ethanporcaro/eric-fulltext-meta huggingface dataset:
Universal Design for Instruction in Postsecondary Education: A Systematic Review of Empirically Based Articles
Author: Roberts, Kelly D.
Date: 2011-00-00
Type: Information Analyses
Subjects: Learning Theories,Research Needs,Postsecondary Education,Instructional Design,Outcomes of Education,Access to Education,Literature Reviews,Educational Principles,Accessibility (for Disabled),Journal Articles,Research Methodology,Educational Practices,Instructional Development

Universal Design for Instruction (UDI) in postsecondary education is a relatively new concept/framework that has generated significant support. The purpose of this literature review was to examine existing empirical research, including qualitative, quantitative, and mixed methods, on the use of UDI (and related terms) in postsecondary education. The criteria used to select articles included in this review were: (a) empirical studies in peer-reviewed journals, (b) articles published in 2000 or after, and (c) articles on the use of UDI, Universal Design for Learning (UDL), Universal Instructional Design (UID), and Universal Design (UD) in postsecondary education settings. Eight articles met the search criteria. This limited number of empirically based articles led to the conclusion that more research needs to be conducted on the use of UDI in postsecondary education. The primary recommendation for future research is to operationalize the principles of UDI and investigate its impact on the outcomes of postsecondary education students with and without disabilities. (Contains 2 tables.)
Student Perceptions of Faculty Implementation of Universal Design for Learning
Author: Schelly, Catherine L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Surveys,Program Effectiveness,Access to Education,Program Implementation,Student Attitudes,Postsecondary Education,Accessibility (for Disabled),Student Evaluation of Teacher Performance,Pretests Posttests,Training Methods,Teacher Effectiveness,Instructional Improvement,Faculty Development

The anecdotal benefits of implementing Universal Design for Learning (UDL) at postsecondary institutions are well documented. The literature suggests that UDL offers students with disabilities enhanced opportunities for engagement, expression, and academic performance. Responding to the call by educators for empirical evidence of UDL's beneficial effects on student learning, performance, persistence, and ultimately retention, this study measured changes and/or improvements in instruction as perceived by students following UDL instructor training and subsequent course delivery modifications. This study also describes the process that was undertaken to develop and implement pre- and post-student surveys, and points the way toward further research regarding the benefits of UDL implementation to postsecondary education. (Contains 2 tables.)
Relationship between Negative Emotion and ADHD among College Males and Females
Author: Kearnes, Tori B.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Correlation,Hyperactivity,Attention Deficit Disorders,Identification,Gender Differences,Measures (Individuals),Emotional Response,Clinical Diagnosis

This study extends a body of research indicating a relationship between negative emotion and Attention Deficit-Hyperactivity Disorder (ADHD). Gender differences in the self-reporting of negative emotion among college students with ADHD were examined. Sixty-four college students (39 male, 25 female), with a diagnosis of ADHD, and 109 college students (37 male, 72 female), who were evaluated yet received no ADHD diagnosis, completed self-report measures of negative emotion. Results suggest that regardless of gender, students with an ADHD, Combined Type diagnosis reported significantly more negative emotion compared to students with no diagnosis. Gender differences were evident within both the ADHD, Combined Type and No Diagnosis groups, with females scoring significantly higher than males. This pattern continued to distinguish students with an ADHD, Combined Type diagnosis from those with no diagnosis within each gender. (Contains 3 tables.)
Faculty Members' Ratings of the Effectiveness of Academic Strategies for University Students with Psychiatric Disabilities
Author: Brockelman, Karin F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mental Disorders,Engineering,College Faculty,Engineering Education,College Students,Higher Education,STEM Education,Questionnaires

University faculty members were surveyed regarding which academic strategies they used to accommodate students living with psychiatric disabilities and the effectiveness of these strategies. Differences were found between Engineering and faculty in fields other than science, technology, engineering, and math (non-STEM) with regard to the academic strategies they use to accommodate students living with psychiatric disabilities; five of the strategies were used more frequently by Engineering faculty than non-STEM faculty and four of the strategies were used more frequently by non-STEM faculty. One strategy, providing extra time on an exam, was rated as significantly more effective by Engineering faculty than non-STEM faculty. (Contains 3 tables.)
Perceptions of Academic Staff towards Accommodating Students with Disabilities in a Civil Engineering Undergraduate Program in a University in South Africa
Author: Mayat, Nafisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Interviews,Civil Engineering,Foreign Countries,Undergraduate Study,Higher Education,Academic Accommodations (Disabilities),Undergraduate Students,School Personnel,Surveys

