ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Effects of Presession and Interspersed Attention on Disruptive Behavior in an Inclusive Elementary Classroom
Author: Kisinger, Kerry
Date: 2023-06-00
Type: Journal Articles
Subjects: Inclusion,Elementary School Students,Validity,Measures (Individuals),Intervention,Behavior Problems,Student Behavior,Comparative Analysis,At Risk Students,Grade 4,Attention Control,Teacher Attitudes,Productivity,Classroom Techniques,Private Schools,Case Studies,Males,African American Students,Instructional Effectiveness,Discipline,Suspension,Educational Environment

This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student's disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation. Implications for research and practice are discussed.
Early Childhood Educators&apos; Readiness Embrace Inclusion for Preschool-Age Children with Disabilities in California
Author: Kondo, Sachi
Date: 2023-06-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Readiness,Inclusion,Preschool Children,Preschool Education,Students with Disabilities,Influences,Teacher Attitudes,Self Efficacy,Positive Attitudes,Educational Attainment,Early Childhood Education,Teacher Education,Teaching Experience,Knowledge Level

Despite the push to increase inclusive early childhood (EC) care and education programs to support the learning and development of all children, such programs remain rare in California where most preschoolers with disabilities receive special education services in special day classrooms. Developing inclusive programs requires EC educators who are committed to supporting inclusion. Using a survey of EC teachers in public and private programs, this study sought to identify factors that influenced the teachers' attitudes toward and self-efficacy for providing inclusive programs for young children with disabilities. While most of the teachers reported positive views of inclusion, they reported less comfort with the idea of supporting children with disabilities in their programs. Examinations of the teachers' education and experience levels suggest that experience with children with disabilities influences teacher comfort while education may influence understanding of law.
Examining the Effectiveness of a Multimedia Video on Pedestrian Safety with Postsecondary Individuals with Intellectual Disabilities
Author: Randall, Kristina N.
Date: 2023-06-00
Type: Journal Articles
Subjects: Multimedia Instruction,Video Technology,College Students,Students with Disabilities,Traffic Safety,Program Effectiveness,Signs,Intervention,Knowledge Level,Postsecondary Education,Mild Intellectual Disability,Moderate Intellectual Disability

Prior research suggests that the use of multimedia instruction along with video modeling increases the ability of individuals with intellectual disability (ID) to independently complete tasks. However, the previous research has not always included instruction of the underlying vocabulary, nor has it always resulted in skill maintenance. The purpose of the current study was to compare the effectiveness of multimedia instruction using video modeling to teach pedestrian safety signs to participants with ID to support skills needed for community. The effectiveness of the multimedia intervention was measured using a randomized control trial utilizing a pre-/posttest design. Participants' knowledge grew significantly from pre-to posttest, and there were no significant differences between the groups. Current results are similar to prior research findings indicating multimedia instruction is effective in teaching skill acquisition. We discuss practical implications of these findings as well as future research on teaching pedestrian safety to postsecondary individuals with ID.
Empowering Student Leadership amid Transition: Student-Centered Revision of First-Year Honors Peer Mentoring
Author: Schlange, Jacob R.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Freshmen,Peer Teaching,Mentors,Leadership Training,Honors Curriculum,Curriculum Development,Educational Change,Program Implementation,Outcomes of Education

Precipitated by a surge in enrollment, authors describe the three-phase revision (2017-2021) of a first-year peer mentoring program in honors. Grounded in student input and leadership, large-scale programmatic changes involve curriculum expansion, student leadership development, and co-curricular experiential support. Program objectives, implementation, and outcomes are described.
Promoting Holistic Wellness in Honors Students through Peer Coaching
Author: Horton, Leah
Date: 2023-00-00
Type: Journal Articles
Subjects: Holistic Approach,Well Being,Honors Curriculum,Coaching (Performance),Health Promotion,Mental Health,Suicide,College Students,Prevention,Program Implementation

