ethanporcaro/eric-fulltext-meta huggingface dataset:
Students with Acquired Brain Injury: A Legal Analysis
Author: Zirkel, Perry A.
Date: 2011-00-00
Type: Information Analyses
Subjects: Head Injuries,Brain,Legal Responsibility,Federal Legislation,Educational Legislation,Educational Policy,State Government,Federal Government,Public Agencies,Diseases,State Legislation,Court Litigation,Eligibility,Discipline,Educational Finance

This article provides a comprehensive and current synthesis of the legislation, regulations, policy interpretations, and case law concerning students with traumatic and nontraumatic brain injury from pre-K to grade 12. The primary focus is the Individuals with Disabilities Education Act, but the scope extends to other applicable legal bases. The case law coverage includes the frequency and outcomes of not only court decisions but also rulings under the administrative investigation and adjudication processes of state and federal agencies. (Contains 1 table.)
A Case Study of Tack Tiles[R] Literacy Instruction for a Student with Multiple Disabilities Including Congenital Blindness
Author: Klenk, Jessicia A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Case Studies,Emergent Literacy,Literacy Education,Congenital Impairments,Blindness,Multiple Disabilities,Autism,Pervasive Developmental Disorders,Braille,Intervention,Manipulative Materials,Grade 4,Elementary School Students,Instructional Effectiveness,Individual Instruction

Research on literacy instruction for students with multiple disabilities is limited. Empirical research on braille instruction for students with multiple disabilities that include congenital blindness is virtually nonexistent. This case study offers initial insight into possible methods of early braille literacy instruction for a student with multiple disabilities including congenital blindness and autism. The use of Tack Tiles[R] during an intervention program in a one-on-one format resulted in increased early literacy skills for the targeted student. Educational implications address the potential challenge of tactual readiness for braille instruction for students with multiple disabilities. (Contains 5 figures.)
Are We Leaving Children with Chronic Illness Behind?
Author: Irwin, Mary Kay
Date: 2011-00-00
Type: Journal Articles
Subjects: Chronic Illness,Educational Experience,Special Needs Students,Student Needs,Federal Legislation,Educational Legislation,Educational Quality,Academic Persistence,Attendance Patterns,School Schedules,Teacher Competencies,Home Schooling

Novel treatments are improving the prognosis for many illnesses, making it possible to survive diseases that were once considered fatal. With these advancements comes great responsibility to ensure quality of life for those living with chronic illness. Educators are among the group of professionals accountable for ensuring quality of life experiences for students living with chronic conditions. Unfortunately, typical educational systems and policies are not designed to lend support to students battling chronic illness. With limited resources to draw from, well-intended teachers and administrators respond to acute health episodes with impromptu plans, inadvertently creating educational barriers, eliminating the possibility of an equitable educational experience for students with an illness. Looking through the lens of these students, violations of best practice in education are plentiful. Analyzing existing research and laws to understand the path to success achieved for other vulnerable populations will likely guide future research initiatives that may lead to the solution so desperately needed for these children.
Can Simple Interventions Increase Research Use in Secondary Schools?
Author: Levin, Ben
Date: 2011-12-05
Type: Journal Articles
Subjects: Principals,Intervention,Research Utilization,Secondary Schools,Educational Policy,Educational Practices,Foreign Countries,Qualitative Research,Facilitators (Individuals),Management Information Systems,Educational Administration,Barriers,Knowledge Management,Organizational Change,Program Implementation,Communities of Practice,Pretests Posttests,Use Studies

A variety of interventions have been attempted in education and other fields to increase the use of research use in policy and practice. However, there is still limited research on the impact of these interventions. This paper uses survey and qualitative data to analyze three interventions designed to increase research use among secondary school leaders in nine Canadian school districts. These interventions were found to have little impact, but were more successful where (1) designated facilitators were involved and (2) research used was connected to existing priority issues. The research design for this study (measuring the change in agreement with particular bodies of research knowledge using interventions and pre-post design) is a promising methodology to measure both research use and impact. (Contains 2 tables.)
Role Identity: At the Intersection of Organizational Socialization and Individual Sensemaking of New Principals and Vice-Principals
Author: Grodzki, John S.
Date: 2011-12-30
Type: Journal Articles
Subjects: Socialization,Self Efficacy,Principals,Role Perception,School Districts,Case Studies,Administrator Role,Guidelines,Administrator Education,Professional Development,Assistant Principals,Individual Differences

