ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Advocates with Intellectual Disabilities Talk about Love and Relationships: A Focus-Group Research Report
Author: Cwirynkalo, Katarzyna
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Advocacy,Intimacy,Interpersonal Relationship,Sexuality,Moderate Intellectual Disability,Mild Intellectual Disability,Experience,Attitudes,Adults,Foreign Countries

The paper focuses on the view and experiences of self-advocates with intellectual disabilities towards love and intimate relationships. Although sexuality is considered to be a significant aspect of human life, people with intellectual disabilities are rarely given opportunities to explore and develop it as well as to express their opinions about it. The paper presents research results conducted with self-advocates with intellectual disabilities using a qualitative study based on interpretative paradigm and focus group technique. The authors made an attempt to answer two main research questions: (1) How do self-advocates' with intellectual disabilities perceive love? (2) What contributes to their sphere of intimate relationships and sexuality? 31 self-advocates with moderate and mild intellectual disabilities took part in six focus group interviews. In the interviews several themes emerged: perceptions of love, personal experiences in the sphere of intimate relationships and sexual behaviors undertaken by the participants, their needs and environmental constraints on the way to fulfill the needs. Through the voices of 31 adults, it is shown what they consider to be important in areas such as love and intimate relationships with others. Implications for practice are discussed, including the need for sexual education and professional support for adults with intellectual disabilities.
Do Executive Functions Differentiate Gifted Children, Children at Risk of LDs, and Average Children?
Author: Al-Hmouz, Hanan
Date: 2017-00-00
Type: Journal Articles
Subjects: Executive Function,Academically Gifted,At Risk Students,Learning Disabilities,Kindergarten,Correlation,Age Differences,Parent Background,Fathers,Educational Attainment,Foreign Countries,Cognitive Ability,Socioeconomic Status,Preschool Children

The Executive Functions (EFs) cognitive ability was studied with a group of gifted children (n=27), children at risk of learning disabilities (LDs) (n=27), and control/average children (n=27). These children were enrolled in Kindergarten 2 and had the mean age of 63 months. The main purpose of this study was to evaluate group differences on EFs measure. Secondly, this study aimed to investigate how EFs correlates to intellectual performance and age among all children who participated in this study. The three groups of this study were matched on grade, age, and father's level of education. The findings indicated that there are statistically significant differences among the three groups of this study in terms of their performances on DCCS Test (the study measure of EFs). These differences are in favor of gifted children then average children, and the worst performances were documented for children at risk of LDs. In addition, both participants' age and intelligence were positively correlated with their performances on the study measure of EFs. Implications of the findings are also discussed.
Training Future Academic Advisors: One Model of a Pre-Service Approach
Author: Gordon, Virginia N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Training,Faculty Advisers,Higher Education,Graduate Study,Student Personnel Workers,School Personnel,College Faculty

One of the most important components of an effective advising program is &quot;well&quot;-trained academic advisors. An ongoing, well-conceived training program can provide the continuity, broad base of knowledge, skills, and specific information crucial to sound advising. Another approach to training is to offer &quot;future&quot; faculty, student personnel staff, higher education administrators, or professional counselors opportunity to study advising as subject matter while still enrolled in their graduate programs. Both the traditional and pre-service approaches could address the same basic issues and content area. A graduate-level course has been taught at The Ohio State University for over fifteen years. It was created originally to teach master's level students in the Student Personnel Program about advising as a process and as a professional career. Although the pragmatic focus of the course has remained unchanged through the years, the type of students enrolling has become more diverse. Typical enrollments now include students from many graduate programs in addition to student personnel, e.g., higher education administration, guidance and counseling, psychology, education, history, biology, English, and other academic disciplines. Occasionally a faculty member has enrolled in the course. Students receive two credit hours for the course (one academic quarter in length). This article presents a description of The Ohio State course including objectives, content, materials, and course requirements.
The Effects of a Multi-Component Intervention to Increase Math Performance for Students with EBD in Alternative Educational Settings
Author: Schwab, James Raymond
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Mathematics Achievement,Emotional Disturbances,Behavior Disorders,Middle School Students,At Risk Students,Nontraditional Education,Student Improvement,Fractions,Algebra,Mathematics Tests,Curriculum Based Assessment

Historically, secondary students with emotional behavioral disorders (EBD) have made poor progress in mathematics putting them at risk for school failure and placement in an alternative setting. Two under studied areas essential to success in mathematics are fractions and algebra. The purpose of this study was to test the effects of a multi-component intervention on the math performance for middle school students with EBD in an alternative educational setting. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, &amp; Campbell, 2002) with multiple measures in multiple waves to assess the effects. Repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Social validity results indicated that teacher and students found the intervention to be an acceptable intervention. Implications from fidelity and social validity data are discussed in addition to intervention components for this population.
Using iPad-Delivered Instruction and Self-Monitoring to Improve the Early Literacy Skills of Middle School Nonreaders with Developmental Disabilities
Author: Hudson, Melissa E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Handheld Devices,Self Management,Skill Development,Reading Skills,Middle School Students,Early Adolescents,Developmental Disabilities,Students with Disabilities,Emergent Literacy,Instructional Effectiveness,Intervention,Moderate Intellectual Disability,Autism,Pervasive Developmental Disorders,Special Education Teachers,Public Schools,Reading Instruction,Instructional Materials

