ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Investigation of Bullying of Individuals with Disabilities on a College Campus
Author: Green, Bridget
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,College Students,Elementary School Students,High School Students,Student Experience,Disabilities,Peer Relationship,Coping,College Environment,Computer Mediated Communication,Social Media,Student Attitudes,Victims,Disclosure,Social Influences,Social Support Groups

The purpose of this study was to understand how individuals with disabilities experience bullying at a large university. This research consisted of a pilot study of two participants and the main study of seven participants. Each person participated in three semi-structured interviews that lasted between 10-60 minutes. The results of the study found that each participant experienced bullying in elementary school or high school. Every participant experienced bullying in college, with five of the seven participants experiencing bullying directly related to their disabilities. Past and current experiences of bullying influenced participants' relationships with peers and interactions within the collegiate environment. Some of the participants reported that peers provided an important role in coping with bullying while attending college, and addressed a need to feel safe across different environments. The results of this study reinforced a need to understand how minorities, specifically people with disabilities, experience bullying on college campuses. Colleges need to begin to create and implement bullying prevention programs that clearly outline supports at their respective institutions. Finally, disability student support services need to collaborate to ensure students feel comfortable reporting bullying in a safe, anonymous manner that provides the victim with opportunities to cope with the aggressive events.
Emerging Adults: Perspectives of College Students with Disabilities
Author: Squires, Maureen E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Adults,Student Attitudes,Undergraduate Students,Graduate Students,Disabilities,Self Disclosure (Individuals),Academic Accommodations (Disabilities),Attitudes toward Disabilities,Professional Education,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,Teacher Education

Qualitative data were gathered, via surveys and interviews, from students with disabilities enrolled in undergraduate and graduate professional preparation programs, with the intention to learn about their reasons for not disclosing their disability status or not pursuing relevant accommodations. Findings indicate their primary motivations are to assert independence, to avoid stigma associated with others' responses to disclosure and/or use of accommodations, and to develop an adult identity that includes but is not defined by disability. Recommendations for higher education practice and further research are provided.
The Robot Take-Over: Reflections on the Meaning of Automated Education
Author: Coelho, Heitor
Date: 2018-09-17
Type: Journal Articles
Subjects: Robotics,Technology Uses in Education,Automation,Educational Practices,Marxian Analysis,Information Technology,Artificial Intelligence,Electronic Learning

With education technology pointing to an ever-increasing automation of educational activities, a few enthusiasts go so far as to predict the replacement of teachers by robots. The present paper intends to take such declarations as a provocation, encouraging us to question our understanding of educational practices. That this possibility is even considered says much about how we understand education and effectively educate, greatly instigating our inquiries about that which is ever the subject of education, i.e., the human being. To follow this line of questioning, the exposition will proceed thus: there will firstly be a rough outline of what is a &quot;robot&quot;, and what, if anything, distinguishes it from any other machine, beginning with the origin of the word, in fiction, and with considerations on machinery and automation relying on a few of Karl Marx's insights. Following that, a few attempts to define real-life robots and robot-like machinery used in Information and Communication Technology will be seen, leading to a brief foray on Artificial Intelligence and Machine Learning. Finally, the last part will have recourse to Hannah Arendt's theory of action in an effort to reflect on the meaning of the hopes for and attempts at an automated education.
Internship to Improve Postsecondary Persistence for Students with Disabilities in the STEM Pipeline (Practice Brief)
Author: Takahashi, Kiriko
Date: 2018-00-00
Type: Journal Articles
Subjects: Internship Programs,Academic Persistence,Disabilities,STEM Education,College Students,Student Motivation,Self Esteem,Interpersonal Competence,Communication Skills,Time Management,Job Skills,Attention Deficit Hyperactivity Disorder,Asperger Syndrome,Autism,Student Experience

Pacific Alliance project staff developed an internship program for postsecondary students with disabilities (SWD) in the science, technology, engineering, and mathematics (STEM) pipeline. The aim of the internship was to improve students' persistence in postsecondary education by improving their motivation, self-confidence, social and communication skills, and organizational and time management skills. In this practice brief, the authors describe the Pacific Alliance project housed at the Center on Disability Studies at the University of Hawaii at Manoa, its internship program, and the experiences of three interns as examples of successful outcomes of the Pacific Alliance internship program. The authors conclude with a discussion on the importance of one-on-one coaching and support beyond academics for SWD to succeed in the STEM pipeline.
&quot;New Media in Education&quot; MOOC: Improving Peer Assessments of Students&apos; Plans and Their Innovativeness
Author: Wadmany, Rivka
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Peer Evaluation,Correlation,Feedback (Response),Scores,Models,Electronic Learning,Active Learning,Student Projects,Entrepreneurship,Educational Innovation,Foreign Countries,Technology Integration,Pedagogical Content Knowledge,Technological Literacy