This study of one mid-sized Canadian school district employed a case study approach to uncover and document the influences of organizational socialization, sensemaking, and perceptions of self-efficacy on the development of administrators' role identities. Findings describe formal and informal socialization processes experienced by administrators, how administrators made sense of their socialization, and how these processes influenced the development of their role identity and subsequent practice. A new framework for considering the organizational socialization of administrators is presented. This study will be of interest to those responsible for planning succession, professional development, and administrator preparedness programs. (Contains 1 figure.)
Re-Conceptualizing Teacher Authority: When to Exact
Author: Tzuo, Pei-Wen
Date: 2011-05-00
Type: Journal Articles
Subjects: Constructivism (Learning),Interaction,Power Structure,Teacher Role,Teacher Student Relationship,Classroom Environment,Educational Principles,Educational Theories,Critical Theory,Educational Strategies,Personal Autonomy,Student Empowerment

Background: This paper re-conceptualizes issues related to teacher authority by integrating the constructivist (including social constructivist) and critical perspectives. The traditional perspectives perceive that teacher authority inhibits children's autonomy of learning. This perspective has been largely challenged by two groups of studies--the (social) constructivist perspectives and the critical perspectives. Aims or focus of discussion: We argue that either of the two challenges alone is important but not sufficient. We discuss these two perspectives respectively first and the integrating efforts are made after discussion. The studies adopting the (social) constructivist perspectives highlight that classroom authority should be shared between the teacher and children. The teacher exacts authority when the intention is to facilitate the child's construction of understanding; that is for learning significance. The studies adopting the critical perspectives focus more on empowering every child and making reciprocal relationship; this is for social significance. Arguments/comments/suggestions: In this paper, we re-conceptualize that the teacher should exact authority for the purposes of facilitation, freedom of intelligence, empowerment, equity, reciprocation. The definition of each and the classroom practical episodes will be provided to support the practical implementation of the re-conceptualized view. Conclusion: The concerns over the limited interpretation about teacher authority and suggestions to the future studies based on this re-conceptualization are discussed. The conclusion is consistent with Kauffman's reflective view (2008) to remark the importance of the critical interpretations any phenomenon or human interaction (such as teacher authority) from an ecological view with the enlarged purpose and impact. (Contains 2 figures and 1 table.)
At the Rear Mirror and through the Wind Screen: Teachers becoming Teacher-Researchers in Singapore Schools
Author: Soh, Kay Cheng
Date: 2011-05-00
Type: Journal Articles
Subjects: Action Research,Workshops,Educational Change,Foreign Countries,Faculty Development,Teachers,Teacher Researchers,Academic Achievement,Educational Improvement,Instructional Effectiveness,Teacher Effectiveness,Feedback (Response)

Background: Action research (AR) for school-based curriculum innovations (SCI) has been ardently pursued in Singapore schools for the past few years, leading to a plethora of project reports published as monographs and in a new journal, the &quot;North Star&quot;. Training workshops were conducted at the national, zonal, and school levels to equip teachers with essential research competence, further supported by face-to-face and on-line consultation. Many and varied pedagogies in practically all subjects were trailed with the view to raise students' achievement. Aims or focus of discussion: This paper is a sequel to a status report published in an earlier issue of this Journal (Soh, 2006a) and describes the efforts of the education authority, the teacher-education institution, the schools, the teachers, and the private consultants in promoting AR/SCI in Singapore schools. Project reports in various formats are briefly described. The experience of the past few years also pointed up some issues that deserve attention such as the identification of research topics, reference to theories, expectation of success, and assessment of probability of success. Arguments/comments/suggestions: The writer believes that the effort of the past few years will bear fruit for Singapore schools in their effort in school improvement and the pragmatic approach is to be maintained. However, those issues identified above need be attended to if the effect is to be maximized so that resources will be properly utilized. Conclusion: Using AR/SCI as a mean to raise student achievement is a pragmatic approach suited to Singapore's philosophy and this can be continued to benefit the schools and their students. (Contains 1 table.)
Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria
Author: Tella, Adeyinka
Date: 2011-05-00
Type: Journal Articles
Subjects: Locus of Control,Self Efficacy,Academic Achievement,Foreign Countries,Teaching Methods,Secondary School Students,Academic Aspiration,Educational Attitudes,Predictor Variables,Standardized Tests,Aptitude Treatment Interaction

Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-five secondary schools through stratified random techniques. The stratification factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized. (Contains 3 tables.)
Technology: Its Potential Effects on Teaching in Higher Education
Author: Jamil, Mubashrah
Date: 2011-05-00
Type: Journal Articles
Subjects: Higher Education,Experiential Learning,Measures (Individuals),Foreign Countries,Classroom Environment,Teaching Methods,Educational Technology,Influence of Technology,Technology Uses in Education,Questionnaires,College Faculty,Teacher Attitudes,Role Perception

Background: Technology brought radical changes at each level of education. Traditional concept of education, &quot;learning by doing&quot; has extended by &quot;doing and making to learn with technology&quot;. Pedagogically, technology facilitated in terms of management, communication, administration, coordination, development, collaboration and distribution of learning activities. It also turned classroom environment from teacher-centered to student-centered and overall the educational institution structure. The invention of new technological approaches in education has resulted in debates about their implementation, positive and negative impacts on teachers and students in different universities of Pakistan. Aims: The vital role of technology motivated the researchers &quot;to investigate limitations and perceptions of the possible or actual effects of technology in teaching at higher education level in Pakistan&quot;. Method: Survey method was adopted to collect the required data. To conduct the survey, questionnaire was developed, which was applied in eight different universities of Punjab. The questionnaire was administered among 450 teachers; out of which 336, (81%) questionnaires were collected successfully after completion. Results: Maximum 74%-100% sampled teachers classified demographically were utilizing technology in constructing question papers and preparing lectures/notes online. Minimum 2% or no response was observed in assessing students online. Conclusion: The prominent effects found from teachers' responses were &quot;the re-usability of lectures and easy to update and modifications; re-produce ability of question papers with minimum mistakes; students' interest in multimedia-based lectures; preparing and sorting students' merit lists&quot;. (Contains 8 tables.)
Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques
Author: Lim, Sze Chung Raymond
Date: 2011-05-00
Type: Journal Articles
Subjects: Education Majors,Opinions,Foreign Countries,Critical Thinking,Educational Researchers,Thinking Skills,Asynchronous Communication,Investigations,Discussion (Teaching Technique),Group Discussion,Qualitative Research,Case Studies,Interviews,Facilitators (Individuals),Questioning Techniques,Congruence (Psychology),Discourse Analysis,Transcripts (Written Records),Network Analysis,Educational Quality,Intermode Differences

Background: In the last decade, asynchronous online discussion forums have become a primary focus of many educational researchers. Some advocates believed that the process of typing out messages in itself can promote in-depth critical thinking skills. Nevertheless, empirical research has not provided much support for this claim in natural settings. In fact, many previous studies have found that students do not necessary exhibit in-depth critical thinking in online discussions. Aims: To investigate the types of facilitation techniques exhibited by student facilitators, and how these techniques might influence in-depth levels of critical thinking in asynchronous online discussion forums. Sample: Participants of the study were ten education major students at an Asia-Pacific university. Method: An exploratory qualitative case study methodology was employed. Data were collected from the students' online discussion postings and interviews. The top 30% of discussion forums in terms of the most number of in-depth critical thinking incidences were first identified. Next, the bottom 30% forums were identified as the lower-level critical thinking group. Results: In the case of the top 30% forums, showing appreciation, questioning, expressing agreements, and providing opinions or explanations were among the most prevalent facilitation techniques used, while in the case of the bottom 30% forums, the most common facilitation techniques merely included showing acknowledgement or appreciation and inviting feedback or comments. Conclusion: The findings suggest that student facilitators should perhaps focus on three facilitation techniques, specifically questioning, expressing agreements, and providing opinions or explanations to foster in-depth level of critical thinking. The findings also suggest that it may serve student facilitators well to employ a variety of facilitation techniques rather than just utilise a few preferred ones in order to achieve higher levels of critical thinking. (Contains 4 tables.)
&quot;China Today&quot; Module Teachers' National Attitude and Their Implementation of Informal and Nonformal Education under &quot;One Country &amp; Two Systems&quot;
Author: Tak-sang, Dick Yau
Date: 2011-05-00
Type: Journal Articles
Subjects: Nonformal Education,Nationalism,Citizenship,Democracy,Citizenship Education,Confucianism,Foreign Countries,Semi Structured Interviews,Questionnaires,Interests,Teacher Attitudes,Beliefs,Cultural Education,Politics of Education,Informal Education,Teaching Methods,Educational Objectives,Learning Modules,Citizenship Responsibility,Democratic Values,Program Implementation,Educational Policy