Reading opens the world to individuals and is one of the most important skills learned in school. Around the world, researchers are focused on improving reading instruction for all students, including students with developmental disabilities. Much energy is spent teaching reading basics such as early literacy skills to primary-aged learners because these skills provide the foundation needed for learning to read. In fact, most reading curricula focused on foundational early literacy skills acquisition is designed for elementary-aged students. Many learners with developmental disabilities do not acquire these early literacy skills in the primary grades, however, and improving the reading ability of older students with developmental disabilities who have not yet learned to read is challenging. This study evaluated the effects of an intervention designed to teach early literacy skills to older students with developmental disabilities. The intervention included iPad-delivered early literacy lessons and student self-monitoring. One teacher implemented the early literacy intervention with three middle school students with developmental disabilities (i.e., moderate intellectual disability, autism). Experimental control was demonstrated between the intervention and independent correct responding on level assessments for two participants but not the third. Social validation data collected from the teacher participant were positive. Implications for implementing the intervention with middle school nonreaders with developmental disabilities are discussed, including suggestions for students who are initially unresponsive to the intervention.
Value of Open Microcredentials to Earners and Issuers: A Case Study of National Instruments Open Badges
Author: Young, Danny
Date: 2019-12-00
Type: Journal Articles
Subjects: Credentials,Recognition (Achievement),Alternative Assessment,Educational Benefits,Reputation,Professional Development

While microcredentials and open digital badges have become increasingly popular in education, more research is needed to better understand their implementation and benefits to both issuers and users. In this paper, we use a case study approach to report and discuss the outcomes from the implementation of an open badges program at National Instruments, highlighting the effects this program has had on both National Instruments and its users. As the program evolves to better meet the needs of its stakeholders, we find that both participants (badge earners) and the issuer (National Instruments) see potential value in the National Instruments Badging Program. The value for both seems to stem from the way in which the program enables the sharing of badges, which helps the earner establish their skills/reputation while also increasing awareness of the program for National Instruments. This study adds to our understanding of why an organization may find value in offering open microcredentials as an alternative to traditional professional development and certificates for their customers and employees.
Frugal MOOCs: An Adaptable Contextualized Approach to MOOC Designs for Refugees
Author: Shah, Mariam Aman
Date: 2019-12-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Refugees,Access to Education,Foreign Countries,Barriers,Student Needs,Models,Civil Rights,Open Educational Resources,Higher Education

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a &quot;Frugal MOOC Model&quot; which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model.
Investigating the Concerns of First-Time Distance Education Instructors
Author: Kayaduman, Halil
Date: 2019-12-00
Type: Journal Articles
Subjects: Novices,Distance Education,Teacher Attitudes,Intervention,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,College Faculty,Synchronous Communication,Teaching Experience,Integrated Learning Systems,Instructional Effectiveness,Adoption (Ideas),Self Efficacy

The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors' concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.
The Effect of Gender on Mobbing Experienced by Teachers at School: A Meta-Analysis Study
Author: Aytaç, Tufan
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Bullying,Teacher Characteristics,Institutional Characteristics,Teacher Attitudes,Geographic Regions,Foreign Countries,Teaching Conditions,Gender Bias,Cultural Influences,Elementary Secondary Education,Preschool Education

The aim of this research is to detect the effect of teachers' genders on mobbing they experienced at schools. As one of the methods used to synthesize research results, meta-analysis method was used in this study. It was determined that there are 72 studies which are deemed appropriate for the inclusion criteria of meta-analysis study. In this meta-analysis study, 72 studies which form a sample consisting of 24954 people were calculated. As a result of the process of combining in random effects model, a statistically significant ES which was at the level of -0.02 was found in favour of male teachers. When results are evaluated together, it is observed that there is a difference, which may not be considered significant, between male and female teachers in terms of teachers' perceptions about AM at school. As a result of the conducted moderator analysis, moderator effects of publishing type (p=0,03), of education level (p=0,03), and of gender of the researcher (p=0,02) were determined. It was observed that while mobbing perception of male teachers are higher in studies carried out in master's and doctoral theses, mobbing perception of female teachers are higher in studies carried out in articles. Moderator effects of school type (public, private, and public/private) (p=0,63) and of the region where the research was carried out (p=0,17) could not be determined. It was observed that mobbing perception of female teachers who work in Central Anatolia and Eastern Anatolia are higher compared to other regions.
The Effects of Home-Based Responsive Teaching Curriculum on Interactional Behaviors of Mothers and Their Children with Autism Spectrum Disorder: A Mixed Design Study in Turkey
Author: Toper, Özlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Early Intervention,Autism,Pervasive Developmental Disorders,Young Children,Mothers,Program Effectiveness,Interaction,Student Behavior,Parent Attitudes,Parent Child Relationship,Home Programs,Responses,Affective Behavior,Achievement

