ethanporcaro/eric-fulltext-meta huggingface dataset:
Neighborhood Violence, Peer Effects, and Academic Achievement in Chicago
Author: Burdick-Will, Julia
Date: 2018-07-00
Type: Journal Articles
Subjects: Neighborhoods,Violence,Peer Influence,Academic Achievement,Urban Schools,Public Schools,Crime,Urban Environment,Educational Environment,Elementary Secondary Education,Discipline,Safety,Trust (Psychology)

Research shows that exposure to local neighborhood violence is associated with students' behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates' learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime data from the Chicago Police Department, and school-level surveys conducted by the University of Chicago Consortium on Chicago School Research to assess the strength of this peer effect. The estimated negative relationship between peer exposure to neighborhood violent crime and individual achievement is substantial and remains after adjusting for other peer characteristics and student fixed effects. Surveys suggest these results are related to trust, discipline, and safety concerns in cohorts with larger proportions of students from violent neighborhoods.
Design Effects of Multilevel Estimates from National Probability Samples
Author: Stapleton, Laura M.
Date: 2018-08-00
Type: Journal Articles
Subjects: Probability,Hierarchical Linear Modeling,Sampling,Inferences,Computer Software,Error of Measurement,Research Reports,Models,Children,Longitudinal Studies,Surveys,Elementary Secondary Education,National Surveys,Followup Studies,Teacher Attitudes,Achievement Tests,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Databases

This research empirically evaluates data sets from the National Center for Education Statistics (NCES) for design effects of ignoring the sampling design in weighted two-level analyses. Currently, researchers may ignore the sampling design beyond the levels that they model which might result in incorrect inferences regarding hypotheses due to biased standard error estimates; the degree of bias depends on the informativeness of any ignored stratification and clustering in the sampling design. Some multilevel software packages accommodate first-stage sampling design information for two-level models but not all. For five example public release data sets from the NCES, design effects of ignoring the sampling design in unconditional and conditional two-level models are presented for 15 dependent variables selected based on a review of published research using these five data sets. Empirical findings suggest that there are minor effects of ignoring the additional sampling design and no differences in inference would be made had the first-stage sampling design been ignored. Strategically, researchers without access to multilevel software that can accommodate the sampling might consider including stratification variables as independent variables at level 2 of their model.
Regular and Special Education Mexican Teachers&apos; Attitudes toward School Inclusion and Disability
Author: Mezquita-Hoyos, Yanko Norberto
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Inclusion,Disabilities,Special Education Teachers,General Education,Comparative Analysis,Performance,Teaching Skills,Barriers,Teacher Surveys,Teacher Characteristics

The aim of the present study was to elucidate Mexicans teachers' attitudes toward school inclusion and disability. To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale. Subsequent analyses revealed that attitudes to both groups were similar in terms of direction but dissimilar in magnitude factor. In addition, while the attitude structure in both samples involved three factors, these were unique to each group: Regular education teachers (Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching Ability/Education System, Performance inside the Inclusive Classroom/Education System) and the special education teachers group (Perceived Benefits inside the Inclusive Classroom/Education System, Teaching Ability/Performance inside the Inclusive Classroom, Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and applied implications of these findings are discussed in this paper.
The Arbitrary Choice of the Predictor in Meritocratic Selection to Higher Education Affects the Selection Outcomes
Author: Cahan, Sorel
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Higher Education,Predictive Validity,Correlation,Probability,Selection,Mathematics Tests

Predictive validity considerations in selection dictate choice of the predictor with the highest predictive validity. Implementation of this principle in any specific selection process inevitably entails choice between imperfectly correlated alternative predictors, real or hypothetical, which are equivalent in terms of predictive validity. We show that use of different predictors necessarily results in the admission of partially overlapping groups of candidates. The amount of non-overlap is inversely related to the correlation between predictors and to the selection ratio. For typical values of these factors, the amount of non-overlap is considerable (50%-80%). Thus, the predictor's identity affects the identity and characteristics of the admitted candidates independently of its validity and can be intentionally used to bias the selection outcomes in a desired direction.
Investigation of the Metaphorical Perceptions of the Gifted Students Related to the Concept of Science and Art Center (SAC)
Author: Satmaz, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Foreign Countries,Figurative Language,Phenomenology,Content Analysis,Science Instruction,Arts Centers,Questionnaires,Student Attitudes,Educational Environment,Scientific Concepts