This study explored the perceptions of academic staff towards admission of students with disabilities, and their accommodation once accepted into an undergraduate Civil Engineering program in a South African university. Qualitative responses relating to the perceptions of five academic staff were obtained through semi-structured interviews. The academic staff had limited interactions with persons with disabilities prior to the study. They were also uninformed about disability issues. However they were willing to admit and accommodate students with disabilities in the undergraduate Civil Engineering program. The perceived attitudes of the academic staff towards people with disabilities, and their knowledge and awareness about disability issues may negatively impact the accommodation of students with disabilities in the program.
Success with ACCESS: Use of Community-Based Participatory Research for Implementation
Author: Eilola, Carolyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Participatory Research,Disabilities,Academic Accommodations (Disabilities),Access to Education,Action Research,Attitudes toward Disabilities,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Questionnaires,Measurement Objectives,Measurement Techniques,Program Implementation

The Assessment of Campus Climate to Enhance Student Success survey (ACCESS) is a set of four questionnaires designed to elicit feedback from five campus constituencies including faculty, administration, staff, students with disabilities, and students without disabilities &quot;to use in planning and garnering support for meaningful activities and changes&quot; related to disabilities issues in higher education. ACCESS measures knowledge about, attitudes toward, and perceptions of disability issues. ACCESS is intended to assist institutions of higher education in planning strategies to better meet the needs of students with disabilities. In this article, the process of a community-based participatory research initiative to implement ACCESS is described. A collaborative team of students, a faculty member, and the Coordinator for Students with Disabilities used ACCESS to increase awareness of disability issues and provide a framework for institutional intervention. (Contains 2 tables.)
College-Based Personal Finance Education: Student Interest in Three Delivery Methods
Author: Goetz, Joseph
Date: 2011-00-00
Type: Journal Articles
Subjects: Counseling Services,Undergraduate Students,Student Interests,Money Management,Guidance Centers,Teaching Methods,Educational Finance,Higher Education,Constructivism (Learning),Models,Predictor Variables,College Students,Knowledge Level,Consumer Education

Using online survey responses from 509 undergraduate students, three financial education methods (on-campus financial counseling center, online financial management resources, and in-person educational workshops) were examined. Using a social constructionist framework, the analysis controlled for various demographic and financial factors. The results of three logistic regressions indicated that having taken a personal finance course was positively associated with interest in all three delivery methods. Having higher debt, being African American, and believing that finances will affect college completion were positively associated with at least one but not all three delivery methods. Recommendations for implementing financial education programming for college students are provided. (Contains 4 tables.)
Outcomes of On-Line Financial Education for Chronically Ill Rural Women
Author: Haynes, Deborah C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Females,Pretests Posttests,Computers,Program Effectiveness,Scores,Comparative Analysis,Online Courses,Chronic Illness,Longitudinal Studies,Educational Technology,Computer Uses in Education,Access to Education,Money Management,Social Support Groups,Discussion Groups,Computer Mediated Communication,Rural Areas,Distance Education

This research was part of a larger longitudinal study of chronically ill rural women to determine if computer technology could be effective in allowing the women to take control of their own well-being, including finances. The current study examined whether chronically ill rural women can effectively use on-line personal finance educational programming, as measured by a financial literacy assessment pretest compared to a post-test assessment consisting of the same questions in the pretest. The women were randomly divided into three groups: (a) an intensive intervention group where participants had an on-line series of lessons on finances, access to experts, and a social support discussion board; (b) an intermediate intervention group where participants had only the on-line lessons; and (c) a control group. Results indicate the intensive and the intermediate intervention strategies are effective compared to the control group in producing a significant increase between pre-test and post-test scores. (Contains 5 tables.)
Financial Knowledge and Best Practice Behavior
Author: Robb, Cliff A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Money Management,Credit (Finance),Consumer Education,Retirement,Insurance,Financial Services,Counseling

The current research examines the relationship between personal financial knowledge (both objective and subjective), financial satisfaction, and selected demographic variables in terms of best practice financial behavior. Data are taken from the Financial Industry Regulatory Authority's (FINRA) National Financial Capability Study, a nationally representative sample of 1,488 participants and are analyzed using multiple regression analysis. Findings suggest that both objective and subjective financial knowledge influence financial behavior, with subjective knowledge having a larger relative impact. Other variables that have a significant impact on financial behavior include financial satisfaction, income, education, age, race, and ethnicity. (Contains 2 figures and 3 tables.)
Think outside the Book
Author: Carney, Kevin
Date: 2011-08-00
Type: Journal Articles
Subjects: Textbooks,State Standards,Educational Practices,Alignment (Education),Program Descriptions,Educational Resources,Electronic Libraries,Partnerships in Education,Professional Development,Academic Achievement,Cost Effectiveness,Effective Schools Research,Curriculum Development,Educational Improvement,Improvement Programs,Instructional Development

