ethanporcaro/eric-fulltext-meta huggingface dataset:
Diagnostic Assessment and Treatment of Reading Difficulties: A Case Study of Dyslexia
Author: Oviedo, Paula Outon
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Dyslexia,Reading Difficulties,Writing Difficulties,Learning Disabilities,Educational Diagnosis,Early Intervention,Learning Modalities,Elementary School Students,Spanish,Native Speakers,Individualized Programs,Written Language,Instructional Effectiveness,Program Effectiveness,Accuracy,Spelling

Dyslexia is a specific learning disability in reading and writing, which requires adequate early intervention to prevent future school failure. We describe the diagnostic assessment of a 7-year-old boy labelled &quot;dyslexic&quot;, the evaluation of his family, social, medical, developmental, and academic status as a preliminary for the design and implementation of a personalized intervention programme. The diagnostic evaluation shows a poor performance in written language, especially in accuracy reading and spelling and reading fluency, making more mistakes in the tests of TALE than normal readers of first level of primary education, and needing consolidate and automate the most of graph-phoneme correspondences. The intervention program continued to be characterized by individual attention, structured and focused on written language, which aims to improve the educational needs that the student has in reading and writing. The teaching and learning experiences that take place following a multisensory approach, which combines the modalities visual, auditory, kinaesthetic, and tactile, in a context of written language as natural and meaningful as possible. After 30 weeks of thrice-weekly sessions, the student has achieved significant improvement in both reading and writing, reducing the number of errors in accuracy and fluency, and improved spelling and joints and fragmentation of words in their written compositions. This progress in the tasks in which previously the child experienced failure demonstrates the effectiveness of the program. (Contains 2 tables and 2 figures.)
Status of Muslim Immigrants' Children with Learning Difficulties in Vienna
Author: Mohsin, M. Naeem
Date: 2013-05-00
Type: Journal Articles
Subjects: Learning Problems,Immigrants,Muslims,Structured Interviews,Learning Disabilities,Accessibility (for Disabled),Migrant Children,Performance Factors,Parent Participation,Migrant Education,Migrant Programs,Migrant Problems,Questionnaires,Interviews,Administrator Attitudes,Parent Attitudes,Student Attitudes

The study was conducted to know the status of Muslim immigrants' children with learning difficulties and importance of parents' involvement for the education whose children are with learning difficulties, and the factors responsible for the learning difficulties among immigrants' children. There were 81 immigrant children with learning difficulties who were identified for detail information. Eight parents of children with learning difficulties, and five directors of SPZs (Sonder Padagogik Zentrums) who were already involved with the education of children leaning difficulties were the part of the study. Following instruments were developed and used to achieve the objectives and test the hypothesis, such as: (1) questionnaire for children; (2) schedule interview for directors of SPZ; and (3) structured interview for parents. The results showed that the presence of male children was more than females. Parents, less interest, home environment, parents' qualification, age of children, and teachers' attitude with parents were powerful indicators which are responsible for learning difficulties among immigrants' children. (Contains 2 tables.)
Learners with Disabilities in an Inclusive Education Setting in Nigeria: Implications for Administrators
Author: Eskay, Michael
Date: 2013-05-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Foreign Countries,Accessibility (for Disabled),Instructional Development,Referral,Disability Identification,Educational Environment,Educational Policy,Educational Assessment,Educational Indicators,Student Placement,Individualized Education Programs,Legal Responsibility

Education in an inclusive setting appears to be a concept in this 21st century. This concept is beginning to gain recognition in the field of education. Children with and without disabilities are gradually being educated together in large scale societies. This is because most large scale countries have begun to recognize, appreciate, and accept children with disabilities in inclusive classrooms. In Nigeria, inclusive education has not fully gained recognition due to governmental policies. These policies help in the formulation and implementation of special education programs for learners with disabilities in Nigeria. The authors looked at inclusive education policies in relation to placement, legal mandate, assessment, least restrictive environment, identification and referral, and instructional programming. Finally, in this paper, recommendations and conclusion are provided.
The Employability of Young People in Spain: The Mismatch between Education and Employment
Author: Moreno Minguez, Almudena
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,Labor Market,Youth Employment,Education Work Relationship,Structural Unemployment,Youth Opportunities,Youth Problems,Labor Economics,Labor Conditions,Employment Opportunities,Human Capital

