ethanporcaro/eric-fulltext-meta huggingface dataset:
A Demonstration Model of Interagency Collaboration for Students with Disabilities: A Multilevel Approach
Author: Flowers, Claudia
Date: 2018-02-00
Type: Journal Articles
Subjects: Disabilities,Delivery Systems,Individualized Transition Plans,Agency Cooperation,Individualized Education Programs,High School Students,Hierarchical Linear Modeling,Self Determination,Student Participation,Comparative Analysis,Intervention,Grade 10,Grade 11,Grade 12,Statistical Analysis,Maximum Likelihood Statistics

Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students' self-determination and participation in individualized education program (IEP) meetings. Forty-four schools located in the Southeast United States were assigned randomly into either the CIRCLES or business-as-usual (BAU) conditions, and 877 high school students with disabilities were included in the analyses. Two-level hierarchical linear models, with students at Level 1 and schools at Level 2, examined the effectiveness of CIRCLES. Results indicated students in the CIRCLES condition had higher levels of self-determination (Hedges's g = 0.06-0.38) and greater IEP participation (Hedges's g = 0.77). Implications for practice and suggestions for future research are provided.
Teaching Students with Moderate Intellectual Disability to Solve Word Problems
Author: Browder, Diane M.
Date: 2018-02-00
Type: Journal Articles
Subjects: Moderate Intellectual Disability,Word Problems (Mathematics),Intervention,Mathematics Skills,Mathematics Instruction,Teaching Methods,Problem Solving,Task Analysis,Predictor Variables,Instructional Effectiveness,Addition,Subtraction,Learner Engagement,Teacher Surveys

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats.
Rebar: Reinforcing a Matching Estimator with Predictions from High-Dimensional Covariates
Author: Sales, Adam C.
Date: 2018-02-00
Type: Journal Articles
Subjects: Computation,Prediction,Models,Data,Statistical Bias,Statistical Analysis,Educational Change,Validity,High Schools,Regression (Statistics)

In causal matching designs, some control subjects are often left unmatched, and some covariates are often left unmodeled. This article introduces &quot;rebar,&quot; a method using high-dimensional modeling to incorporate these commonly discarded data without sacrificing the integrity of the matching design. After constructing a match, a researcher uses the unmatched control subjects--the remnant--to fit a machine learning model predicting control potential outcomes as a function of the full covariate matrix. The resulting predictions in the matched set are used to adjust the causal estimate to reduce confounding bias. We present theoretical results to justify the method's bias-reducing properties as well as a simulation study that demonstrates them. Additionally, we illustrate the method in an evaluation of a school-level comprehensive educational reform program in Arizona.
Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems
Author: Saunders, Alicia F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Video Technology,Prompting,Simulation,Problem Solving,Middle School Students,Moderate Intellectual Disability,Error Correction,Feedback (Response),Computer Assisted Instruction,Intervention,Mathematical Concepts,Grade 7,Grade 8,Clinical Diagnosis

Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve video-simulation real-world mathematical problems by finger counting using video prompting (VP) in conjunction with systematic instruction (e.g., least intrusive prompting) with error correction and feedback. The simulated videos covered a variety of thematic units (i.e., pet store, grocery store, household chores, sporting goods store, outside chores, and thrift store) students may encounter in their everyday lives. The results of this study demonstrated a functional relation between VP and participants' mathematical problem-solving skills. Findings from this study provide several implications for practice and research for using video-based interventions to teach mathematical problem solving to students with moderate ID.
Math Is More than Numbers: Beginning Bilingual Teachers&apos; Mathematics Teaching Practices and Their Opportunities to Learn
Author: Yeh, Cathery
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Bilingual Teachers,Teaching Methods,Longitudinal Studies,Teacher Education Programs,Video Technology,Numbers,Beginning Teachers,Bilingual Education,Bilingualism,Elementary School Mathematics,Elementary School Teachers,Spanish,English (Second Language),Second Language Learning,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Observation,Interviews,Vignettes

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students' learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students' development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers' differing orientations toward learning are traced to their own professional opportunities to learn to teach. The significance of recognizing both the acquisition and participation metaphors of learning and the development of linguistically and culturally relevant teacher education are discussed.
&quot;Its Influence Taints All&quot;: Urban Mathematics Teachers Resisting Performativity through Engagement with the Past
Author: Povey, Hilary
Date: 2017-12-00
Type: Journal Articles
Subjects: Neoliberalism,Mathematics Teachers,Urban Schools,Foreign Countries,Educational Legislation,Educational Change,Mathematics Instruction,Secondary School Mathematics,Secondary School Teachers,Urban Teaching,Urban Education

