ethanporcaro/eric-fulltext-meta huggingface dataset:
In Search of Equivalent Social Participation: What Do Caregivers of Children with Disabilities Desire Regarding Inclusive Recreational Facilities and Playgrounds?
Author: Stanton-Chapman, Tina L.
Date: 2019-12-00
Type: Journal Articles
Subjects: Playgrounds,Inclusion,Recreational Facilities,Parent Child Relationship,Parent Attitudes,Disabilities,Family Needs

The purpose of the current study was to examine what caregivers with children who have disabilities desire regarding inclusive recreational facilities and playgrounds for their children, the constraints that affect their recreational opportunities for the family as a whole, and the dream recreational facilities and playgrounds that would support families in overcoming social participation constraints. This study involved 491 caregivers. Results showed that caregivers (a) take their families to recreational facilities and visit them often, (b) indicated that their child with a disability could not fully participate in the facility's offerings, (c) felt that recreational facilities and playgrounds were not appropriate for their child with a disability, and (d) dreamed of a recreational facility and playground that met the needs of &quot;all&quot; family members. Results and implications are discussed by disability category.
Learning across Discipline Boundaries through Narrative Inquiry: A Study of a Collaboration to Improve Mathematics Teacher Education
Author: Butler, Edwina
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Cooperation,Interdisciplinary Approach,Inquiry,Educational Improvement,Mathematics Education,Preservice Teacher Education,Preservice Teachers,Teacher Educators,Professional Personnel,Communities of Practice,Foreign Countries,Personal Narratives,Reflection

Improving mathematics education is an issue that arises periodically in the media and is the object of frequent, and sometimes contradictory, policy efforts and academic endeavours. Strategies used to tackle this issue range from raising requirements for tertiary entry to focussing on innovative pedagogies. One strategy with the potential to enhance pre-service teacher education is to improve collaboration between the stakeholders charged with providing this education: mathematicians and teacher educators. However, finding ways to enhance collaboration across discipline boundaries remains largely unexplored in this context. This paper studies the development of a multidisciplinary team of university academics collaborating to improve mathematics pre-service teacher education. To facilitate this collaboration and shared learning, a narrative inquiry process was utilised. The process enabled members to explore, deepen and sustain their connections with one another and their understanding of the shared focus underpinning their work as teacher educators. Our thematic analysis of the narratives obtained, highlights factors that enhance or potentially hinder multidisciplinary interactions and learning. Multidisciplinary teams may use their increased knowledge of these factors, and the process of narrative inquiry itself, to reflect upon their current and future collaborations. This allows such teams to preclude, manage, and respond to challenges in ways that can ultimately enhance pre-service teacher education.
Do Tutors Make a Difference in Online Learning? a Comparative Study in Two Open Online Courses
Author: Heller, Richard Frederick
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Tutors,Teacher Student Relationship,Computer Mediated Communication,Course Descriptions,Outcomes of Education,Student Motivation,Learner Engagement,Independent Study,Access to Education,Management Systems,Injuries,Prevention,Open Universities,Program Descriptions,Exercise,Health Education,Course Evaluation,Gender Differences,Student Attitudes,Tests,Grades (Scholastic)

Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs.
What Matters Most in Superintendent Evaluation
Author: Davidson, Frank D.
Date: 2019-11-00
Type: Journal Articles
Subjects: Superintendents,Administrator Evaluation,Administrator Attitudes,Governing Boards,Board Administrator Relationship,Trust (Psychology),Money Management,Educational Quality,Teacher Administrator Relationship,Educational Planning,Strategic Planning,Decision Making,Program Implementation,Student Evaluation,Standardized Tests,Educational Environment,School Safety

In the fall of 2018, all school superintendents in a state in the southwest were invited to take part in a survey which included a section related to superintendent perceptions of the board's evaluation process for superintendents. The present article addresses the factors perceived to be important in evaluations of superintendents by governing board members. The survey revealed the most important factors in governing board evaluations of the superintendent, as perceived by superintendents. The survey also revealed that superintendents perceive high levels of trust in their relationships with board members. The results indicate that the most important factors in board evaluations of the superintendent include management of the financial affairs of the district, maintaining the quality of the education program, relationships with employees, developing and implementing long term plans for the district, student performance measured by state-mandated assessments, and maintaining a safe environment for students.
Innovative Arts-Based Learning Approaches Adapted for Mobile Learning
Author: Perry, Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Art Education,Electronic Learning,Instructional Innovation,College Instruction,Learning Activities,Educational Strategies,Graduate Students,Foreign Countries

Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning. These newly adapted strategies--poetweet, photo pairing, reflective mosaic, and the six-word story--all use arts-based approaches. In our past research we found similar strategies developed for online teaching encouraged interaction, enhanced social presence, and facilitated community. This paper features a description of these modified learning activities recreated for the mobile learning environment. We have completed preliminary testing of these newly revised learning activities in m-learning, and in the future we will formally study these to determine if arts-based strategies revised to suit m-learning create the same positive outcomes as were found when we used arts-based approaches in e-learning.
Pre-Service Administrators&apos; Experiences with Effective Research-Based Learning Strategies for English Language Learners
Author: Reyes, Juanita
Date: 2019-11-00
Type: Journal Articles
Subjects: Administrator Education,English Language Learners,Educational Strategies,Evidence Based Practice,Management Systems,Learning Strategies,Student Attitudes,Course Content,Units of Study,Comparative Analysis,Lesson Plans,Principals,Educational Administration,Barriers,Academic Achievement,Classroom Observation Techniques

