ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Effects of Creating Small High Schools on Daily Attendance: A Statistical Case Study
Author: Koopmans, Matthijs
Date: 2018-00-00
Type: Journal Articles
Subjects: Small Schools,High Schools,Attendance,School Size,High School Students,Public Schools,Intervention,Models,Pretests Posttests

Does creating small high schools have a beneficial impact on daily attendance? This question was addressed using time series analysis to examine the case of one urban transfer high school that serves students who previously dropped out of school. This analytical approach is uniquely suitable to examine the dynamical processes characterizing stability and transformation in the system. This school reduced its size from enrolling approximately 900 students up to and through the 2009-2010 school year to about 250 students afterward. We looked at whether attendance was higher after the intervention and whether it was more stable. It turns out that the attendance trajectories over a seven-year period show high volatility prior to the reduction in school size but are more stable afterward. The initial increase in daily attendance at the onset of the intervention is not maintained, but increases are observed later. The study illustrates the relevance of time series analysis for educational policy research as well as the use of complexity theory to fully appreciate the nature of the post intervention changes.
Manual-Technical Operations: Hands-On Science as Necessary but Not Sufficient
Author: Weinburgh, Molly H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hands on Science,Science Education,Science Teachers,Science Activities,Scientific Concepts,Grade 11,Secondary School Students,Secondary School Science,Chemistry,Science Laboratories,Natural Language Processing,Object Manipulation

The importance of culture and social interactions in disciplinary learning and language development within specific social practices and contexts is now an agreed-upon notion in the science education literature. In a pivotal article in 1990, Lemke introduced the idea of manual-technical operations as one of four modes making up the &quot;hybrid language of science&quot;. Our aim in this paper is to further unpack the concept of manual-technical operations as a mode, thereby contributing to the more complex understanding of when and how this mode enhances meaning-making and communication of ideas. Drawing from researchers in diverse disciplines, we present a visual of the complex and integrated manual-technical operations mode. It is our hope that the theoretical model proposed in this manuscript will allow researchers to develop analytic frameworks to capture and assess change in the manual-technical operations mode of the hybrid language of science.
Drama in Science Teaching -- An Example from Trinidad and Tobago
Author: Maharaj-Sharma, Rawatee
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Scientific Concepts,Public Schools,Elementary School Students,Elementary School Science,Experimental Groups,Control Groups,Pretests Posttests,Student Attitudes,Science Teachers,Scientific Attitudes,Elementary School Teachers,Achievement Tests,Academic Achievement,Scores,Drama,Dramatics,Art

This experimental study was conducted in one public school in Trinidad with the aim of observing the effect of drama on the achievement and attitude towards science, of a group of upper primary school science students when taught a science unit. The experimental group was taught using drama-based instruction and activities while the control group received instruction via the traditional approach. A science unit entitled 'Forces' which consisted of five lessons was taught to both groups over a 2-week period. A science attitude test and a summative achievement test were administered to both groups before and after the treatment. The results revealed a statistically significant difference between the mean scores of both groups in respect of achievement levels for the unit of work. Mean ranked scores for attitudes towards science also showed a statistically significant difference in favor of the experimental group.
A Case Study on the Effects of Glocal Second Language Setting on the Language Learning Motivation of Foreign Learners of Turkish
Author: Tulgar, Aysegül Takkaç
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Motivation,Turkish,Correlation,Educational Environment,Global Approach,Foreign Students,Native Speakers

This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six openended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
Learning to &quot;Brave Up&quot;: Collaboration, Agency, and Authority in Multicultural, Multilingual, and Radically Inclusive Classrooms
Author: Dover, Alison G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Multilingualism,Cultural Pluralism,Summer Programs,Program Descriptions,English Language Learners,Immigrants,Bilingualism,Self Concept,Teacher Student Relationship,Art Education,School Districts,Teaching Methods,Second Language Learning,School Community Relationship,Native Language,English (Second Language),Student Centered Learning,Culturally Relevant Education,Socialization,Language Dominance,Faculty Development,Elementary School Teachers,Secondary School Teachers

The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching.
Reflective Practice as a Research Method for Co-Creating Curriculum with International Partner Organisations
Author: Bilous, Rebecca H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Research Methodology,Curriculum Development,Cooperative Planning,Agency Cooperation,Reflection,Cultural Differences,Foreign Countries