Many students are capable of reading a chapter, doing the end-of-chapter questions, studying a little bit, and passing the chapter test. Many teachers are in the habit of using a textbook as a crutch to fall back on when creativity is lacking. Others are capable of teaching incredibly creative lessons based on state standards but are bound by the &quot;adopted textbook.&quot; The unfortunate end result: Too many students are not being taught to master state standards, particularly those not covered in their textbooks. Too many are not learning the basics, are not achieving on standardized and ACT tests, and are not leaving school with the skills necessary for success in a worldwide economy. Sadly, this picture is the reality in classrooms across the country. This article describes how the Vail School District in Arizona improved student achievement by taking advantage of free digital resources and relying less on textbooks. Now the district is sharing its curriculum practices with 25 schools across the state.
Mission Possible: Three Keys to One-to-One Success
Author: Mortensen, Carol
Date: 2011-08-00
Type: Journal Articles
Subjects: Access to Computers,Computer Uses in Education,Technology Planning,Change Strategies,Educational Change,Program Descriptions,Program Development,Educational Resources,Best Practices

Making a one-to-one computing program work calls for more than just placing a computer on everyone's desk. It takes a complete transformation of learning and teaching. In this article, the author shares a few lessons she learned on the path to one-to-one success. (Contains 3 online resources.)
How to Pay for Your One-to-One Program
Author: Kiker, Rich
Date: 2011-08-00
Type: Journal Articles
Subjects: Educational Finance,Computers,Computer Uses in Education,School Districts,Budgets,Educational Technology,Technology Uses in Education

These days, school district budgets are getting hit on both sides: State budgets are facing drastic cuts across the United States at the same time that many schools are dealing with rising insurance premiums and retirement fund payouts. It's no wonder that technology is often an early casualty in district fiscal planning. Unfortunately, in this environment, many schools see one-to-one computing as an unattainable fantasy. But there is a way! In this article, the author shares creative strategies that will allow any district to get the distributed computing program of its dreams--and pay for it too.
Right on Course
Author: Brown, Don W.
Date: 2011-08-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,School Districts,Partnerships in Education,Agency Cooperation,Network Analysis,Information Networks,Educational Resources,Barriers,Performance Factors,Program Descriptions,Systems Development,Information Management

Lane County, Oregon, has 16 school districts, and up until last year, every one of them had its own online learning program. Some were more like correspondence courses, while others were closer to online curriculum delivery. No one had ever explored the options available, the cost savings that district collaboration might provide, or the benefits that a central &quot;go-to&quot; for support could offer. During the 2009-2010 school year, district superintendents decided to work together to create better online options countywide. That January, they directed the local education service agency, Lane Education Service District (Lane ESD), to try something new. In addition to providing special education services and delivering teacher professional development, Lane ESD would create a diverse collection of online options for all students in the county. This article describes how collaboration among the 16 school districts led to better online learning options for students across the entire county.
Financial Advice: Who Pays
Author: Finke, Michael S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Financial Services,Client Characteristics,Identification,Data Collection,Decision Making,Money Management,Access to Information,Expertise,Purchasing,Cost Effectiveness,Fiscal Capacity,Self Motivation

Using a cost-benefit framework for financial planning services and proprietary data collected in the summer of 2008, the client characteristics that are associated with the likelihood of paying for professional financial advice, as well as the type of financial services purchased, are identified. Results indicate that respondents who pay for financial advice are more likely to be female, relatively older, wealthier, and college educated but do not have a high level of self-reported knowledge about financial issues. Of the respondents who purchase financial advice, those who are comprehensively-managed are more likely to be under 65, wealthy, and have high self-reported knowledge about financial issues. This study reveals important differences between the decision to pay for financial advice and the type of financial services purchased. (Contains 2 tables and 1 endnote.)
Doctoral Cohort Mentoring: Interdependence, Collaborative Learning, and Cultural Change
Author: Mullen, Carol A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Peer Relationship,Mentors,Instructional Leadership,Family School Relationship,Student Attrition,Educational Practices,Teacher Student Relationship,Student Research,Doctoral Dissertations,Feedback (Response),Cooperative Learning,Grouping (Instructional Purposes)