This study aims to reveal the metaphorical perceptions related to the concept of Science and Art Center (SAC,) which is a state institution where the gifted students in Turkey receive support for their education. For this purpose, gifted students were asked to produce metaphors about SAC concepts. The participants of the research are 59 students attending Çanakkale SAC in Çanakkale city, Turkey. However, 52 students are included in the study. The research is based on the phenomenological approach of qualitative research methods. The data of the study were collected by metaphor questionnaire consisting of two parts. The collected data were analyzed by content analysis method. In[HST1] the direction of the data obtained from the research, the perceptions of SAC of the gifted students were revealed. The perceptions of gifted students in the study were examined in terms of changes in gender and the education program they were enrolled. It has been found that gifted students have perceptions related to SAC in seven categories: safe and relaxing environment, source and conveyor of information, developer and guiding, entertaining learning environment, beneficial learning environment, astonishing learning environment and boring learning environment. Two different data coding systems were used to reveal 7 different categories, The result was checked in accordance with Miles and Huberman reliability coefficent and the result was 91%.
Integrating Drone Technology with GPS Data Collection to Enhance Forestry Students Interactive Hands-On Field Experiences
Author: Unger, Daniel R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Forestry,Experiential Learning,Field Experience Programs,Technology Integration,Data Collection,Geographic Information Systems,Undergraduate Students,Hands on Science,Teaching Methods,Accuracy,Program Validation,Agricultural Education,Agricultural Engineering

Undergraduate students pursuing a Bachelor of Science in Forestry (BSF) at Stephen F. Austin State University (SFA) within the Arthur Temple College of Forestry and Agriculture (ATCOFA) attend an intensive 6-week hands-on instruction in applied field methods. The second week of field station is focused on land measurement activities to introduce students to practical, hands-on, and technology based ways to survey forest boundaries. On Monday of the second week students are introduced to the concepts of how to use a handheld compass to navigate from point to point, use a consumer-grade handheld Global Positioning System (GPS) unit for collecting the geographic coordinates of given locations, use a GPS unit to calculate the area of a forest opening, use a GPS unit to walk and record a forest hiking trail, and evaluate the accuracy of their GPS derived locations via a Root Mean Square Error (RMSE) analysis. RMSE analysis between a students collected geographic coordinates and the instructors collected geographic coordinates indicated that the students were sufficient in correctly recording the geographic coordinates of point, line, and polygon features identified in the field. Grades on the student submitted reports summarizing Monday's activities resulted in 33 of 56 students (59.0%) receiving a high A, 14 of 56 students (25.0%) receiving a low A, and 9 of 56 students (16.0%) receiving a high B indicating that the interactive hands-on nature of ATCOFA's field station is effective at providing students with real-world applications whereby they will be ready to make a difference the day after graduation. Interactive drone imagery and video integrated into the daily activities in the field to enhance a student's understanding of their specific objectives provided the students in the field with a bird's eye perspective of the landscape to aid their understanding and planning of the field tasks assigned. In conclusion, employers can have confidence that when hiring recent BSF graduates from ATCOFA that the students have been introduced to geospatial technologies within a proven one-on-one instruction methodology designed to increase cognitive retention and can traverse from location to location accurately and record the geographic coordinates of earth surface features correctly.
Creating a National Readership for &quot;Harper&apos;s Weekly&quot; in a Time of Sectional Crisis
Author: Stewart, Ashlyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Periodicals,Educational History,Publications,Publishing Industry,Court Litigation,Conflict,Legal Problems,Slavery,Elections,War,United States History,Historical Interpretation,Political Influences,Writing for Publication,Institutional Survival

Throughout the 1840s and '50s, localized and specialized periodicals serving specific regions, religions, pastimes, and vocations inundated the American magazine market (Lupfer 249). The vast majority of these publications were short-lived; Heather A. Haveman, a sociologist who in 2015 conducted a quantitative analysis of historical American magazines, estimates that the average lifespan of a magazine between 1840 and 1860 was a mere 1.9 years (29). As book historian Eric Lupfer says, &quot;most were risky ventures-- undercapitalized, poorly advertised, haphazardly managed, and with limited circulation&quot; (249). However, magazines with the stability and capital of a sponsoring publishing house, as opposed to independent upstarts, could withstand the challenges to the fragile and rapidly changing publishing industry: After 1840 the production of magazines became ever more bound up with the production and promotion of books, newspapers, and other printed materials. Book publishers began issuing their own house magazines, magazines printed advertisements for newspapers and books, and the text generated by editors and contributors flowed freely between them all. (Lupfer 250) One publishing house thrived by implementing this business model: Harper &amp; Brothers. The New York City-based giant grew to be the largest publishing house in the world by 1853. It spent the 1850s producing books written by English authors and then serializing these same stories in their periodical &quot;Harper's Monthly&quot; (Harper 91). The magazine was successful not only because of the desirable content that circulated though the Harper &amp; Brothers publishing house but also because of the way the content was curated and marketed; unlike most of its localized competitors, &quot;Harper's Monthly&quot; aimed to have something for every reader across the country (&quot;A Word&quot;). The publishing house had the capital to push the periodical nationwide through newly established transportation and distribution networks, and it had the content to intrigue subscribers. [Portz-Prize-Winning Essay, 2017.]
Cultivating Empathy: Lessons from an Interdisciplinary Service-Learning Course
Author: Jacobs, Megan
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Interdisciplinary Approach,Service Learning,Honors Curriculum,Student Projects,Social Justice,Experiential Learning,Team Teaching,College Programs,Critical Theory,Institutionalized Persons,Correctional Institutions,Educational Practices

