ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Parenting for the Adjustment of Children with and without Learning Disabilities: A Person-Oriented Approach
Author: Barkauskiene, Rasa
Date: 2009-00-00
Type: Journal Articles
Subjects: Mothers,Learning Disabilities,Child Rearing,Adjustment (to Environment),Preadolescents,Children,Emotional Response,Child Behavior,Behavior Problems,Multiple Disabilities,Parenting Styles,Affective Behavior,Parent Child Relationship,Elementary School Students,Grade 2,Grade 3,Grade 4,Foreign Countries,At Risk Persons

A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and behavioral domains. Children with multiple learning disabilities were overrepresented in the Negative parenting group characterized by mothers' high control and negative affection. Finally, whereas in the Negative parenting group, multiple learning disabilities were associated with high internalizing and externalizing problem behavior, in the Positive parenting group characterized by mothers' support and positive affection, no significant associations between multiple or single learning disabilities and adjustment problems were found. (Contains 4 tables and 4 footnotes.)
Perceptions of Parents and Teachers of the Social and Behavior Characteristics of Children with Reading Problems
Author: Smith-Bonahue, Tina
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Problems,Learning Disabilities,Hyperactivity,Attention Deficit Disorders,Parents,Comparative Analysis,Evaluation Methods,Behavior Problems,Reading Difficulties,Self Concept,Competence,Parent Attitudes,Teacher Attitudes,Grade 1

Children with learning disorders (LD) are at increased risk for a host of psychosocial problems, including Attention Deficit Hyperactivity Disorder (ADHD) (e.g., Bouffard, Roy, &amp; Vezeau, 2005; Elksnin &amp; Elksnin, 2004; Greenham, 1999; Michaels &amp; Lewandowski, 1990; Sideridis, Morgan, Botsas, Padeliadu &amp; Fuchs, 2006; Weiner &amp; Tardiff, 2004). While the co-morbidity between learning disorders and Attention Deficit Hyperactivity Disorders (ADHD) has been well documented, the nature of the relationship between the disorders and the overlap of manifested symptoms have not been thoroughly examined (Zentall, 2005). This study examines parent and teacher ratings on the Behavior Assessment System for Children for 91 students with learning disorders referred for reading problems, both with and without Attention Deficit Hyperactivity Disorder. Both parent and teacher ratings differed significantly from the mean for all children in the sample for Internalizing and Social Problems. Parent and teacher ratings suggested significantly more difficulties with Externalizing behaviors for children with both ADHD and LD compared to children with LD. Parent ratings suggested that the children with both LD and ADHD had more difficulties with hyperactivity than the children with LD only; teacher ratings suggested more difficulties with attention and learning for the children with both LD and ADHD. (Contains 4 tables.)
The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities
Author: Stagliano, Christina
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Elementary School Students,Grade 4,Instructional Materials,Story Grammar,Reading Instruction,Reading Comprehension,Teaching Methods,Intervention,Expository Writing,Instructional Effectiveness

The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading instruction. A multiple-probe design across participants (Alberto &amp; Troutman, 2009) was utilized to evaluate the effects of the procedure to facilitate the students' comprehension of expository text passages. The participants were individually instructed on common elements of a story and taught to complete a story map while reading expository text passages. After completing the story map, the participants answered five comprehension questions about the selection. Results of the study indicated that the use of the story-mapping procedure improved all three participants' percentage of correct comprehension questions of expository text passages. In addition, the results also revealed immediate improvements from the baseline to intervention phase; and maintenance probes suggested that the effects of the intervention were sustained even after two weeks with no story-mapping instruction. Limitations of the study, implications for practice for classroom teachers, and suggestions for future research are discussed. (Contains 1 table and 1 figure.)
The Component Reading and Writing Skills of At-Risk Undergraduates with Writing Difficulties
Author: Harrison, Gina L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Writing Difficulties,Spelling,Sight Vocabulary,At Risk Students,Undergraduate Students,Writing Skills,Reading Difficulties,Measures (Individuals),Phonology,Error Patterns,Decision Making,Essays,Writing (Composition),Vocabulary Development