While the conversation in honors about the mental health of students has persisted for over two decades, authors identify a marked increase in the need for student mental health support since the first Generation Z students entered college in 2015. A review of literature in honors indicates upticks in discourse relating to mental health (tn = 66) since 2004, and content analysis shows peaks in publication for 2018 and 2021 (n [not equal to] 11, respectively). This study describes a peer coaching program that focuses on the holistic wellness and support of honors students. Authors observe a decrease in Behavioral Intervention Team meetings and suicide attempts since the program's inception in 2015. Programmatic details, including application and selection, training, expectations of peer coaches, assessment, and improvement initiatives are included so that similar programs can be implemented in and beyond honors.
Ready or Not, Here We Go! Preparing for the Education Specialist Teaching Performance Assessment
Author: Larios, Rosalinda J.
Date: 2023-06-00
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,Specialists,Special Education,Special Education Teachers,Accountability,High Stakes Tests,Preservice Teacher Education,Barriers,Mentors,Credentials,Confidentiality,Teacher Education Programs

In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid conversation about preparing candidates sufficiently for the TPAs in order to avoid exacerbating the field that is struggling to recruit teachers. This article discusses three significant obstacles in preparing candidates for the assessment: challenges associated with identifying focus students, insufficient preparation among mentor teachers, and program timelines.
Relational Peer Review Practices in the Honors Research Methods Classroom: Toward a Scaffolded and Multidisciplinary Model
Author: Riley, Holly
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Methodology,Honors Curriculum,Peer Evaluation,Undergraduate Students,Interdisciplinary Approach,Scaffolding (Teaching Technique),Cooperative Learning,Learning Activities,Editing,Feedback (Response),Student Attitudes

Peer review exercises are an essential part of many educational pedagogy models and have been shown to successfully provide undergraduate students with requisite active learning and critical reflection skills. Teaching the peer review process in an interdisciplinary honors research methods course, however, presents its own set of challenges. As students are exposed to new processes of editorial review, they are also tasked with evaluating material across subjects and discipline areas, making subjective components of editing more difficult. Authors describe a scaffolded model of peer review piloted in an interdisciplinary, upper-level honors research methods and ethics course and provide qualitative analyses of student reflections and assignment attributes to demonstrate the model's potential for student success. By presenting the peer review exercises as a series of sections that build incrementally in complexity and subjectivity (scaffolding) and dedicating class time for implementing peer-directed edits, authors provide an adaptable model that further strengthens research editing practices in honors education.
Interprofessional Practice Aligns with New California Teacher Performance Expectations for Students with Complex Communication Needs
Author: Greene, Kai J.
Date: 2023-06-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Teacher Expectations of Students,Special Needs Students,Speech Language Pathology,Augmentative and Alternative Communication,Special Education,Preservice Teacher Education,School Districts,College School Cooperation,Urban Schools,Specialists,Credentials,Allied Health Personnel,Special Education Teachers

Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares an interprofessional practice collaborative project developed between a university teacher preparation program and the speech-language pathology division of a large urban school district. As part of a requisite credential course on language development and early literacy skills, pre-candidate students in the education specialist credential program complete a course assignment led by a school-based speech-language pathologist with clinical specialization in augmentative and alternative communication (AAC). As a result, pre-service educational specialists gain valuable knowledge about integrative AAC practices for classroom purposes as aligned with the new California Teacher Performance Expectations for students with complex communication needs (CCN).
A Case Study of Visibility, Diversity, and Inclusion: &quot;Live from New York!&quot; An Analysis of the Chinese Hosts on Saturday Night Live
Author: Healy, Molly B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Programming (Broadcast),Television,Chinese Americans,Popular Culture,Criticism,Diversity,Inclusion,Stereotypes,Race,Humor,Social Problems,Disproportionate Representation,Self Concept