Within work-integrated learning (WIL), partner communities and organisations are increasingly seen as co-educators, but not often as collaborators of research inquiry (Hammersley, 2012; 2015). This paper reflects on the research methods employed to engage partner organisations in the co-creation of curriculum to support international WIL activities in a way that recognises the valuable expertise, knowledge and skills of international community partners. In particular, it focuses on the specific role of reflection as a research method that enabled participants from diverse cultural and experiential backgrounds to critically and collectively explore the co-creation process. This paper shares the different ways reflection was used to recoginse multiple knowledges and enable all participants to freely and creatively map and share their personal and collective experiences as co-researchers.
Access Education: What Is Needed to Have Accessible Higher Education for Students with Disabilities in Jordan?
Author: Alsalem, Gheed Mufied
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,College Students,Access to Education,Barriers,Access to Computers,Laboratories,Accessibility (for Disabled),College Libraries,Web Sites,Knowledge Level,Training,School Personnel

The number of students with disabilities attending universities is increased, and several challenges face them in higher education institutions. This study aims to determine accessibility needs of computer laboratories, libraries and websites for students with disabilities at Jordanian universities and colleges. The sample consists of staff in computer laboratories and libraries, web developers and e-learning staff to identify environmental and technological barriers from their perspective, as well as, to check their knowledge about assistive technology (AT) and issues related to accessibility. Questionnaires and expert review methods are used to test accessibility of websites in the investigated universities and colleges. Results indicated that current status of accessibility does not meet the expectations of equal access nor the needs of students with disabilities where there is shortages of ATs in computer labs and libraries, lack of awareness and insufficient training for the universities' staff and web developers related to accessibility issues, and all the evaluated universities web sites are inaccessible. Implications that should be contemplated by policy makers are highlighted and other recommendations are explored.
A Model for Classroom-Based Intervention for Children with Sensory Processing Differences
Author: Wild, Gwen
Date: 2018-00-00
Type: Journal Articles
Subjects: Sensory Training,Perceptual Impairments,Intervention,Sensory Experience,Faculty Development,Program Implementation,Teacher Competencies,Student Needs,Rural Schools,Elementary School Students,Middle School Students,Teaching Methods,Occupational Therapy,Program Effectiveness,Auditory Perception,Tactual Perception,Human Body,Motion,Planning,Visual Perception,Interpersonal Competence,Behavior Problems,Learning Problems

This study examines the impact of a general education classroom-based sensory program for students exhibiting sensory processing differences in the school environment. Students were divided by age and degree of sensory needs between control and experimental groups, with teachers of students in the experimental group implementing the recommended sensory program (BrainWorks) with all students in the classroom. In spite of the top-down nature of the training for teachers, which generated a skeptical and in some cases resistant teacher population in both groups, results demonstrated a positive impact, although the degree of magnitude differed across classrooms and age groups. Of equal significance is the difference in teacher implementation structures, which provides input for future training approaches. The degree of change in classroom performance of students in the experimental group suggests that training for teachers with students who have sensory differences is effective and that students can benefit from a classroom-based sensory program as an investment in classroom performance. The significance of this study is that it goes beyond the therapeutic environment, where sensory processing is more commonly measured, and evaluates actual classroom-level/educational setting impact, with concrete implications for effective classroom interventions. Future research in this area could expand to evaluate actual academic gains as measured by standardized academic scores, furthering the data in this study which evaluated performance on standardized sensory and behavioral measures.
Applicability of Standardized Physical Fitness Tests in Children with Different Types of Disabilities
Author: Tatar, Yasar
Date: 2018-00-00
Type: Journal Articles
Subjects: Standardized Tests,Physical Fitness,Disabilities,Physical Disabilities,Motor Reactions,Psychomotor Skills,Children,Adolescents,Severity (of Disability),Intellectual Disability,Physicians,Physical Mobility,Cerebral Palsy,Congenital Impairments,Down Syndrome,Sports Medicine,Physical Therapy,Allied Health Personnel,Foreign Countries,Diseases,Neurological Impairments