MOOC courses in the fields of new media, entrepreneurship and innovation require pedagogical developers to create a clear and measureable peer assessment process of the innovative plans and projects developed by students. The objectives of our action research are to improve evaluations of students' plans and their innovativeness in a MOOC based on project-based learning (PBL). We analyzed 789 written peer assessments and grades of 89 PBL plans, which were submitted as part of the requirements in a new MOOC course 'New Media in Education' targeting student teachers. Correlations between final peer project grades and other assessment categories were calculated. A regression analysis model indicates that innovativeness and compatibility of student plans to educational needs are the strongest predictors final peer grades. Based on the research findings, we propose potential improvements in the peer assessment process, including additional guidelines for the assessment of innovativeness and other categories of PBL plans based on new media and digital pedagogy.
Transitional Challenges for Students with Disabilities during a Period of Systemic Imbalance
Author: Littlepage, Ben
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrators,Community Colleges,Two Year College Students,Disabilities,Scholarships,Educational Legislation,Federal Legislation,Equal Education,Civil Rights Legislation

The present study explored how student support service administrators responded to the observed transitional challenges of students with disabilities during a period of systemic imbalance. Administrators at four community colleges in Tennessee, responsible for the coordination of student disability services, participated in a multi-site case study. Analysis revealed students with disabilities had unrealized expectations of postsecondary education, sought the same individualized attention experienced in secondary school, and misunderstood administrative processes, especially those associated with securing accommodations, upon entering college. Although the transitional challenges were not unique, increased enrollments and an inadequate infrastructure added difficulty to administrators' ability to respond. Administrators sought opportunities for collaborative inclusion with stakeholders, internally and externally, to resolve the observed transitional challenges. Investigators suggest administrators initiate early transitional planning with students who complete a Promise scholarship application during their senior year of high school, utilize cross-trained temporary personnel during peak periods of inquiries, and project accommodation needs earlier to secure adequate resources and help students remain scholarship eligible.
Use of Student Learning Outcomes in Postsecondary Disability Offices
Author: Ashmore, Jean L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Outcomes of Education,Disabilities,Professional Associations,Program Evaluation,Academic Standards,Higher Education

The expectation for defined student learning and development outcomes has become established in all elements of higher education and is reinforced by external agencies. Within the realm of student services, many different departments link their programs to these outcomes. Student learning and development outcomes, or more simply student learning outcomes (SLOs), are constructs integral to education put forth by a number of professional associations and academics. The SLOs from the Council for the Advancement of Standards in Higher Education (CAS) have been available for many years yet their adoption as part of program review and assessment has varied across institutional co-curricular units. Very little information is available about how disability resource and service (DRS) departments develop and use SLOs. This study reports data from a 2016 survey of Association on Higher Education and Disability (AHEAD) members about knowledge and use of SLOs in DRS offices. Data reported suggest limited use of SLOs in DRS when compared to other campus departments. Responses reflected divergent development, understanding, and use of SLOs. Implications for training and resource development for DRS professionals are discussed.
Predictors and Trajectories of Educational Functioning in College Students with and without Attention-Deficit/Hyperactivity Disorder
Author: DuPaul, George J.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,At Risk Students,Control Groups,Comparative Analysis,Low Achievement,Student Motivation,Predictor Variables,Grade Point Average,Academic Achievement,Longitudinal Studies,Learning Strategies,Study Skills,Measures (Individuals),Intelligence Tests,Adults,Depression (Psychology),Anxiety

College students with attention-deficit/hyperactivity disorder (ADHD) are at greater risk than peers for impaired educational functioning; however, little is known regarding their longitudinal academic outcomes. This study examined: (a) differences between ADHD and control participants in academic outcomes (i.e., semester GPA, credits attempted, credits earned) over the first two years of college, and (b) factors that predict second year outcomes. A sample of 456 students (50% with ADHD; 51.8% female; 71.7% Caucasian) from 10 universities completed two annual assessments. Compared to students without ADHD, students with ADHD experience more academic difficulties that persist over two years. Motivation to study reported in year one was a significant predictor of year two GPA, suggesting the importance of providing services as early as possible to support students before they struggle.
A Multimodal Discourse Analysis of the Promotional Video of Hangzhou
Author: Yao, Yinyan
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Discourse Analysis,Grammar,Semiotics,History,Marketing,Foreign Countries,Culture,Social Distance,Audio Equipment