This paper reflects the ambiguous concept of employability and its use as an instrument to fight against youth unemployment. Generally, this concept refers to educational capital which workers acquire to enhance their possibilities of being employed and productive, without taking into account factors, such as sex, nationality, the social class they belong to, or the flaws of the production system itself. The data presented in this paper evince the high levels of youth unemployment and the existing mismatch between the education system and the labour market. These circumstances are evidenced on the one hand by high levels of academic failure and on the other hand by the overqualification of this population in Spain, who are working in jobs below their level of educational achievement. In short, based on the descriptive data presented, the paper reflects how to make career and learning pathways more flexible, reduce the existing segmentation in both education and the labour market, as well as the need to adapt education to available occupations and diminish the dropout rate. (Contains 2 tables, 8 figures, and 2 footnotes.)
The Dependence of Coping Behavior of the Students on Peculiarity of Subjective Reflection of the Teacher
Author: Fatima, Tashimova
Date: 2013-05-00
Type: Journal Articles
Subjects: Factor Analysis,Teaching Methods,Self Esteem,Reflection,Coping,Defense Mechanisms,Educational Psychology,Student Behavior,Attitude Measures,Behavior Theories,Personality Theories,Teacher Student Relationship,Foreign Countries

The representation level of the teacher in the inner world of the students is influencing the success in the study activities (Liimets H. I.). Because they are real accompaniers to students in the learning process, as in the temporal aspect, as well as in content, the question arises about the possibility of their impact on particular coping behavior of students. According to hypothesis, following methods were used in the research: Frydenberg and Lewis's ACS (adolescent coping scale) adapted by Krukova, and &quot;scaling of regulatory and personal relations&quot; adapted by Mislavskiy. Processing was carried out by using of factor analysis. The result revealed the following relationship: For students in Group 1, teachers are reflected in both subjects with a high value in the inner world of students, enabling them to achieve aspirations and self-esteem, as well as close to the I image. The students are characterized by a mobile style of coping with a high focus on problem-solving and high level of self-control (egotism). For students in Group 2, teachers reflected as a pleasant personality and accepted, directing their achievements. The style of coping is characterized for the desire for harmony and overcoming psychological defense. For students in Group 3, the teachers are presented as constraints and do not support their claims and self-esteem. They are characterized by egocentric style of coping characterized by a predominance of psychological defense mechanisms (withdrawal, Jonah complex, etc.). In Group 4, the teachers are presented in a contradictory version: as supporting their claims, self-esteem, and criticizing. The style of coping is characterized by a predominance of the emotional components and the avoidance of responsibility. Thus, the measure of the representation of teachers and the nature of their reflection in the inner world of students significantly affect not only the success in studies and in the ways of coping mechanisms reflecting the ratio of personal growth and psychological defense. (Contains 7 figures.)
Investigating the Prospective Teachers' Level of Adjustment in Terms of Perceived Identity, Values, and Needs
Author: Erdogdu, M. Yuksel
Date: 2013-05-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Preservice Teachers,State Schools,Questionnaires,Personality Measures,Social Adjustment,Vocational Adjustment,Values,Professional Identity,Educational Needs,Needs Assessment,Student Teacher Attitudes

The main purpose of this study is to investigate the prospective teachers' level of adjustment in terms of perceived identity, values, and needs. The searching group includes a total of 273 prospective teachers, 178 of whom are females, and 95 of whom are males. They are either working as paid teachers in the state schools within the boundaries of the Istanbul Metropolitan Municipality or they are attending KPSS (Public Personnel Selection Examination) courses. All of them volunteered to participate in the study. The Hacettepe Personality Inventory and questionnaire developed by the researcher were administered to the participants. T-test and one-way ANOVA (analysis of variance) were used to analyze the data obtained. Those who perceive themselves as having the &quot;foreclosed identity status&quot; and &quot;diffused identity status&quot; have a more intense personal and social maladjustment. It is observed that those with spiritual values experience a more intense personal maladjustment compared than those with power values. More intense adjustment problems are observed in prospective teachers with high needs for status and prestige with high needs for love and to be loved by other people. Teachers are the keystones of education and learning. Therefore, they need to solve their adjustment problems so that they can raise healthy and quality generations. (Contains 7 tables.)
Kenyan Student-Teacher Counsellors' Creativity and Its Relationship with Their Gender,   Age, and Teaching Experience
Author: Kinai, Theresia Kavuli
Date: 2013-05-00
Type: Journal Articles
Subjects: Teaching Experience,Statistical Analysis,Creativity,Creative Thinking,Age Differences,Gender Differences,Student Teacher Attitudes,Student Teachers,Counselor Training,Foreign Countries,Competency Based Teacher Education,Teacher Competency Testing

