (Josh) the author of this piece can attest first hand to the challenges of going on to college, graduate school then enrolling in a Doctorate program. It is the goal to provide students and teachers alike with a general sketch of how to prepare students for college.
Internet Addiction Risk in the Academic Environment
Author: Ellis, William F.
Date: 2015-09-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Risk,Educational Environment,Social Media,Mass Media Effects,Mass Media Use,Change Strategies,Student Attitudes,Student Behavior

The Internet's effect on society is growing exponentially. One only has to look at the growth of e-commerce, social media, wireless data access, and mobile devices to see how communication is changing. The need and desire for the Internet, especially in such disciplines as Computer Science or Computer Information Systems, pose a unique risk for dependencies to arise. These dependencies are identified under the broad terms of Internet Addiction and/or Internet Abuse.
&quot;It Gave Me Ways to Solve Problems and Ways to Talk to People&quot;: Outcomes From a Combined Group and One-on-One Mentoring Program for Early Adolescent Girls
Author: Deutsch, Nancy L.
Date: 2017-05-00
Type: Journal Articles
Subjects: Problem Solving,Mentors,Study Habits,Females,Metacognition,Interviews,Intervention,Qualitative Research,Program Descriptions,Trust (Psychology),Interpersonal Relationship,Self Control,Behavior Change,Outcomes of Education,Groups,Adolescents,Middle School Students,Grade 7,Student Attitudes

Group mentoring is an increasingly popular intervention, but is still under-studied. This article reports findings from a qualitative study of the Young Women Leaders Program (YWLP), a combined group and one-on-one mentoring program for early adolescent girls. Protégés (n = 113) were interviewed post-program about changes they made as a result of the program and mechanisms of those changes. Girls reported making changes in four major domains as a result of YWLP: (a) Academics (e.g., study habits), (b) Relational Development (e.g., trusting people), (c) Self-Regulation (e.g., thinking before acting), and (d) Self-Understanding (e.g., being yourself). Relational development and self-understanding were the most frequently reported types of change. Protégés reported mentors as contributing to changes in academics more often than the mentoring group. They reported the mentoring group as the change mechanism more often than mentors for relational development. Protégés reported the mentors and mentoring groups about equally as the mechanisms of change for self-regulation and self-understanding. The findings support prior research on group mentoring and suggest that social and relational skills are a developmental domain in which group-based mentoring programs for early adolescent girls may be particularly effective at intervening.
Parental Perceptions: A Case Study of School Choice amidst Language Waves
Author: Evans, Rinelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Attitudes,School Choice,Indo European Languages,Native Language,Language of Instruction,English (Second Language),Second Language Learning,Teaching Methods,Questionnaires,Multilingualism,African Languages,Foreign Countries,Elementary Education,Likert Scales,Statistical Analysis,Case Studies,Qualitative Research

In this article we report and reflect on the responses to a questionnaire survey administered to 600 parents/caregivers, whose Foundation Phase children attend a former Afrikaans-medium primary school where English is now the sole medium of instruction, although English is not spoken as home language by either teachers or learners. We explored reasons why parents chose this particular school, especially in the light of available alternatives as well as their views of mother tongue/English instruction. At present, many parents favour an approach that also nurtures the home language, even while support for an English-only approach is strong. It may be that well-established research findings on the pedagogical and social benefits of maintaining home/local languages are being heard, at least among younger and better educated parents.
Pass Rates in Primary School Leaving Examination in Tanzania: Implication for Efficient Allocation of Resources
Author: Kassile, Telemu
Date: 2014-00-00
Type: Journal Articles
Subjects: Resource Allocation,Surveys,Health,Foreign Countries,Exit Examinations,Sanitary Facilities,Teacher Student Ratio,Educational Facilities,Energy,Statistical Analysis,Educational Policy,Womens Education,Higher Education,College Attendance,Economic Development,Educational Resources,Elementary Secondary Education,Educational Attainment

This paper examines regional differentials in pass rates in Primary School Leaving Examination (PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity in schools, and secondary school and above education of women and men aged 15-49 years on the percentage of students passing the PSLE. The paper employs a multilevel framework using aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE are negatively associated with regional PTR and PLR, and that there are regional differences in these education resources. However, their effects were found to be statistically insignificant. Education of women on the other hand, was positively and significantly related to the pass rate in the PSLE. Accordingly, there is a need for formulating education policies that would promote the enrolment of women in higher education in Tanzania so as to ensure that children achieve progress in education and social economic development later in life. In addition, measures to ensure efficient allocation of resources are needed in order to address apparent regional disparities regarding access to essential education resources.
Relational Aggression: The Voices of Primary School Learners
Author: Botha, Johan
Date: 2014-00-00
Type: Journal Articles
Subjects: Aggression,Elementary School Students,Coding,Socialization,Learning Theories,Interpersonal Relationship,Student Attitudes,Well Being,Teaching Methods,Learning Processes,Locus of Control,Foreign Countries,Qualitative Research,Phenomenology,Semi Structured Interviews

The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted with a purposeful sample of learners from two primary schools in the Dr Kenneth Kaunda District, North-West Province. Data analysis was done using Tesch's systematic open coding process. Social Learning Theory underscored the theoretical foundation that emphasises relational aggression as a socially learned phenomenon through observation. Although existing theory supports the findings, the reality, however, is that the effects of relational aggression impede negatively on learners' social and academic development and well-being. This jeopardises schools' endeavours to effectively socialise learners in order to establish and maintain effective personal and social relationships. Curtailing relational aggression has the possibility of reducing other forms of aggression in schools and will enhance the creation of effective teaching-learning environments that are conducive to teaching and learning that will support the task of schooling, which is the socialisation of learners to optimally achieve their potential in schools. The article provides some suggestions to assist teachers in endeavours to effectively curtail relational aggression.