Cognitive, word-level reading, spelling and writing measures were administered to academically at-risk undergraduates with writing difficulties to examine their literacy profiles; and performance was compared to typically-achieving writers. The at-risk students were slower and less accurate on measures of sight word reading, lexical decision, alpha-RAN, and were less accurate in making rhyming decisions for words that varied in their visual and phonological similarity than typically-achieving writers. Students also produced misspellings that were less orthographically plausible, and made more spelling errors and used less sophisticated vocabulary in their essays, despite good oral vocabulary, than students without writing difficulties. Findings are discussed in relation to the importance of well-developed word-specific knowledge into adulthood for skilled writing, and in relation to the effectiveness of self-report in the present study as a screening tool to research adult writing difficulties. (Contains 4 tables.)
Engaging STEM Faculty in K-20 Reforms--Implications for Policies and Practices
Author: Zhang, Xiaodong
Date: 2010-00-00
Type: Journal Articles
Subjects: Research and Development,Tenure,Elementary Secondary Education,Colleges,Mathematics Achievement,Academic Achievement,Technology Education,Engineering Education,Mathematics Education,Higher Education,Educational Change,Surveys,Case Studies,Professional Development,Evaluation

The Math and Science Partnership (MSP) program at the National Science Foundation (NSF) is a major national research and development effort that supports innovative partnerships among institutions of higher education (IHEs), local K-12 school systems, and their supporting partners in order to improve K-12 student achievement in mathematics and science. Deep engagement of science, technology, engineering, and mathematics (STEM) disciplinary faculty is a hallmark of the MSP program. The program posits that disciplinary faculty hold the content knowledge that K-12 teachers need and that, if faculty are substantially involved, teachers' disciplinary knowledge will be strengthened, resulting in improved student achievement. Drawing on a larger study that examines the effects of STEM faculty engagement in MSP, this article specifically looks at the tenure and promotion policies in a sample of IHEs involved in MSP. Recognizing that tenure and promotion policies may be slow to change, the authors also examine strategies that were used by selected MSP projects to engage STEM faculty in K-20 educational reforms in the absence of major policy changes at the university level. (Contains 2 tables.)
The Relationship between the Urban Small Schools Movement and Access to Physics Education
Author: Kelly, Angela M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Small Schools,School Size,Physics,Teacher Certification,Access to Education,Urban Schools,Science Education,Enrollment Trends,Comparative Analysis,High Schools,Correlation,College Preparation,Science Teachers,Surveys,Statistical Analysis,Secondary School Science

This study sought to examine physics offerings and enrollments, as well as teacher certification data, in small schools (less than 600 students) throughout New York City during the 2004-2005 academic year. Results were then compared to those for mid-sized (600-1200 students) and large (greater than 1200 students) high schools. The following overarching research question was considered: What is the relationship between school size and access to physics study, an established indicator of college preparedness? In addition, the study led the authors to examine several sub-questions: (a) How does physics course availability relate to school size when compared to other variables?; (b) Among schools that offer physics, which types of physics courses are available?; and (c) What is the proportion of physics-certified teachers, and how does this relate to school size? These research questions were explored utilizing data from the New York City Department of Education (NYCDoE), as well as survey responses obtained directly from school administrators. The analysis first considers current research on small schools, the status of physics availability in New York City's schools, and recent patterns of physics teacher quality. Next, the quantitative methodology and research design are described. Finally, results from the survey and a discussion of the potential relationship between the small schools initiative and physics education are presented. (Contains 3 figures and 5 tables.)
Why Inquiry Is Inherently Difficult...and Some Ways to Make It Easier
Author: Meyer, Daniel Z.
Date: 2010-00-00
Type: Journal Articles
Subjects: Data Collection,Inquiry,Science Instruction,Teaching Methods,Problem Solving,Models,Lesson Plans,Instructional Design

In this article, the authors offer a framework that identifies two critical problems in designing inquiry-based instruction and suggests three models for developing instruction that overcomes those problems. The Protocol Model overcomes the Getting on Board Problem by providing students an initial experience through clearly delineated steps with a data collection technique that can be applied to a wide variety of further settings. It not only gives students a new tool, but also suggests questions to which it can be applied. It overcomes the Variability Problem by being applicable to a wide variety of settings and utilizing messy data. The Design Challenge Model overcomes the Getting on Board Problem by presenting a practical need to acquire certain knowledge bases. It asks students to understand it as a question before understanding a solution. It overcomes the Variability Problem by imposing a variety of pressures that allow students to balance competing needs in a variety of ways. Lastly, the Product Testing Model overcomes the Getting on Board Problem by centering on everyday phenomena. It overcomes the Variability Problem both through the challenge of producing the phenomena in the lab setting and through competing values. (Contains 2 figures and 4 footnotes.)
Strategies for Improving Retention of Community College Students in the Sciences
Author: Lloyd, Patrick M.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Community Colleges,Graduation Rate,Sciences,Academic Persistence,Science Education,Organic Chemistry,Instructional Improvement,Majors (Students),Tutoring,Role,Teacher Student Relationship,Futures (of Society),Peer Teaching