With a runtime of 47 years, Saturday Night Live has long served as a societal mirror that captures and creates popular culture. In recent years the show has been criticized for its lack of diverse hosts, cast and staff. Out of 930 episodes only seven episodes have been hosted by an Asian host, four of whom identify as Chinese. This research examined those four episodes through quantitative analysis, finding that the qualities of each of the hosts' characters range from just below neutral to moderately positive. The use of stereotypes and satirical racial humor varied. Jackie Chan and Lucy Liu's episodes had the highest concentration of both overt and covert stereotypes, while Awkwafina had a similar number with a lower concentration. The infrequency of Chinese representation on the show is a social issue. Such a small sample size does not allow for conclusions to be drawn. Rather, this research paints a picture of how the four Chinese hosts are portrayed on SNL as influenced by their own unique identities and the year of their appearance. In addition, the insights this case study offers has implications for shows performed in colleges and K-12 schools. Directors and sponsors of school based shows can learn from this case study how to avoid perpetuating stereotypes and how to advance diversity, equity and inclusion at their institutions.
As Cited by the Artificial Intelligence of ChatGPT: Best Practices on Technology Integration in Higher Education
Author: Heberer, Don
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Integration,Best Practices,Higher Education,College Students,Writing (Composition),Information Retrieval,Literature Reviews,Educational Research

The purpose of this study was to leverage the artificial intelligence of ChatGPT to produce a scholarly review of the research literature on best practices for technology integration in higher education. The researchers searched the ERIC database using the keywords &quot;technology integration&quot; and &quot;higher education or college or postsecondary&quot; and &quot;best practices.&quot; Peer reviewed scholarly journal articles were selected spanning the past 15 years, that had a focus on emerging technologies as well as student and faculty development. The Review of the Research Literature and Results sections were combined in that ChatGPT produced most of that output. It was found that emerging technologies should be embraced if they helped students learn, improved instruction, increased cooperative learning or collaboration, and were not contrary to the learning institution's mission. The researchers suggested that the writing produced by ChatGPT was adequate and human-like but not at the depth or desired level of a human scholar writing a review of the research literature. Also, they concluded that ChatGPT could be used as a tool, similar to the way a mathematician uses a calculator to solve complex problems, and that the ongoing evolution of ChatGPT was likely to produce better outcomes in the future. [Cowritten with ChatGPT.]
A Comparison of Cognitive and Social Presence in Online Graduate Courses: Asynchronous vs. Synchronous Modalities
Author: Presley, Regina
Date: 2023-06-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Videoconferencing,Communities of Practice,Distance Education,Scores,Student Participation,Student Evaluation of Teacher Performance

Over the last decade, the prevalence of online courses has continued to grow, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: Two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included pre- and post-test knowledge assessment, a modified version of the Community of Inquiry (CoI) questionnaire, and end-of-course student evaluations. Our results suggest that when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections, but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities.
Studying Abroad at Home? A Virtual International Experience
Author: García, María Luz
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Honors Curriculum,Educational Technology,Electronic Learning,Study Abroad,Technology Uses in Education,Cultural Awareness,Global Approach,Language Usage,Foreign Countries

During the period of remote learning caused by the COVID-19 pandemic, honors programs were forced to innovate new digital possibilities for fulfilling the objectives of an honors education. Learning experiences offered during study abroad programs were among the most difficult to provide in a virtual format. The honors program at Eastern Michigan University has developed the Virtual International Experience (VIE) in response to this need. Even as the 2022-2023 academic year marked a transition back to traditional in-person classes, the VIE offers unique tools for learning skills of cultural analysis and cross-cultural communication, particularly as these occur in remote contexts, something that is becoming increasingly relevant. As three students who participated in the VIE and the professor who created it, the authors have taken this second shift in instructional format as an opportunity to consider the advantages of tools acquired during remote learning while also reaffirming the irreplaceable value of traditional study abroad programs.
Building a Risky-Safe-Space: Using Reflective Pedagogies and Values to Support Writing Development in Work Based Learning
Author: Boyd, Vic
Date: 2023-00-00
Type: Journal Articles
Subjects: Reflection,Workplace Learning,Scaffolding (Teaching Technique),Metacognition,Professional Education,Academic Language,Writing Instruction,Higher Education,Self Esteem,Writing Processes,Academic Support Services,Student Attitudes,Foreign Countries,Risk,Safety,Business Communication,Business Administration Education,Undergraduate Students,Graduate Students,Partnerships in Education,Program Descriptions,Writing Improvement,Educational Change,Pandemics,COVID-19,Student Mobility,Foreign Students,Travel,Distance Education,Synchronous Communication