The purpose of the study was: (1) assess creativity of postgraduate student-teacher counselors whose age range was 25-54 years old, and teaching experience of 4-25 years; and (2) to find out whether age, gender, and teaching experience influence creativity. Seventy-two participants (43 females and 29 males) responded to the ICAS (Ibadan Creativity Assessment Scale) by Akinboye, 1977. Data were analyzed using percentages, chi-square, Kruskal Wallis tests, and ANNOVA (analysis of variance). Results showed: ideative flexibility, ideative originality, ideative fluency, and creativity motivation scores to be 56.5%, 59.47%, 57.4%, and 68.81% respectively. Creativity overall score was 57.79%. The respondents had great motivation for creativity. Independent tests showed that there were no significant differences in creativity as a result of age, gender, and teaching experience at p less than 0.05. The development of creativity is not depended on age, gender, and teaching experience. It is influenced by other factors, such as divergent thinking, intelligence, and training. (Contains 6 tables.)
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 1: Summary
Author: Koos, Leonard V.
Date: 1934-00-00
Type: Historical Materials
Subjects: School Effectiveness,Physical Education,Articulation (Education),Secondary Education,School Libraries,National Surveys,Educational Research,Institutional Characteristics,Student Characteristics,Population Trends,Evaluation Utilization,Research Reports,Vertical Organization,School Organization,African American Education,School Districts,Trend Analysis,Supervision,Teacher Selection,Teacher Recruitment,Individual Differences,Guidance Programs,Institutional Advancement,Curriculum Development,Educational Trends,Health Services

This manuscript, prepared by Doctor Koos and the staff, is a summary of the entire survey as published in 27 other monographs. It epitomizes the organization of secondary education, giving due stress to full-time and part-time schools; to the nature of the secondary-school population, showing that it has increased very greatly and, therefore, it has more variety than formerly; to the resulting reorganized forms of secondary education, particularly the junior high school, the 6-year school, and the junior college. This monograph contains the following chapters: (1) Some highlights in the findings of the survey; (2) Using the reports and findings of the survey; (3) Making the survey; (4) The Horizontal organization of secondary education; (5) The Secondary-school population; (6) The Vertical reorganization of secondary education; (7) The smaller secondary schools; (8) Secondary education for Negroes; (9) District organization and secondary education; (10) Legal and regulatory control of secondary education; (11) Trends in the articulation of high school and college; (12) Administrative and supervisory staffs and programs of supervision; (13) Selection and appointment of teachers; (14) Provisions for individual differences; (15) Programs of guidance; (16) Research within schools and systems; (17) Interpreting the secondary school to the public; (18) The secondary school library; (19) Procedures in curriculum making; (20) Trends in programs of studies; (21) Instruction in certain subject groups; (22) Nonathletic extracurriculum activities; (23) Intramural and interscholastic athletics; and (24) Health work and physical education. Individual chapters contain footnotes. (Contains 7 figures and 2 tables.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 2: The Horizontal Organization of Secondary Education
Author: Kefauver, Grayson N.
Date: 1934-00-00
Type: Historical Materials
Subjects: Student Attitudes,Secondary Schools,Industrial Arts,Secondary Education,Special Schools,Administrative Organization,College Preparation,Industrial Education,Part Time Students,Guidance Programs,Summer Programs,Correspondence Schools,Vocational Education,High Schools,Proximity,Student Characteristics,Residential Programs,Secondary School Students

Study of horizontal organization of secondary education is concerned principally with two classes of education at that level. In the first place it deals with all types of specialized education, whether found in special curriculums such as college preparatory and industrial arts in comprehensive schools, or in special schools, each emphasizing academic work, commercial subjects, manual arts, trades, or some other field. In the second place it deals with part-time education exemplified in the continuation and evening school. This monograph contains the following chapters: (1) The Problem of Horizontal organization; (2) Programs of different types of secondary schools; (3) Part-time cooperative curriculums; (4) The guidance of pupils in comprehensive and specialized school systems; (5) The Proximity of residence of pupils to secondary schools; (6) Characteristics of pupils in various curriculums and schools; (7) Attitudes and association of academic and vocational pupils; (8) Educational and vocational activities of former pupils; (9) Correspondence courses in public secondary schools; (10) The Summer high schools; and (11) The evidence and the issues. Individual chapters contain footnotes. (Contains 84 tables and 10 figures.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 3: Part-Time Secondary Schools
Author: Kefauver, Grayson N.
Date: 1933-00-00
Type: Historical Materials
Subjects: Secondary Education,National Surveys,Part Time Students,Evening Programs,Student Characteristics,Enrollment,High School Students,Incidence,Continuation Students