Due to the increase of English Language Learners (ELLs) in the State of Texas, it is essential that educators are equipped with research-based strategies to ensure students' academic and linguistic growth. The objective of the study was to evaluate pre-service administrators' knowledge of the latest research-based learning strategies and educational approaches to teaching ELLs. Preservice administrators were asked to complete a pre- and post- open-ended narrative response survey during a blackboard module lesson related to research-based learning strategies. Through textual analysis, researchers counted the number of items that were deemed critical content knowledge needed for quality ELL instruction. Identified ELL content were labeled ELL content units (CUs). CUs were then totaled per pre-service administrator for both pre- and post-survey narrative responses. A parametric t-test was utilized to compare pre-service administrators' ELL CUs between pre- and post-survey narrative responses. The researchers discovered significant growth of ELL CUs with a large effect size between the pre-service administrators' pre- and postsurvey narrative responses. The growth in ELL CUs occurred as a result of the direct class instruction using ELL research-based best practices.
Developing Open Practices in Teacher Education: An Example of Integrating OER and Developing Renewable Assignments
Author: Van Allen, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Open Education,Assignments,Open Educational Resources,Librarian Teacher Cooperation,Adoption (Ideas),Educational Benefits,Preservice Teachers,Curriculum Development,Elementary Secondary Education,Technology Integration

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in collaboration across time and space. Teacher education programs provide an ideal space to develop digital literacies and open practices.
OER Mainstreaming in Cameroon: Perceptions and Barriers
Author: Nkwenti, Michael N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Barriers,Cost Effectiveness,Elementary Secondary Education,Educational Policy,Geographic Regions,Supervisors,Textbooks,Technology Integration,Foreign Countries,Intention,Usability,Educational Benefits

The government of Cameroon has been increasingly pre-occupied with the quality of learning outcomes and the lack of learning resources at all levels of the education system. Research on similar educational systems in Sub-Saharan Africa and beyond indicate that Ministries of Education are exploring the potential of open educational resources (OER) to cut down the high cost of textbooks and enhance the availability of quality learning materials in classrooms. To explore possibilities of mainstreaming OER under the Ministries of Basic and Secondary Education in Cameroon, a quantitative research design approach was used to survey n=393 Regional Pedagogic Supervisors from the 10 Regions of the country. The outcome of this study presents the factors shaping the perspectives of Regional Pedagogic Supervisors in terms of perceptions and barriers to using OER. The novelty of this approach is the application of a proven model for technology acceptance testing in the context of OER. Based on the findings, three major recommendations for mainstreaming OER in Cameroon with potential impact on lowering textbook costs and increasing learning outcomes were formulated.
Language-Sensitive Support of Multiplication Concepts among at-Risk Children: A Qualitative Didactical Design Research Case Study
Author: Götze, Daniela
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiplication,At Risk Students,Mathematics Instruction,Learning Problems,Vocabulary Skills,Intervention,Language Usage,Mathematical Concepts,Teaching Methods,Correlation,Learning Strategies,Elementary School Students,Foreign Countries

In the last decades, many research projects have indicated that, especially for children with mathematical difficulties, procedural training programs seem to be very helpful in promoting learning of multiplicative routines such as the times table. However, there is less knowledge about whether and how a conceptual understanding of multiplication could also be fostered in these children. A brief review of the current research in this field serves as a basis for a single-case intervention study of two at-risk children. These children's understandings were fostered in a language-sensitive way placing emphasis on the relationship of different multiplicative representations and meaning-related vocabulary associated with this operation (e.g., 2 times 4 means there are 2 groups of 4 each). In-depth analysis of the individual learning trajectories of these two children show that at-risk children can understand such multiplicative concepts if the children start to think in groups of equal sizes.
Re-Examining Evidence Based Practice in Special Education: A Discussion
Author: Williamson, Robert L.
Date: 2019-12-00
Type: Journal Articles
Subjects: Evidence Based Practice,Special Education,Intervention,Academic Standards,Educational Change,Educational Practices,Video Technology,Modeling (Psychology),Autism,Pervasive Developmental Disorders,Evaluation Criteria

The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP). As new criteria regarding the acceptance of any specific intervention as evidence-based become available, the question arises: Would the application of new standards to studies completed under the older guidelines result in changes to past conclusions? The current study examined if changes in EBP standards might change the classification of an exemplar practice that was previously designated as an EBP. In this case, we examined video modeling (VM), an accepted practice regarding skill acquisition in special education as an exemplar practice. In order to determine if the new CEC 2014 standards would impact a previously determined EBP finding, a re-examination of Bellini and Akullian's (2007) frequently cited meta-analysis that focused on VM as an intervention for individuals with autism spectrum disorders (ASD) was conducted. The results revealed that if Bellini and Akullian had conducted their review using updated CEC 2014 standards, VM applied to individuals with ASD would not have been classified as an EBP.
Exploratory Study of a Self-Regulation Mathematical Writing Strategy: Proof-of-Concept
Author: Hughes, Elizabeth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Area Writing,Mathematics,Learning Disabilities,Learning Strategies,Students with Disabilities,Middle School Students,Intervention,Instructional Effectiveness,Writing Achievement,Mathematics Achievement,Self Management,Writing Instruction,Predictor Variables