Almost one half of U.S. students receiving B.S. and M.S. science degrees attend community colleges during their academic careers, yet for the large majority of community college students in the sciences, a four-year degree in a STEM discipline remains an unrealized goal. The authors describe methods intended to improve student learning, retention, and graduation rates of community college students in the sciences. (Contains 2 tables and 4 figures.)
Gravity, Magnetism, and "Down": Non-Physics College Students' Conceptions of Gravity
Author: Asghar, Anila
Date: 2010-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,College Science,College Students,Nonmajors,Scientific Principles,Geology,Problem Solving,Magnets

This study investigates how students enrolled in entry-level geology, most of whom would graduate from college without university-level physics courses, thought about and applied the concept of gravity while solving problems concerning gravity. The repercussions of students' gravity concepts are then considered in the context of non-physics courses, including implications for reform efforts in physics. Data were collected during the second week of an eleven-week term from two courses with an average enrollment of just over 100 students. Based on research literature (Claxton, 1993; diSessa, 1983; Vosniadou, 1994) and one author's experience of teaching this population of students, the authors hypothesized that students would have fragmented and loosely connected ideas about gravity. Findings, implications, and limitations of this study are discussed. (Contains 3 tables and 4 figures.)
Elementary Pre-Service Teachers' Environmental Literacy and Views toward Science, Technology, and Society (STS) Issues
Author: Amirshokoohi, Aidin
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Environmental Education,Student Teacher Attitudes,Program Effectiveness,Elementary School Teachers,Knowledge Level,Knowledge Base for Teaching,Technology,Sciences,Science Education,Elementary School Science

Although there have been a number of studies that have explored secondary in-service and pre-service teachers' beliefs about STS education, levels of environmental literacy, attitudes toward teaching STS or environmental issues, and/or the impact of teacher education programs on teacher beliefs and attitudes, studies involving elementary pre-service teachers are extremely scarce. In an effort to begin to bridge this gap in the literature, the current study was initiated to serve as a descriptive exploratory field test for a subsequent study that intends to examine the impact that a STS-oriented science methods course has on pre-service elementary teachers' level of environmental literacy, their views and perceptions toward STS issues, and the instruction of such issues in their classrooms. The aim of the current study was to gain a better understanding of elementary pre-service teachers' attitudes toward environmental and STS issues, their levels of environmental literacy and knowledge about STS, and their views about teaching environmental and STS issues to their prospective students. The results of this study indicated low levels of environmental literacy among the sample of elementary pre-service teachers. They were also indicative of low levels of personal interest in STS issues. The slightly better scores on the section of the Perception of STS (PSTS) instrument dealing with participants' views toward teaching STS in the classroom bode well and provide hope that if equipped with sufficient understanding of STS and environmental issues and the STS instructional framework, these participants are willing and consider it important to teach their prospective students about these issues. (Contains 5 figures and 3 tables.)
In-Service Elementary Teachers' Understanding of Magnetism Concepts before and after Non-Traditional Instruction
Author: Atwood, Ronald K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Science,Physics,Inquiry,Science Teachers,Teaching Methods,Faculty Development,Elementary School Teachers,Scientific Concepts,Magnets,Creative Teaching,Inservice Teacher Education,Rural Schools,Teacher Competencies,Concept Formation

Magnetism is a topic frequently studied in elementary schools. Since magnetism is a popular topic and is included in national science education standards, it might be assumed that elementary teachers have a good understanding of this topic and that elementary students develop a good understanding of fundamental magnetism concepts. Unfortunately, evidence suggests that magnetism concepts are poorly understood across a broad range of potential learners. The lack of successful teaching and learning of magnetism concepts that occurs at the elementary level may be partly due to deficiencies in elementary science textbooks for elementary students and elementary science methods and materials textbooks for teachers. However, ineffective science content courses in teacher preparation are likely to be a much larger problem. There is a clearly identified need to improve instruction on magnetism, and elementary science teacher education is a logical place to focus. This article reports a descriptive study of in-service elementary teachers' understanding of magnetism concepts and confidence in their understanding of those concepts before and after non-traditional instruction that utilizes instructional activities from &quot;Physics by Inquiry.&quot; (Contains 3 tables and 5 figures.)
Study Quality in Higher Education Institution: Philosophy and Praxeology of Management
Author: Juodaityte, Audrone
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Total Quality Management,Educational Quality,College Administration,Administrative Principles,Program Implementation,Meta Analysis,Literature Reviews,Institutional Evaluation,Quality Control,Accountability,Guidelines