The effectiveness of Responsive Teaching (RT) Early Intervention Program which is one of the relationship-focused interventions (RFI) on five children diagnosed with autism spectrum disorder (ASD) and their mothers was studied. The study was conducted in &quot;Mixed Research Design&quot; in which both quantitative and qualitative data were collected. Quantitative data of the study were collected through single group pretest-posttest model and qualitative data were collected from field notes, diaries, video analyses and interviews. Findings gathered from pretest and posttest quantitative results revealed that the RT program was effective on interactive behaviors of five children with ASD and their mothers. Qualitative results supported the quantitative findings and revealed that mothers stated they became more sensitive and responsive to their children behaviors by using RT strategies.
Agonistic Possibilities for Global Unlearning: Constraints to Learning within Global Citizenship Education and Social Movements
Author: Underhill, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizenship Education,Social Change,Teaching Methods,Activism,Correlation,Conflict,Global Approach,Foreign Countries,Immigrants,Political Attitudes,Elections,Violence,Emotional Response,Case Studies,Learning Processes,Religious Factors,Conflict Resolution

The continued rise of populisms and divisions alongside widening inequalities nationally and globally give increasing urgency to the question of how educators and activists can respond. This article examines the possibilities that emerge from the connections between global citizenship education (GCE) and learning in social movements, both spaces where people seek to engage others in ideas of how the world is, could and should be. Drawing on Mouffe's (2005) theory of agonistic pluralism to engage conflict and emotion with possibilities for learning and unlearning, the case study reveals the significance of recognizing constraints created by histories and narrations of the 'other'. The article calls for more work on the intersections of unlearning and agonism in order to create agonistic pedagogies for activism and GCE.
North-South-South Collaboration as a Context for Collaborative Learning and Thinking with Alternative Knowledges
Author: Riitaoja, Anna-Leena
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Cooperation,Epistemology,Educational Quality,Feedback (Response),Culturally Relevant Education,Universities,Sustainable Development,Cultural Relevance,Student Attitudes,College Students,Indigenous Knowledge,Western Civilization,Teaching Methods,Foreign Countries,Power Structure,African Culture,Learning Experience,College Faculty,Researchers

This article discusses North-South-South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North-South-South collaboration for enhancing contextual, cultural and epistemological awareness for a better understanding of quality education.
Seeking Equilibrium between a Social Justice and a Charity Stance towards Global Learning among Northern Ireland Pupils
Author: Clarke, Linda
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Poverty,Global Education,Student Attitudes,Social Differences,Advantaged,Student Motivation,Critical Thinking,Prosocial Behavior,Foreign Countries,Student Characteristics,Elementary School Students,Teaching Methods

Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013-18) sought to determine the extent to which a social justice mentality was evident among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance.
Factors Affecting Teacher Candidates&apos; Value Preferences
Author: Köksoy, Aylin Mentis
Date: 2019-00-00
Type: Journal Articles
Subjects: Preferences,Preservice Teachers,Gender Differences,Foreign Countries,Student Attitudes,Power Structure,Teaching Methods,Social Values,Educational Attainment,Parent Background,Family Income,Place of Residence,Teacher Education Programs,College Seniors,Values Education,Altruism,Mothers,Fathers,Parent Child Relationship

Since the beginning, humankind accumulated knowledge and experiences by passing them to new generations. This accumulation within societies emerged as these societies' values. We acquire these values from our societies and we hold them up as examples in our lives. To ensure the country's future, educational institutions and teachers have to teach these values. The study purpose is to determine whether teacher candidates' value preferences differ or not. Relational survey model was employed in the study. The sex of the candidates, education level of the parents, income level of the family, where they live and the program they are in make up the independent variables. Human value dimensions (power, achievement, hedonism, self-direction, stimulation, universalism, benevolence, tradition, conformity and security) of the candidates make up the dependent variables of the study. The study universe consists of seniors attending Omer Halisdemir University's Faculty of Education during the 2016-2017 academic year. Selected by random sampling method among this universe, 380 senior teacher candidates make up the study group. The study results put forth that values education has effect on female candidates' universalism, benevolence and security value tendencies, and their value tendencies are high. Also, the higher the mother's education level, the higher the candidates' universalism, hedonism, benevolence and security value tendencies. Yet, father's education level does not have any effect on candidates' value tendencies. The study, also, reveals that teacher candidates' family income and where they live have no effect on value tendencies. Furthermore, the programs the candidates are in have effect on their universalism, hedonism, benevolence and security value tendencies.