Content writing contributes to students' positive learning and outcomes. Mathematical-content writing has been shown to positively support students' mathematical reasoning, but it is challenging for many students with and without learning disabilities. This study explores proof-of-concept evaluation to extend self-regulated strategy development, an evidence-based practice in writing, to mathematical content-specific writing. Twenty-seven students participated in this pilot study, which included seven students with disabilities. The intervention consisted of six lessons that taught students a strategy to self-regulate written responses to open-response mathematics problems. Results indicate that mathematics fact fluency correlated with mathematical writing quality and demonstrated to be a potential predictor for mathematical writing performance. Mean scores indicated that students in the treatment group outperformed students in the control group, although the difference was not statistically significant. Results support the proof-of-concept that teaching students a self-regulated strategy for mathematical writing may improve student outcomes, although future research is needed with a greater number of participants that receive longer dosage of the intervention to more confidently support this claim. The implications for future research and practice were discussed.
Examination of Cognitive Processes in Effective Algebra Problem-Solving Interventions for Secondary Students with Learning Disabilities
Author: Hwang, Jiwon
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Problem Solving,Mathematics Instruction,Intervention,Instructional Effectiveness,Cognitive Processes,Teaching Methods,Learning Disabilities,Sequential Approach,Secondary School Students

Algebra problem solving is one of the most difficult areas in the mathematics curriculum for secondary students with learning disabilities (LD) due to the higher-order reasoning demands and strategic thinking required. The purpose of this review is to examine how effective algebra problem-solving interventions conceptualize the cognitive processes of problem solving, and to examine the types of instructional supports or strategies embedded in each problem-solving phase to facilitate cognitive processes. In 11 effective algebra interventions, we identified four conceptualizations of the cognitive processes involved in problem solving: (a) sequential concrete-semi-concrete-abstract, (b) sequential virtual-abstract, (c) integrated concrete-semi-concrete-abstract, and (d) abstract only. We also found that each intervention incorporated several instructional strategies (i.e., scaffolds) to support students through the cognitive process of problem solving. Educational implications, future directions, and limitations are discussed
Effects of Positive Parenting on Mental Health in Adolescents with Learning Disabilities
Author: Lawrence, Breanna C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Rearing,Adolescents,Learning Disabilities,Mental Health,Depression (Psychology),Family Relationship,Parent Child Relationship,Interpersonal Competence,Emotional Intelligence,Anxiety,Parents,Foreign Countries,National Surveys,Longitudinal Studies

There is a notable overlap and co-occurrence of mental health and learning challenges in adolescence. Existing research highlights associations between learning disabilities and mental health problems; however, limited research explores additional variables, such as familial influences. Using a developmental relational systems framework, this research advances understandings of the influences of positive parenting on adolescents with learning disabilities. Secondary data analysis of the National Longitudinal Survey of Children and Youth was used to explore direct and indirect effects of parental depression, family functioning, parental nurturing and monitoring behaviours, adolescent social and emotional competencies on adolescent mental health. Adolescent social and emotional competencies and parental monitoring were strong significant mediators in reducing symptoms of anxiety and depression among youth with learning disabilities. Theoretical and practical implications related to ecological resilience and positive parenting are explored.
Effects of Pre-School Mathematical Disparities on the Development of Mathematical and Verbal Skills in Primary School Children
Author: Viesel-Nordmeyer, Nurit
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Mathematics Achievement,Low Achievement,Verbal Ability,Language Acquisition,Prior Learning,Elementary School Students,Grammar,Vocabulary Development,Age Groups,Age Differences,Foreign Countries,Mathematics Skills,Learning Problems

Based on longitudinal data (n = 338) from the German National Educational Panel Study (NEPS) competence development (mathematics and language) of three groups with different mathematical preconditions (+/- 1 SD) were compared between age 4 to 10. Groups were composed by first measurement of mathematical achievement in pre-school age (5/6 years). First, further mathematical development of the groups was investigated up to grade 4 of primary school. Second, group differences in grammar and vocabulary between pre-school and primary school children were explored. Results show a consistent development of mathematical competence in all three groups from pre-school age until 4th grade. Children with low mathematical achievement measured in pre-school age were not able to overcome these deficits during primary school. In contrast, vocabulary development of the three groups varies over time: Within the group with low mathematical achievement measured in pre-school age their similarly weak vocabulary skills caught up with the vocabulary achievements of the other two groups during the following school years. For grammar, the small group-related differences in pre-school become even more pronounced in grade 1. The results contribute to a better understanding of the complex dynamic interrelationship between the development of linguistical and mathematical skills in K-4 and are discussed with respect to the importance of early mathematical promotion.