Background: Prior to the 1984 Sino-British Joint Declaration, the civic education were characterized by denationalization and depoliticization. After the Joint Declaration, many of the conflicts emerged between the national interests advocated by the nationalistic camp and the Hong Kong interests promoted by the Liberal camp in the newly politicized Hong Kong not only unfolded that citizenship and national identity conceptually compartmentalized into unrelated ideas but also redefined civic education in such a way as to juxtapose and include both citizenship education and national education. The teachers' paradigms of the &quot;China Today&quot; module were explored because the module is directly related to both citizenship education and national education. Aim: This study is to examine teachers' paradigms of the &quot;China Today&quot; module through their national attitude and their implementation in informal and nonformal education. Sample: One secondary teacher taught the module of &quot;China Today&quot; a year ago and three secondary teachers are teaching the same module. As for methods, questionnaires and semi-structured interviews were used to assess the teachers' perception and practices. Results: Data revealed that the national attitude of the CSS1 teacher can be described as a cultural patriot; the CSS2 teacher, critical patriot; the CSS3 teacher, cultural nationalist or cultural patriot; the CSS4, critically cultural patriot. Conclusion: The critical and cultural stances are not unrelated. &quot;Critical&quot; implies something about the evaluative framework of the teachers, while &quot;cultural&quot; understood in Confucian, World citizenship, Democracy or their combination terms, could be the philosophical foundation of an evaluative framework. In other words, the CSS1 teacher predominantly adopted the Confucianism as his evaluative framework in patriotism and world citizenship in nationalism; the CSS2 teacher, the concept of world citizenship in both patriotism and nationalism; the CSS3 teacher and the CSS4 teacher, Confucianism in both patriotism and nationalism. Only the CSS2 and CSS3 teachers carried out the informal and nonformal education. Thus, motivational and behavioral components of citizenship as volition are not yet part of the CSS1 and CSS4 teachers' (cognitive) evaluative frameworks. (Contains 7 tables.)
Achieving Service-Learning Goals in a Financial Accounting Class Project
Author: Yu, Darwin D.
Date: 2011-05-00
Type: Journal Articles
Subjects: Student Attitudes,Student Participation,Academic Achievement,Service Learning,Citizenship Responsibility,Accounting,Learning Experience,Financial Services,Teamwork,Program Effectiveness,Economic Impact,Business Education,Questionnaires,Achievement Gains,Student Projects,Likert Scales,School Community Relationship,Foreign Countries

Background: A financial accounting class in a Philippine university has a service-learning group project that involves setting up a simple accounting system for microenterprises. Aims: This paper examines the extent to which service-learning goals such as course learning, teamwork, civic responsibility, and impact on the client organization are achieved through this project, as well as how the level of student participation affects the achievement of these service-learning goals. It identifies measures to improve the quality of the service-learning experience for future implementation. Sample: 187 second year business students in a Philippine university. Method: The students filled out a questionnaire which asked about their level of participation in the project, and their sense of achieving certain cognitive and affective outcomes from the project. Results: Results show that these goals have been achieved to a large extent through the project, and that the level of student participation does positively affect the level of achievement of these goals. Furthermore, the achievement levels among the service-learning goals are significantly correlated, such that they seem to be mutually-reinforcing. Conclusion: This paper supports the growing body of research work about the multiple benefits that service-learning brings to students, communities, and future citizenship in business fields of study. The accounting service-learning experience can be improved through better identification and screening of participating microenterprises, and through better management of student expectations regarding the magnitude of data-gathering needed for the project. (Contains 4 tables.)