Adapted fitness tests and tests for children without disabilities are used for evaluating the effects of physical training programs of children with disabilities. This study investigated the applicability of those frequently-used tests for children with different types of disability. A total of 282 children ages between 5 and 14 years with Cerebral Palsy, Spina Bifida, Brachlial Plexus Injury, Spinal Cord Injuries, Amputations, Neuromuscular Diseases, Traumatic Brain Injury, Orthopedic Deformity, Intellectual Disability, Down Syndrome were participated in the study. Gross Motor Function Measure, Modified Ashworth Scale, Posture Analysis, Berg Balance Scale, Sitting Balance, 9 Holed Peg, Sit and Reach, Pro-agility, Anticipation Time, Curl-up, Modified Curl-up, Lateral step-up, Hand grip, Medicine Ball Throw, Pull up and 6 Minute Walk tests were used for evaluation. The major result of this study is that the differences in physical fitness levels, functionality and severity of sequelae rule out using several tests commonly even if the type of disability is the same.
Exploring Educators&apos; Experiences Regarding Empathy within Inclusive Classrooms
Author: de Klerk, Monique
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Empathy,Teacher Attitudes,Teaching Experience,Women Faculty,Females,Interpersonal Competence,Disabilities,Context Effect,Foreign Countries,Faculty Development,Teacher Characteristics,Self Esteem,Teaching Skills,Student Needs,Creative Teaching,Barriers

An inclusive educational setting is a model in which educators must have empathic sensitivity, which will enable them to identify the different needs of the various learners. However, there is gap in research concerning educators' own experiences regarding empathy within inclusive classrooms. This qualitative study with a phenomenological research design thus aimed to identify, through the use of in-depth interviews, the educators' own empathic experiences within their inclusive classrooms in the Dr Kenneth Kaunda District in the North West Province, South Africa. A sample of seven female educators from three schools participated in this study. The data were analysed thematically, and the following main themes were identified: intrapersonal pre-proficiency of educators; interpersonal understanding for learners with disabilities; having adaptive skills; and situational aspects that play a role in the empathic experiences of educators. It was determined that future research should focus on more districts in order to gain better representations of the North West Province, also in other provinces to get a better representation of South Africa. In addition, a program must be developed in which educators are trained in the necessary empathic skills.
A Professional Development Training Model for Improving Co-Teaching Performance
Author: Faraclas, Kara L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Team Teaching,Models,Regular and Special Education Relationship,Special Education,Disabilities,Teacher Effectiveness,Best Practices,Lesson Plans,Educational Planning,Classroom Techniques,Teacher Evaluation

Co-teaching is a promising practice for educating students with disabilities in regular education classes. However, teachers often report being given co-teaching assignments without requisite training. Without adequate preparation, many teachers have difficulty conceptualizing co-teaching as a model and working collaboratively as teaching partners, often creating a division of labor that relegates special educators to a &quot;helper&quot; role in the classroom. This experimental study utilized a randomized pretest-posttest control group design to study the effects of a professional development training package on the collaborative teaching performance of regular and special education teachers. Analysis of covariance showed that teachers who participated in professional development training on co-teaching had significantly higher posttest scores on a co-teaching performance assessment than those who did not participate in training.
Developing a Proposed Training Program Based on Discrete Trial Training (DTT) to Improve the Non-Verbal Communication Skills in Children with Autism Spectrum Disorder (ASD)
Author: Hamdan, Mohammed Akram
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Nonverbal Communication,Communication Skills,Attention,Eye Movements,Imitation,Behavior Modification,Skill Development,Children,Preadolescents,Program Effectiveness,Foreign Countries,Reinforcement,Stimuli

The present study aimed to develop a proposed training program based on DTT to improve the nonverbal communication skills in children with ASD. To achieve the objective of the study, the author developed a scale of non-verbal communication skills consisted of (20 items) measures attention and eye contact, imitation and using the signal, understanding the facial expressions and tones of voice. The author also developed a DTT program by reviewing the previous literature. The study sample consisted of (26) children with ASD aged (6-11) years, were chosen deliberately and divided randomly into two groups: an experimental group consisted of (13) children, and a control group consisted of (13) children. The results showed a statistically significant difference at the level of significance (0.005) between the performance of the experimental and the control groups on the non-verbal communication skills scale in favor of the experimental group. On the other hand, the results indicated that there are no differences in the experimental group between post-test and following up phases.
Factors Influencing Parents&apos; Perceptions on the Education of Children with Disability in the Wa West District of Ghana
Author: Owusu, Isaac
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Equal Education,Access to Education,Children,Disabilities,Knowledge Level,Cost Effectiveness,Child Safety,Decision Making,Educational Attitudes,Inclusion