In England, globalisation and neoliberal political agendas have created an environment in which teachers are constantly measured and ranked and subjected to a discourse of marketisation, managerialism, and performativity. This measuring, ranking, and subjection is particularly strongly felt in urban schools, where a discourse that recognised the systematic disadvantages that many urban children experience has been replaced by a discourse of &quot;failing&quot; students, teachers, and schools. The effect is to erode teachers' sense of independence and moral authority and to challenge their individual and collective professional and personal identities. The need to understand the current policy environment, to step aside and look on critically, becomes more important even as it becomes more difficult. Many teachers are engaged in re-storying themselves against this audit culture. In this article, the authors argue that it is possible, through excavating the past, to offer current-day teachers' stories to support this process of re-envisaging what they are, might be, and might become in their professional lives. Herein, they offer a response from one currently serving teacher, the third author, to the experience of performativity and they illustrate some ways in which she is able to mobilise historical stories from a previous urban teachers' curriculum project in her resistance to dominant, neoliberal discourses.
Equity-Directed Instructional Practices: Beyond the Dominant Perspective
Author: Rubel, Laurie H.
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Practices,Case Studies,Mathematics Instruction,Culturally Relevant Education,Social Justice,Models,Urban Schools,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,African American Students,Hispanic American Students,Females,Whites,Minority Group Students,Cultural Awareness,Teacher Education,Mathematical Concepts,Student Experience,Disproportionate Representation,Faculty Development,Observation,Interviews

In this article, the author synthesizes four equity-directed instructional practices: standards-based mathematics instruction, complex instruction, culturally relevant pedagogy (CRP), and teaching mathematics for social justice (TMfSJ). The author organizes these practices according to the dominant and critical axes in Gutiérrez's (2007a) equity framework. Among 12 teachers from 11 schools in a large urban school district, the author presents case studies of 3 teachers who excelled with the aforementioned dominant equity-directed practices but struggled with the critical practices of connecting to students' experiences called for in CRP and critical mathematics called for in TMfSJ. The analysis explicitly explores the role of whiteness in these struggles. The author presents implications and recommendations for mathematics teacher education on how to better support teachers for equitable teaching that includes these critical equity-directed practices.
Determination of Educational Needs and Self-Efficacy Perceptions of Special Education Teachers
Author: Ozcan, Deniz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Needs,Self Efficacy,Special Education Teachers,Curriculum Development,Teacher Surveys,Needs Assessment,Teacher Effectiveness,Statistical Analysis,Gender Differences,Educational Background,Professional Recognition

The purpose of this study is to analyse the need for curriculum development of special education teachers who work at special education centres and schools with resource rooms with regard to different variables and determine their perceptions of self-efficacy. In this study, a general survey model was employed that allows a general opinion about the universe. The population of the study consists of a total of 84 special education teachers who work at special education centres and schools with resource rooms that function under the Primary and Secondary Education Office of the TRNC Ministry of National Education. &quot;Needs Analysis Survey&quot; and &quot;Teacher's Self-Efficacy Scale&quot; are employed to collect data. The results reveal that teachers urgently need an education curriculum to be developed. Moreover, teachers' perception of efficacy is at an intermediate level.
A Study on Family Opinions Concerning Services Provided in Special Education Centres
Author: Ugurlu, Necla Isikdogan
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education,Family Attitudes,Delivery Systems,Related Services (Special Education),Educational Diagnosis,Opinions,Mothers,Semi Structured Interviews,Qualitative Research,Identification,Early Intervention,Anxiety,Stress Variables,Social Support Groups,Special Needs Students,Participant Satisfaction,Foreign Countries

This study is to diagnose and evaluate children with different special needs medically and educationally and, as a result of those evaluations, to identify families' expectations, opinions and suggestions concerning the special education process, services and the functioning of special education institutions. The mothers of five children who attended special education centres located in Nicosia, Turkish Republic of Northern Cyprus, were included. The data were gathered through semi-structured interviews, and the study were designed with the research method qualitatively. The opinions of mothers were gathered under five main themes. The results show that children who were diagnosed/evaluated at an early stage were integrated into education earlier and benefit more from special education institutions compared with other children. This study concludes that mothers' anxiety and stress decrease as the social support they receive increases.
Investigation of Pre-Service Teachers&apos; Levels of Readiness to Technology Integration in Education
Author: Cuhadar, Cem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Readiness,Technology Integration,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Knowledge Level,Student Surveys,Comparative Analysis,Student Teacher Attitudes,Educational Technology,Teacher Competencies,Foreign Countries,Goodness of Fit,Statistical Analysis,Factor Analysis

This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of education in Turkey. The data were collected by means of a scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis of SQD (Synthesis of Qualitative Evidence) model. It was basically found that pre-service teachers do not receive adequate training and support in regard to the use of ICT in education during the courses of their study at faculty of educations. This situation varies statistically according to gender and the faculty of education variables. In the process of technology integration in teacher education, it is important in terms of effectiveness and efficiency that resources other than human and human power are handled in a more realistic way. So, it is considered that the findings of the present study may help in the processes of planning and implementing the technology integration in teacher education.
Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students&apos; Views
Author: Kennedy, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Qualitative Research,Visualization,Student Attitudes,Educational Environment,Higher Education,Foreign Countries,Virtual Classrooms,Undergraduate Students,Content Analysis,Electronic Learning,Teaching Methods,Questionnaires