The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.
Conceptualising, Evaluating and Supporting the Development of Cosmopolitan Values in Internationalised Higher Education: A Capabilities Approach
Author: Bridges, Stephanie J.
Date: 2023-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Global Approach,Student Recruitment,Foreign Students,College Students,Cultural Pluralism,Role of Education,Multicultural Education,Cultural Awareness,Intergroup Relations,Human Dignity,Inquiry,Reflection

Internationalised higher education literature draws attention to the tension between the economic returns of recruiting overseas students and the personal, social and cultural possibilities offered. This paper advances the idea that fostering cosmopolitan values might be an educational focus for internationalisation. However, it appears that the creation of higher education learning environments which promote such values, offering opportunities for students to become more interculturally aware is yet to be achieved. Drawing on the 'capability approach' of Amartya Sen and Martha Nussbaum, an 'intercultural capability set' was constructed as a means of operationalising cosmopolitan values within higher education. Analysis of data from 44 interviews with undergraduate home and international pharmacy students through the lens of capability enabled the identification of factors within the academic environment which act to promote or inhibit the development of intercultural relationships, learning and more cosmopolitan selves. Curriculum, pedagogy and assessment should be therefore examined for their potential to enhance opportunities for intercultural engagement and capability expansion, with participatory dialogue, including staff, students, university departments and stakeholders, about valued outcomes for a university education. It is argued that the capability approach provides a sound basis for operationalising and evaluating efforts to develop students with cosmopolitan values for the present and contributing as future members of society.
Impact of Formative Assessment Based on Feedback Loop Model on High School Students&apos; Conceptual Understanding and Engagement with Physics
Author: Ole, Faith Celeste B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Feedback (Response),Learner Engagement,Scientific Concepts,Concept Formation,Scores,High School Students,Formative Evaluation,Kinetics,Science Teachers,Teacher Student Relationship,Student Attitudes,Grade 12,Teaching Methods,Foreign Countries

This study examined the effects of using the Feedback Loop Model (FLM) in Grade 12 Senior High School (SHS) Physics classes. Using a one-group pretest-posttest design, 58 students identified from a simple random sampling method were tested for their conceptual understanding and engagement with in kinematics. The results showed that students' engagement had been significantly affected when their physics teachers practised formative assessment (FA) using the Feedback Loop Model in their synchronous classes. These implications were supported by both quantitative and qualitative data in the study. With the use of Wilcoxon Signed-rank Test, statistical differences were obtained in the four dimensions of the engagement tool in terms of agentic engagement (Z = 3.37, p &lt; 0.001), behavioural engagement (Z = 4.82, p &lt; 0.001), emotional engagement (Z = 4.06, p &lt; 0.001), and cognitive engagement (Z = 4.40, p &lt; 0.001). Meanwhile, for students' conceptual understanding, the difference between their pre-and posttests mean scores in kinematics revealed a significant difference (t (57) = 17.76, p &lt; 0.001), suggesting that teachers' classroom practices towards FA using FLM affected students' level of conceptual understanding in Kinematics. Employing Cohen's d to measure its practical significance also showed a large effect (d = 2.83). Thus, it is recommended that implementing FA based on FLM could significantly impact the engagement and learning process of high school physics students.