This article defines total quality philosophy, its transformations and significance for study quality in higher education institution. It reveals the concepts, principles and problems of study quality management and provides overview of implementation of study quality management at today's European universities. The experience of two European countries (Great Britain and Finland) in study quality management is analysed. Generalised conclusions and recommendations for study quality management efficiency at modern universities are provided. (Contains 3 tables and 2 figures.)
Institutional Quality Assessment of Higher Education: Dimensions, Criteria and Indicators
Author: Savickiene, Izabela
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Evaluation Criteria,Foreign Countries,Educational Quality,Institutional Evaluation,Quality Control,Decision Making

The article discusses dimensions and criteria, which are used to assess the quality of higher education in different countries. The paper presents dimensions and criteria that could be appropriate for assessment of the quality of higher education at Lithuanian universities. Quality dimensions, assessment criteria and indicators are defined and explained. It is suggested who could make decisions on the quality of higher education at universities. (Contains 2 tables.)
Quality Assessment of University Studies: Attitude of Academic Community
Author: Valiuskeviciute, Audrone
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Research,College Students,College Graduates,Administrators,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Surveys,Questionnaires,Test Validity,Research Needs,Educational Quality,Foreign Countries,Higher Education,Educational Policy,College Faculty,College Instruction,College Curriculum,International Education,Institutional Evaluation,Institutional Research,Program Effectiveness,Educational Indicators,Program Evaluation,Evaluation Criteria,Participant Satisfaction,Quality Control,Educational Assessment,Student Development,Outcomes of Education

The article presents the research on study quality state at three Lithuanian universities. The research was performed during the spring semester in 2003. Research participants were 669 students, 227 teachers, 126 administration officers and 359 graduates. The outcomes of the research did not aim at revealing the state of study quality in a comprehensive way and presenting an objective evaluation. The research allowed validating the developed survey method, determining problematic issues of study quality which necessitate further research and much deeper analysis, and laying foundation for further debate about study quality state at universities. (Contains 38 figures.)
Dilemmas in Quality Assessment
Author: Patry, Jean-Luc
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Classification,Values,Conflict,Ethics,Evaluation Methods,Decision Making,Evaluation Problems,Stakeholders,Legislation,College Students,Test Validity,Educational Quality,Foreign Countries,Higher Education,Educational Policy,College Faculty,College Instruction,International Education,Institutional Evaluation,Program Effectiveness,Educational Indicators,Program Evaluation,Evaluation Criteria,Quality Control,Educational Assessment,Faculty Evaluation,Test Reliability,Measurement Techniques

A taxonomy of potential values conflicts in evaluations is presented. Basis is the distinction of types of conflict (aims vs. means conflicts; qualitative vs. quantitative conflicts). Six areas of values are discussed: the ethical, methodical, social and interactive, legal, economic, and personal values. The taxonomy of conflicts between these values is applied to a concrete evaluation process, namely the student rating of teaching at the University of Salzburg. Some of the conflicts are discussed, e.g. bandwidth vs. fidelity, individual vs. social and criterion oriented reference norm, student ratings vs. evaluation, and cheating teachers. It is suggested to use the taxonomy before starting an evaluation. (Contains 2 footnotes and 3 tables.)
External Quality Assessment of Non-University Study Programmes Which Were Developed and Submitted for Realisation: Experience and Problems
Author: Zibeniene, Gintaute
Date: 2004-00-00
Type: Journal Articles
Subjects: Program Evaluation,Educational Quality,Professional Education,Statistical Analysis,Qualitative Research,Foreign Countries

The author analyzes the nature of study programme assessment with regard to the assurance of study quality. The organisation of the assessment process of the non-university study programmes which were developed and submitted for realisation in Lithuania and other countries is also presented and compared. It is being analysed whether it is possible to identify the quality of these programmes based on qualitative and quantitative indicators. (Contains 8 footnotes and 2 tables.)