ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions of Teaching Staff from Nigerian Independent Schools of a South African Professional Development Workshop
Author: Steyn, Trudie
Date: 2010-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Mixed Methods Research,Foreign Countries,School Effectiveness,Teacher Effectiveness,Workshops,Private Schools,Constructivism (Learning),Questionnaires

There is widespread agreement that professional development (PD) is the best possible answer to meeting the complex challenges in education systems. Studies on educational effectiveness identify the link between quality teachers and their PD. The purpose of this exploratory study was to determine the perceptions of Nigerian delegates from independent schools of the effectiveness of a training programme conducted by academic staff at the University of South Africa (Unisa). A mixed-method approach was adopted in two similar workshops. In March (2008) (Phase 1), quantitative data were collected and, in October 2008 (Phase 2), qualitative data were collected. The results reveal delegates' experiences of the quality of the presentations, the content and learning experience, the extent to which the expectations of the delegates were met, the application possibility and relevance of the workshops to educational practice and the needs experienced in Nigerian schools and recommendations for future workshops.
Attitudes among Vietnamese Educators towards Students with Disabilities and Their Implications Relative to Inclusive Practices: The Findings of a Preliminary Investigation
Author: Austin, Vance L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Disabilities,Attitudes toward Disabilities,Inclusion,Special Education,Comparative Analysis,Cross Cultural Studies,Cultural Differences,College Faculty,Teacher Educators,Qualitative Research,Statistical Analysis,Attitude Measures,Teacher Surveys,Interviews

This article presents the findings of a short-term quantitative/qualitative study concerning the attitudes of Vietnamese educators towards individuals with disabilities and its possible implications relative to the development of inclusion and special education in Vietnam. The current conditions regarding the education of students with and without disabilities in Vietnam are compared with that of other South Asian countries as well as the United States. The purpose of this study was to identify prevailing attitudes of both school teachers and college teacher educators towards students with disabilities. This was seen as a preliminary step in identifying their predisposition towards the practical implementation of inclusion, which is currently a key national initiative. The implications of this cursory investigation presents a challenge for researchers to find a way to bridge the gap between well-established traditions and best practices in special education in emerging postmodern industrialized countries like Vietnam.
An Exploration of Instructional Support Use in a Secondary Science Classroom
Author: Tyler, Doris Kennedy
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Science,Access to Education,Biology,Science Instruction,Textbooks,Books,Electronic Publishing,Handheld Devices,Audio Equipment,Information Dissemination,Surveys,Special Needs Students

Our classrooms are becoming more diverse; with this diversity educators need to find multiple strategies to address the varied learning preferences in their classrooms. By the time students enter secondary education, the expectation is that they are capable of reading and organizing information from a text. However, all of our students do not come to a high school course prepared with the essential skills to benefit from instruction. This can be especially true with content such as science. This study explores the use of varied instructional supports to facilitate better access to the curriculum for diverse learners, especially those with special needs. Students were provided text materials, podcasts, and digital books. Surveys indicated that students used the text based materials most frequently.
Students with Sickle Cell Anemia Participating in Recess
Author: Lucas, Matthew D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Diseases,Recess Breaks,Symptoms (Individual Disorders),Clinical Diagnosis,Play,Physical Activities,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Child Health,Teacher Student Relationship,Inclusion,Genetic Disorders

The participation of a student with Sickle Cell Anemia in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with Sickle Cell Anemia and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, prevalence, and symptoms of Sickle Cell Anemia will be presented. The paper will then address recommendations for children with Sickle Cell Anemia in recess.
Who Does the Alternate Assessment Really Assess?
Author: Bruster, Debra
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Alternative Assessment,Exit Examinations,High Schools,Teacher Attitudes,Teacher Surveys,Likert Scales,Mixed Methods Research,Disabilities,Cognitive Ability,Literature Reviews

Special education teachers in Georgia are required to develop grade level tasks, reflecting grade level standards, teach the tasks and document the progress of their students with significant cognitive disabilities in the areas of math, science, literature, and social studies. The teachers must then compile the evidence of the students' progress on the tasks into a portfolio that is graded to determine if the students (and sometimes the schools) make adequate yearly progress. This literature review will look at research concerning teachers' perceptions of alternate assessments. This literature will attempt to prove the hypothesis that teachers perceive alternate assessments as an assessment of their ability to complete the task rather than student learning and knowledge. The literature is arranged chronologically.
Exploring Transition Education and Community-Based Instruction for High School Students with Disabilities: A Practice in Taiwan
Author: Pan, Cheng-Chen
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Students,Disabilities,Community Based Instruction (Disabilities),Foreign Countries,Educational Change,Intellectual Disability,Transitional Programs,Special Education,Special Education Teachers