In &quot;Thinking Critically, Acting Justly,&quot; Naomi Yavneh Klos suggests that the key questions for honors education and social justice are first &quot;how to engage our highest-ability and most motivated students in questions of justice&quot; and second &quot;how honors can be a place of access, equity, and excellence in higher education.&quot; These goals are both important and complementary; achieving the latter helps achieve the former. Honors education creates a fruitful space for inclusion where the knowledge and experience of diverse students develop skills oriented toward justice for the whole community. Making honors a place of access and equity prompts deeper engagement in questions of justice for all. Particularly in its emphasis on interdisciplinary and experiential learning, honors education creates, as Yavneh Klos writes, opportunities to &quot;develop an understanding of the world in its complexities [and to] listen and engage [across difference].&quot; Honors also prompts students to learn from the intersections of experience, recognize assumptions based in privilege, and challenge the notion that justice is about helping distant others. Through these practices, honors education is particularly well-positioned to cultivate empathy, a necessary foundation of social justice education. We base our conclusions about building empathy in honors education on our experience team-teaching an experiential, interdisciplinary course focused on mass incarceration in the University of New Mexico Honors College. Titled &quot;Locked Up: Incarceration in Question,&quot; the two-semester course integrated methodologies and approaches from sociology and art, fostering interdisciplinary inquiry into the historic roots and contemporary practices of incarceration. The aim of the class was to cultivate empathetic and engaged citizens, both caring about the world around them and prepared to create change in their communities. During the fall semester, students examined mass incarceration as a civil rights issue and explored how art allows us to both construct meaning and communicate knowledge about injustice. This class prepared students for service learning projects during the spring semester, when student groups worked with community partners to provide requested services. During the activities of both semesters, students came to destabilize the false dichotomy between themselves--often relatively privileged students in their state's flagship university--and individuals directly impacted by the injustices of the carceral apparatus. Students found such complexities also mirrored in their own lives.
Participation and Interaction of Deaf and Hard-of-Hearing Students in Inclusion Classroom
Author: Alasim, Khalid N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Interaction,Deafness,Partial Hearing,Student Participation,Inclusion,Classroom Environment,Classroom Observation Techniques,Elementary School Students,Interviews,Ethnography,Semi Structured Interviews,Sign Language,Regular and Special Education Relationship,Teacher Attitudes,Accessibility (for Disabled)

This study identified a variety of strategies that facilitate the participation and interaction of d/Deaf and hard of hearing students in the general education classroom at a public elementary school. In addition, it identified the issues that limit the participation of those students. Particularly, the study focused on describing factors related to general education teachers, sign language interpreter and d/Deaf and hard of hearing students, and hearing students, in order to develop a practical framework for assist students with hearing impairment to gain more social and communication skills. The data were collected through interviews and classroom observation. The finding indicates that d/Deaf and hard of hearing students face barriers that concern their participation and interaction in the general education classroom. Also, the findings identified specific strategies in order to facilitate the participation of d/Deaf and hard of hearing students in the general education classroom.
Schoolwork of Adolescents with Dyslexia: Comparison of Adolescents&apos;, Mothers&apos; and Teachers&apos; Perspectives
Author: Rapus-Pavel, Jana
Date: 2018-00-00
Type: Journal Articles
Subjects: Dyslexia,Teacher Attitudes,Parent Attitudes,Mothers,Qualitative Research,Adolescent Attitudes,Semi Structured Interviews,Phenomenology,Student Experience,Learning Activities,Anxiety,Teacher Student Relationship,Peer Relationship,Parent Aspiration,Expectation,Accessibility (for Disabled),Middle School Teachers,Grade 6,Grade 7,Foreign Countries