There is heightened concern about the need to provide equal access to education for children with disability. Children with disability form part of the many disadvantaged groups who are denied access to education. A qualitative approach with descriptive design was used to study the perceptions of parents in the Wa West district of the Upper West Region of Ghana, on the education of their children with disability. Twenty (20) parents of children with disability were purposively selected and interviewed. The data collected were analyzed using thematic analysis. Findings showed that factors such as parents' understanding of disability, cost-benefit issues, awareness/knowledge levels and concerns about safety/security determined parental decisions to send or not to send children with disability to school. The study recommended that there should be comprehensive public education for parents with children with disability as well as opinion leaders in various communities about the potentials of children with disability.
Collaborative Research: A New Paradigm for Systemic Change in Inclusive Education for Students with Disabilities
Author: Ruppar, Andrea L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Educational Research,Cooperation,Partnerships in Education,Research Methodology,Educational Researchers,Facilitators (Individuals)

Research conducted in collaboration with practitioners has the potential to transform the relationship between research and practice by embedding the research process in the contexts of schools and communities. Collaborative research is well suited to improve inclusive education, because inclusive education reform is situated in local contexts. In this review, we examined research focused on inclusive education, specifically for students with disabilities, that used collaborative research methodologies. We defined collaborative research as partnerships between university- and school-based researchers to examine local issues and extend knowledge in the field. We found that the collaborative research varied widely in relation to research team membership, and team members' roles, and research methodologies. Improving inclusive education through collaborative research will require a paradigm shift in the research community toward conceptually and empirically considering the role of social, historical, and organizational of local school contexts in improving inclusive education.
Elementary School Teachers&apos; Perceptions of Public Inclusive Elementary School Readiness Formation
Author: Rasmitadila
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Public Schools,Elementary Schools,Readiness,Inclusion,Disabilities,Educational Facilities,Teacher Competencies,Parent Attitudes,Educational Finance,Government Role

The purpose of this study was to explore teachers' perceptions of the level of readiness and the factors that constrain the state elementary schools to become inclusive elementary schools. This study used a quantitative approach with the type of survey research involving 115 respondent,s public elementary school teachers in the area of Bogor City and Bogor Regency, West Java, Indonesia. Selection of respondents used random multistage cluster technique. Data collection was conducted using an open questionnaire. Data were analyzed using descriptive analysis with percentages. The results of the study found that the level of readiness of public elementary schools to become inclusive elementary schools consisted of three categories: ready (20%), not ready (49.60%), unprepared (30.40%). Factors that become constraints in the formation of public elementary schools to be inclusive elementary school consist of six factors, namely: availability of supporting facilities and infrastructure (24.35%), teacher skills (23.48%), availability of special assistant teachers (20%), parents' mind set and the community (14.78%), availability of funds (9.57%), government involvement (7.82%). The establishment of a public elementary school into an inclusive elementary school is not ready to be carried out because it still encounters obstacles that must continue to be considered by the government, schools and the community.
Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs
Author: Noll, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Pictorial Stimuli,Reading Skills,Reading Improvement,Reading Instruction,Eye Movements,Special Needs Students,Special Education,Fractions,Symbolic Learning,Learning Disabilities,Foreign Countries,Secondary School Students,Visualization

How can barriers in reading be reduced? Adding symbols to assignments could be one possibility for enhancing readability and, therefore, providing students with poor reading skills with access to learning material. This qualitative interview and eye-tracking study aims to acquire a first insight into how students rate and perceive the addition of symbols to texts. Students with special educational needs (N = 6) and without special educational needs (N = 6) participated. All students worked on tasks that were designed as an introduction to fractions. The study shows that the participants rated the additional symbols positively and utilized them without a prior explanation. Furthermore, the symbols were mainly used by the students to gain a holistic understanding of the assignments.