This paper analyzes a promotional video of the Chinese city of Hangzhou from the perspective of multimodal discourse analysis informed by Systemic Functional Linguistics. By drawing on Visual Grammar as well as frameworks of intersemiotic complementarity, the paper examines how various semiotic resources, namely, the visual, audio and verbal, construe meanings and how they work together to create synergy in the video. It is concluded that the deployment of various modes in this dynamic discourse contribute to constructing city images that are glorious in history, unique in culture, picturesque in landscapes, innovative in spirits, vital in city life, and beautiful in people's hearts. The video also proves to be effective in engaging and aligning the viewers, thus functioning as a vital tool to market the city. It is hoped that this paper will provide a new perspective for semiotic studies of promotional videos in China.
Practical Abilities Improved by CDIO Teaching Mode Taking the Course of Integrated English as an Example
Author: Wenwen, Xiao
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Thinking,Teamwork,Majors (Students),Engineering Education,Problem Solving,Independent Study,Employment Potential,Thinking Skills,Innovation,Foreign Countries

The CDIO teaching mode is one kind of the engineering education concept, and now it is gradually adopted in English language teaching. Integrated English is one of the basic courses for English major students, and adopting the CDIO teaching mode in this course can improve different abilities of English major students, such as the professional knowledge of English, ability to find and solve the problems, self-learning ability, related employment ability, critical thinking ability, teamwork spirit and innovation ability.
Constructing English Reading and Writing Learning and Teaching Mode for Senior High Hearing Impaired Students and Teachers on the Basis of New Media
Author: Xu, Bo
Date: 2018-00-00
Type: Journal Articles
Subjects: Hearing Impairments,English (Second Language),Second Language Learning,Second Language Instruction,Special Education,Cognitive Style,American Sign Language,Literacy Education,Learning Processes,Cooperative Learning,Teaching Methods,Learning Motivation,Visual Learning,Online Courses,Foreign Countries,High School Students

New media is widely used in English teaching and learning, special education, in particular. In the new settings, hearing impaired students' learning features are individualized learning style, visual-based learning mode, weakness in understanding and laziness in learning. It is easy for hearing impaired students to learn English via micro course of American Sign Language, English reading and writing. Students learning process is divided into three stages: pre-class: micro-course learning; while-class: cooperative learning in groups; post-class: extensive reading for writing. Finally, English reading and writing learning and teaching mode is constructed on the basis of new media.
Investigation of Physical Activity Levels of Physical Education and Sports School Students
Author: Yildirim, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Activity Level,Foreign Countries,Team Sports,Gender Differences,Body Composition,Smoking,Undergraduate Students,Drinking,College Housing,Expenditures

The aim of this research is to determine the physical activity levels of physical education and sports school students and to examine the physical activity levels according to some demographic characteristics. The objective of the research is composed of 480 students who are studying different programs in Bozok University Physical Education and Sports School in 2017-2018 academic year. The sample of the research is composed of 300 students' determined random sampling method among the students studying in Bozok University Physical Education and Sports School in 2017-2018 academic year. Demographic information about the students in the survey was obtained with the personal information form and information about the level of participation in physical activity by the International Physical Activity Scale (Short form). Frequency, percentage, cross tables, Chi-Square and ANOVA tests were used in the analysis of the data. As a result of the analyzes; statistically significant differences were found between physical activity levels according to gender, body mass index, education department, sports branch and cigarette use variables (p&lt;0.05).
An Analysis of the Effect of Educational Game Training on Some Physical Parameters and Social Skills of the Children with Autism Spectrum Disorders
Author: Tezcan Kardas, Nurgül
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Autism,Pervasive Developmental Disorders,Interpersonal Competence,Video Technology,Pretests Posttests,Psychomotor Skills,Outcomes of Education,Clubs,Team Sports,Foreign Countries