In recent years, the use of Technology Enhanced Learning (TEL) has risen exponentially throughout higher education in the UK. Whilst TEL is an umbrella term for a range of technologies, evidence suggests that in the UK, TEL is usually delivered via the medium of Virtual Learning Environments (VLEs) for the provision of lecture materials and additional content. An emerging literature has established both the pedagogical potential and students' perceived usefulness of TEL. However, researchers have yet to establish how the use of TEL via VLEs can be improved--a core requirement of establishing best practice. The current study sought to address this in a sample of 487 predominately undergraduate students. Content analysis revealed that views were overwhelmingly positive, but that students had clear views on what they wanted to see improved. Students expressed clear desires for the more consistent and more frequent use of TEL within lectures. Further, they felt that the potential of TEL to encourage and facilitate interactions, both within their University and with external stakeholders, has thus far gone unexploited. Implications for teaching practice and future research are discussed.
Predictors of Cyberloafing among Preservice Information Technology Teachers
Author: Dursun, Ozcan Ozgur
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Internet,Student Behavior,Mixed Methods Research,Predictor Variables,Information Technology,State Universities,Student Surveys,Grade Point Average,Socioeconomic Status,Social Media,Handheld Devices,Gender Differences,Foreign Countries

The current mixed-method study investigated the extent of involvement in cyberloafing within classroom settings among preservice information technology teachers. Thirteen state universities were picked randomly from hierarchical clusters, which were determined according to the national university rankings. Then, a recent five-factor cyberloafing scale was administered to 1856 participants in these universities to collect the quantitative data. An open-ended survey was also administered to two volunteers from each university (n: 26) to address their rationale for cyberloafing. Parametric analyses on cyberloafing scores were conducted through considering background variables including gender, university, grade level, grade point average, socioeconomic status, ownership of mobile devices and online social networking habits. The qualitative data were processed through descriptive content analysis, which was confirmed by an independent scholar. Findings revealed that males surpassed females in terms of three cyberloafing types (i.e., shopping, accessing online content, and gaming). Significant differences were observed in terms of university and grade level. The relationship between the grade point average and cyberloafing was negative and statistically significant. Socioeconomic status, ownership of mobile devices and social network use predicted cyberloafing behavior. Finally, qualitative data from openended questions revealed student- and instructor-related rationales for cyberloafing.
Project-X: An Initiative to Increase Student Engagement through Laptops
Author: Deveci, Tanju
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Laptop Computers,Computer Uses in Education,Foreign Countries,Engineering Education,College Freshmen,College Faculty,Student Surveys,Student Journals,Feedback (Response),Active Learning,Student Attitudes,Teacher Attitudes,Program Effectiveness

Today's digital natives enthuse educators to consider the impact of technology on learning and plan proper instruction, involving the use of laptop along with other technologies. However, implementing laptop use in classrooms without adequate support from administration, IT and faculty can have limited benefits. This article presents the results of a project conducted to identify the perceptions of students and faculty about ways in which the laptop use affects the learning environment at the Petroleum Institute, Abu Dhabi for two courses: Strategies for Team Based Engineering Problem Solving and Communication. Sixty-four freshman students, six instructors and two IT members were involved in the project. Quantitative and qualitative data were collected from students and faculty using a student survey, weekly electronic faculty-feedback logs, and electronic student journals. Data revealed that the use of laptops in the classrooms enhanced the feedback process on team-assignments in particular. Instructors felt that integration of laptopsfacilitated syllabus delivery and classroom management. Results also indicated challenges related to technical issues such as battery-life and Wi-Fi interference. It was further found that initial student and faculty training is essential for the project to have greater success. Results are discussed and recommendations are made for effective integration of the laptop in active learning environments.
Traditional and Digital Game Preferences of Children: A CHAID Analysis on Middle School Students
Author: Tatli, Zeynep
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Preferences,Student Attitudes,Computer Games,Gender Differences,Instructional Program Divisions,Games,Educational Attainment,Parent Background,Student Surveys,Foreign Countries,Statistical Analysis,Qualitative Research,Content Analysis

The purpose of this study is to determine types of games that middle school students play in their daily lives and analyze the effects of various variables such as gender, available technology, grade in school and parents' education levels on their game preferences. The sample consisted of a total of 464 grade 5-8 students (212 girls and 252 boys). The study was conducted in Spring 2015 and the data were collected using a two-part survey. The first part of the survey included questions about demographic information and the second part asked students to draw a picture of their favorite games. The results of this study showed that girls mostly preferred to play outdoor games whereas boys mostly preferred to play digital games. Participant students preferred to play games with rules outdoors and symbolic games indoors, and in digital environment, girls preferred to play minigames whereas boys preferred to play sports games. CHAID analysis was used in determining the relationships between the variables and game preferences. Gender was a prominent factor in identifying the preferences; that is, girls' game preferences were mainly influenced by having a computer and those of boys were affected by having an available Internet connection. This study also found that parents' education level is not related to children's game preferences. At the end of the study, suggestions were made for gamification and digital game design.
Transformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy Threshold Concepts
Author: Scott, Rachel E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Literacy,Student Attitudes,Honors Curriculum,Research Methodology,Methods Courses,Guidelines,Teaching Methods,Theory Practice Relationship,Research Skills,Questionnaires,Academic Libraries,Library Instruction

In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the &quot;Framework for Information Literacy for Higher Education.&quot; The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.