In the rare qualitative studies of the experience of adolescents with dyslexia in the school context, the authors looked at the perspectives of the adolescents themselves. Attention is rarely focused on the perspectives of mothers and teachers, which are also important in order for the adolescent to cope successfully with challenges in the school context. In the present research, twelve semi-structured interviews were conducted with four adolescents with dyslexia, as well as their mothers and class teachers. The study used interpretative phenomenological analysis (IPA), which focused on the adolescents' experiences of dealing with schoolwork. Three themes emerged from the interviews: the sources of distress in school situations, response to problems, and expectations regarding the provision of assistance. The comparison of the adolescents', mothers' and teachers' perspectives has shown that the individual groups of participants have quite different ways to approach difficulties and to offering the support that is required. These findings suggest a need for greater understanding and partnership in the cooperation between adolescents, mothers and teachers when it comes to planning the support the adolescent needs to deal with schoolwork difficulties.
Teachers&apos; Concerns about Inclusion in Mainstream Early Childhood Development in Zimbabwe
Author: Majoko, Tawanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Mainstreaming,Early Childhood Education,Child Development,Foreign Countries,Severity (of Disability),Disabilities,Case Studies,Phenomenology,Negative Attitudes,Facilities,Large Group Instruction,Grounded Theory,Preschool Teachers,Special Needs Students

This study examined teachers' concerns about inclusion in mainstream Early Childhood Development (ECD) in Mashonaland West educational province of Zimbabwe. Embedded within the &quot;core expertise&quot; of inclusive pedagogy, the study draws on a sample of twenty-one mainstream ECD teachers purposively selected from the educational province. Entrenched within qualitative phenomenological methodology, individual semi-structured interviews, nonparticipant observation and document analysis were conducted to collect data. The study used a constant comparative approach of data organisation with continual adjustment throughout the analysis. Participants had systemic concerns about inclusion in mainstream ECD including the lack of physical facilities, time, clear and specific policy, finance, support services and flexible curricula. Participants also had teaching related concerns about inclusion including stakeholders' negative attitudes, large class sizes, inadequate professional preparation and the nature and severity of disabilities. The institutionalisation of individual and institutional capacity building strategies could optimise inclusion in mainstream ECD in Zimbabwe.
Twice-Exceptionality in the Kingdom of Saudi Arabia: Policy Recommendations for Advances in Special Education
Author: Mohammed, Amra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exceptional Child Research,Special Education,Special Needs Students,Educational Policy,Related Services (Special Education),Program Implementation,Educational Planning,Educational Objectives,Educational Practices,Politics of Education,Change Strategies,Policy Formation,Teacher Education,Intervention,Program Evaluation

The adoption of the principle of Education for All has catalyzed major efforts in special education throughout the world, and the Kingdom of Saudi Arabia (KSA) has developed educational policies to meet the special education needs of students since the late 1960s. Despite these efforts, there is no current policy in the KSA that provides specific services for twiceexceptional (2E) students. This paper presents recommendations for implementing a policy for 2E students in the KSA using the conceptual framework for policy planning developed by the United Nations Educational, Scientific and Cultural Organization (Haddad, 1995). The general issue of twice-exceptionality is reviewed, and processes for policy development, practitioner training, service interventions, and evaluation procedures specific to the KSA are presented. In keeping with research from the United States, recommendations emphasize the importance of a multifaceted approach to identification and intervention with 2E students.
Social Acceptance and Paraprofessional Support for Students with Severe Disabilities
Author: Lequia, Jenna L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Severe Disabilities,Paraprofessional School Personnel,Inclusion,Student Placement,Social Desirability,Attitudes toward Disabilities,Accessibility (for Disabled),Peer Relationship,Teacher Student Relationship,Demography,Student Surveys,Educational Environment,Elementary School Students

In the United States, federal mandates require local education agencies to provide education to students with disabilities in the least restrictive environment. As a result, students with disabilities are included in the general education classroom for varying amounts of the school day depending on their educational goals and individual needs. For students with severe disabilities, placement in a general education classroom is often paralleled with the assignment of a paraprofessional. Research suggests paraprofessional support can cause unintended adverse effects. The current study describes the social acceptance of students with severe disabilities who receive paraprofessional support and explores the intersection of social acceptance and paraprofessional support. Findings suggest students with severe disabilities who receive paraprofessional support have average levels of social acceptance and initial evidence that students receiving more frequent paraprofessional support have lower levels of social acceptance. Practical implications and suggestions for future research are discussed.