Purpose of this research is to measure the effect of educational game training on some physical parameters and social skills of the children with Autism Spectrum Disorder. Five individuals (participants) diagnosed with Autism Spectrum Disorder participated in the research. During the research, the participants were made to play 8 different educational games for 8 weeks, and 3 days a week for 1 hour; and the sessions during the research were recorded with a video camera. Research data were obtained before and after the 8-week educational game program by using flamingo test, vertical jump test, plate tapping test, sit and reach test, and by performance determination form for individuals with pervasive developmental disability. SPSS 25 package program was used in the analysis of the data. The Wilcoxon test, a nonparametric test, was used to evaluate pre- and post-test results. As a result of the study, it was found that the educational games have positive effects on some physical parameters (balance, flexibility, strength, hand-eye coordination) and social skills (matching skills, imitation skills, following instructions skills, visual support use, receptive language skills, communicative language skills, game and music skills, selfcare skills, daily life skills, motor skills, socialization skills, and mathematics).
A Study on Developing Special Teaching Methods Attitude Scale for Pre-Service Music Teachers
Author: Gerçeker, Ceren Saygi
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Teaching Methods,Preservice Teachers,Methods Courses,Teacher Education Programs,Foreign Countries,Construct Validity,Student Attitudes

The objective of the current study is to develop an attitude scale for pre-service music teachers' special teaching methods course. The data of the research was obtained in the spring semester of the 2017-2018 academic year. The study group consists of 388 pre-service music teachers who continue their education at eight universities in Turkey. Before proceeding to further analysis, the missing values and outliers were processed. As a result, mean substitution was performed for the missing data in the dataset and 2 participants with outliers were excluded from the study. The suitability of the data for factor analysis was determined by running the Kaiser-Meyer-Olkin and Bartlett's Test of Sphericity. Result of the Kaiser-Meyer-Olkin (KMO) value was found to be 0.97. The overall internal consistency coefficient (Cronbach's Alpha) of the single-factor and 58 item-scale was determined to be 0.98.
The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills
Author: Yildirim, Sefa
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Reading,Critical Thinking,College Students,Foreign Countries,Access to Information,Propaganda,Content Analysis,Pretests Posttests,Teaching Methods,Mythology

The 21st century individual should be able to access information and critically evaluate and interpret it. What creates this obligation is the information bombing and political and commercial perception management brought about by virtual networks, the media and globalization. Therefore, critical thinking and its sub-component, critical reading, are becoming more and more important because they are the assistants of the individual who has to distinguish right from wrong and the truth from propaganda in life and texts. The aim of this study is to reveal the effect of performing reading activities with critical reading questions developed by the researchers on critical thinking and reading skills, and to pave the way for further research in this area. Study sample consisted of 232 students of Agri Ibrahim Çeçen University in the academic year of 2016- 2017. Participants were recruited using random sampling technique. This was a mixed design study. The qualitative dimension of the study was based on a screening model. Data were collected using document review and interview methods, and were analyzed using content analysis. The quantitative dimension of the study was based on a quasi-experimental model. Data were collected using a Critical Thinking Self-Evaluation Form and a Critical Reading Scale (pretest-post-test) before and after a 7-week application. Data were analyzed using a statistical software package. T-test and ANOVA were used for analysis. Results show that reading activities with critical reading questions have a statistically significant effect on students' critical thinking and reading skills. Qualitative data also support these results.
An Analysis of the Multi-Cultural Characteristics of the Pre-Service Teachers in Terms of the Values They Have
Author: Polat, Suat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Educational Background,Mothers,Gender Differences,Social Media,Personality Measures,Schools of Education,Values,Measures (Individuals),Family Structure,Foreign Countries,Fathers,Family Income,Student Attitudes,Cultural Pluralism,Cultural Awareness,Empathy,Teacher Education Programs

In this study, it was aimed to analyze the multi-cultural characteristics of the pre-service teachers and the values they have in terms of various variables, and it was aimed to determine the relationship between these values. Descriptive survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of the pre-service teachers studying in different departments in the Faculty of Education, Ibrahim Çeçen University of Agri in 2017-2018 academic years. The sample of the study consisted of 341 pre-service teachers selected with random sampling method. &quot;Multicultural Personality Questionnaire&quot; developed by Oudenhoven and Zee (2002) and adapted into Turkish by Polat (2009) and &quot;Values Scale&quot; developed by Dilmac et al. (2014) were used as data collection tool in the study. According to the results obtained from the study, it was determined that the value preferences of the pre-service teachers and their multicultural personality characteristics showed a significant difference in terms of gender, undergraduate program, educational background of the mother, having social media account and daily internet use variables; however, there was not a significant difference in terms of family structure, the place s/he grew up, educational background of the father and monthly income variables. As the data collection tools are formed of several sub-dimensions, the abstract does not include information about which groups are favored for the difference in the variables and in which sub-dimensions, but detailed information is given in the following sections of the study.