This manuscript was written by Grayson N. Kefauver, a part-time specialist, and Victor H. Noll and C. Elwood Drake, full-time specialists engaged on the National Survey of Secondary Education. It deals with pupils who attended the part-time continuation school's four or more hours a week and also with those who attended evening high schools. It was found that as a group, pupils who attended the continuation schools are slightly lower in intelligence and slightly older in chronological age than are those in the full-time high school. Because they come from a lower socio-economic group, the reason for leaving the full-time school was frequently the necessity for earning a living for themselves or for their relatives. In general, the enrollment in these continuation schools seems to have reached its peak about 1928 and to have declined somewhat after that time. This monograph contains the following chapters: (1) General acceptance of part-time secondary education; (2) The prevalence and programs of continuation schools; (3) Characteristics of pupils enrolled in continuation schools; (4) Prevalence and programs of evening schools; (5) Characteristics of pupils enrolled in evening schools; and (6) Concluding comments on continuation and evening schools. Individual chapters contain footnotes. (Contains 6 figures and 39 tables.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 4: The Secondary-School Population
Author: Kefauver, Grayson N.
Date: 1933-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Enrollment,Secondary Schools,Foreign Countries,Secondary School Students,High Schools,Enrollment Trends,Student Characteristics,Secondary School Curriculum,Supervision,National Surveys

Within a period of 30 years the high-school enrollment has increased a little over 10 per cent of the population of high-school age to more than 50 per cent of that population. This enrollment is so unusual for a secondary school that is has attracted the attention of Europe where only 8 to 10 per cent attend secondary schools. Many European educators have said that we are educating too many people. In order that we many know where we stand in secondary education, the membership of the North Central Association of Colleges and Secondary Schools four years ago took the lead in urging a study. It seemed to them that it was wise for such a study to be made by the Government of the United States rather than by a private foundation, for if such an agency studied secondary education it might be accused either rightly or wrongly of a bias toward a special interest. When the members of a committee of this association appeared before the Bureau of Budget in 1928, they received a very courteous hearing. It was impossible, so the Chief of the Budget Bureau thought, to obtain all the money which the commission felt desirable; with the money which was obtained, $225,000, to be expended over a 3-year period, it was found impossible to do all the things that the committee had in mind. It was possible, however, to study those things which pertained strictly to secondary education, that is, its organization; its curriculum, including some of the more fundamental subjects, and particularly those subjects on which a comparison could be made between the present and earlier periods; its extracurriculum, which is almost entirely new in the past 30 years; the pupil population, and administrative and supervisory problems, personnel, and activities. This bulletin contains the following chapters: (1) Changes in the secondary-school population; and (2) Characteristics of secondary-school pupils. Individual sections contain footnotes. (Contains 1 figure and 5 tables.) [Best copy available has been provided.]
National Survey of Secondary Education. Bulletin, 1932, No. 17. Monograph No. 5: The Reorganization of Secondary Education
Author: Spaulding, Francis T.
Date: 1933-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),School Organization,Two Year Colleges,Secondary Education,National Surveys,Educational Change,Junior High Schools,Standards,Evaluation Criteria

The chief purpose of this study has been to determine what existing forms of American secondary-school organization are of greatest promise. The study has sought, in particular, to discover the effects of the junior high school movement upon practice in school organization, to secure objective evidence as to the comparative merits of reorganized and conventionally organized secondary schools, and to provide a basis for estimating the relative promise of various types of junior and senior high schools. No generally accepted standards have thus far been formulated by which the worth of various types of school organization may be measured. The most commonly recognized standards are those of the North Central Association of Colleges and Secondary Schools. The regulations of this association embody criteria on the basis of which member schools are accredited. The criteria deal, however, only with minimum essentials of organization. Like the standards proposed by other accrediting agencies and by individual specialists in secondary education, they afford small basis for distinguishing among schools which are well above a merely minimum level. This bulletin contains the following parts: (1) The Reorganized Secondary School; (2) Recent Growth and Present Status of the Public Junior College; and (3) Special Reorganizations of School Systems. Appended are: (1) A list of secondary schools (supplying detailed information for use in connection with Part I), which report exceptionally comprehensive organizations; and (2) A list of needed investigations of school organization revealed in Part I. Individual sections contain footnotes. (Contains 46 tables and 16 figures.) [Best copy available has been provided.]