This article explores the value of cohort mentoring for facilitating as well as structuring mentoring relationships involving students and faculty. A narrative case study is provided of a doctoral cohort, with focus on the experienced teacher's development as scholar-practitioner leader. While informal and semiformal cohorts have a viable presence within many universities, they have failed to receive institutional support and adequate attention in the extant literature. Specifically, the Writers in Training (WIT), a semiformal university cohort program, provided feedback primarily through audiotaped dialogue, with additional information derived from textual artifacts. The results highlight the relevance of interdependence, collaborative learning, and cultural change to cohort mentoring. Implications suggest the need for rewards and policies that support such grassroots initiatives aimed at the successful socialization, success, and graduation of students.
The Scholar-Practitioner Concept and Its Implications for Self-Renewal: A Doctoral Student's Perspective
Author: Herbet, Terri R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teachers,Administrators,Doctoral Programs,Models,Professional Development,Higher Education,Leaders

There are basically two types of educators in the educational community: those that have become embittered and unable to remain effective, and those that continue to remain passionate learners. The scholar-practitioner model offers an opportunity for self-renewal, as experienced by one doctoral student finding herself at a point where she had to decide which type she would identify with. The zeal of scholarly work, when placed within the confines of practice, will sustain the flames of learning, even as one moves through change.
Thoroughly Postmodern Ralph: A Commentary on Scholar-Practionership
Author: Bentley, Judy K. C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Postmodernism,Theory Practice Relationship,Teachers,Students,Special Education,Disabilities,Inclusion

In the postmodern conceptual framework that informs this commentary, both teacher and student are seen as scholar-practitioners. To meet the scholar-practitioner's goal of connecting theory and practice, teaching and learning are considered to be necessary and inseparable acts. Teacher and student are mutually engaged as "bricoleurs" (Levi-Strauss, 1966)--professional do-it-yourselfers--who extract and apply the right tools for the job of constructing schooling from a cache of diverse ideas. The scholar-practitioner dyad is both reflexive and reflective, seizing a teachable moment, and replicating its found strategies in future lessons. The author provides an example of postmodern scholar-practitionership from her experience as a special education teacher, wherein a teachable moment led to undreamt-of possibilities for both teacher and student. Deconstruction of current metanarratives regarding disability and special education are discussed, and questions are posed for future deconstruction of positivist paradigms.
The Scholar-Practitioner: A Philosophy of Leadership
Author: Schultz, Jeffrey R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Caring,Social Justice,Educational Practices,Values,Leadership,Educational Philosophy,Philosophy,Administrative Principles,Literature Reviews,Grounded Theory,Inquiry,Epistemology,Scholarship,Democratic Values,Communities of Practice,Equal Education

This article serves to provide theoretical grounding for the five core values of scholar-practitioner leadership and will investigate the cyclical pattern of inquiry-generated knowledge for educational practice. The core values of leadership embrace community, democracy, social justice, caring, and equity. After grounding the core values in current research literature, this article will explain how inquiry of, in, and for practice help the scholar practitioner leader to generate knowledge of, in, and for practice. This generated knowledge for practice is further guided by a lens of criticality grounded in the theoretical constructs of critical pragmatism and Dewey's democratic conception of education.
Thomas B. Greenfield: A Challenging Perspective of Organizations
Author: Bailey, Scott
Date: 2010-00-00
Type: Journal Articles
Subjects: Organizational Theories,Educational Administration,Values,Leadership

Organizations are not real; people are. Any science or theory of organizations must consider how the organization impinges, in a very real and tangible way, on the lives of its members. This article traces the development of one such theoretical branch of organizational science through the pioneering work of Thomas B. Greenfield. The author uses Greenfield's work as a lens to examine a personal transformation in belief and practice.
The Interplay between Teachers' Biography and Work Context: Effects on Teacher Socialization
Author: Skerrett, Allison
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Experience,Teacher Attitudes,Biographies,Reflection,Context Effect,Parent Influence,Socialization,Social Class,Urban Schools,Barriers,Teacher Student Relationship,African American Teachers,Social Status,Racial Bias,Self Concept

In this article, I use the process of self-reflection to examine how my biography influenced my teaching experiences in a particular school context. Drawing on these experiences and the work of scholars in this area, I contend that such self-knowledge is critical for teachers' successful socialization and retention in diverse schooling environments. I conclude by offering suggestions for reconstructing teachers' preparation and socialization to foster a stance of critical self-reflection on teaching and learning that includes reflecting on how biography shapes the teaching experience in given schooling contexts.