Research indicates that transition education contributes to forming a long-term support to high-school students with disabilities for their adult life. Also, Community-Based Instruction (CBI) which is a preparation of vocational skills and awareness, has its positive influences improvement of self-esteem as result of higher work inclination and employment. A car-washing curriculum of a CBI practice created an &quot;acquisition-rich&quot; environment&quot; with the Scaffolding Theory in one high school located in Taiwan and brought about the mutual connection between the school and a local community. The educational implementation had yielded its benefits because of the emphasis of transition education and CBI. In this case, car-washing as a CBI facilitated student-initiated learning which promoted intellectual disabled students' vocational skills, awareness and self-efficacy and became a critical role between a school and a community.
Special Education Is Broken
Author: Rader, Lacie
Date: 2010-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Urban Schools,High Schools,Disabilities,Socioeconomic Influences,Individualized Education Programs,Academic Standards,Student Needs,Low Income Groups,At Risk Students,Student Rights

The author describes her experience as special education teacher at Berkeley High School (BHS), an urban school with over three thousand students, and how she began to question the way the school defines disability. The diversity of any large urban school has its benefits, but the size itself will always be the downfall when the school focuses on lofty dreams of cultivating Ivy League students while developing the national reputation for academic rigor. Without fail, students who are on the lower end of the socio-economic spectrum will fall behind because the school's focus does not take into account the diversity it encourages. Even though ten percent of BHS students have IEPs because they cannot cope with the standards of the school, few changes have been made in the curriculum, vocational skills classes have not been added, the graduation standards remain the same and teachers are encouraged to keep moving quickly through materials in order to accommodate and challenge students on the other end of this spectrum. Special education seemed to be housing all of the students who could not get an &quot;A&quot; in overcrowded high level English classes taught by teachers who are far more interested in finishing up their PhD than teaching at high school. The author asks the question: why not address the situation for what it is; the students that make up the lower socioeconomic end of our schools are not able to get their needs met within the college prep structure? The special education program makes this face-to-face with the facts confrontation a less pressing need. Yet the special education department, accompanied with paperwork, psychologists and insufficient funding is not a solution to the problem.
Correlates of Attitudes toward Academic and Physical Inclusive Practices for Students with Disabilities and Selected Leadership Behaviors among Middle School Principals in North Carolina
Author: Houser, Mary A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Inclusion,Correlation,Leadership Styles,Questionnaires,Attitudes toward Disabilities,Middle Schools,Principals,Middle School Students,Disabilities,Administrator Attitudes,Mainstreaming,Special Education,Likert Scales,Statistical Analysis

The purpose of the study was to examine the relationship between attitudes toward academic and inclusive practices for students with disabilities and selected leadership behaviors (transformational and transactional) among principals in North Carolina. Participants for this study were randomly selected middle school principals from public schools in North Carolina. This study used a one-group, correlational design, using two instruments. The results of this study found a significant relationship between academic and physical inclusive practices and transformational leadership behaviors, r (75) =0.320, p&lt;0.01). However, no significant relationship was found between academic and physical inclusive practices and transactional leadership behaviors, r (72) = -0.068, p&lt;0.05. The findings for this study suggest that the more North Carolina middle school principals demonstrated transformational leadership behaviors, the more positive their attitudes were toward academic and physical inclusive practices for students with disabilities.
Educational Solutions for Children with Cerebral Palsy
Author: Driver, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Cerebral Palsy,Children,Special Education,Student Needs,Teaching Methods,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Physical Disabilities,Evaluation Methods,Academic Accommodations (Disabilities),Accessibility (for Disabled)

This paper characterizes educational strengths and needs of children with cerebral palsy (CP) and connects research findings from the University of Michigan's Adapted Cognitive Assessment Lab (ACAL) to current special educational requirements. It acknowledges the uniqueness of educating a child with significant motor and communication disabilities and suggests a reasonable starting point to develop an education plan for children with CP. The authors propose two key components critical to the educational success of children with CP: Accessible Assessment and Accessible Curriculum. Emphasis is placed on the importance of working within the mandated educational guidelines to best meet the individual educational needs of students with CP. Also included in the manuscript is a comprehensive appendix of resources related to the educational needs of children who receive special education services, a resource appendix specific to reading, examples of accommodations vs. modifications, and a diagram that highlights the key concepts of this article.
Study of Thai Language Oral Reading Problems for Students with Down Syndrome: Grade Range 1
Author: Kaewchote, Nantawan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thai,Oral Reading,Reading Difficulties,Down Syndrome,Elementary School Students,Observation,Pronunciation,Orthographic Symbols,Intonation,Sentences,Vowels,Decoding (Reading),Surveys

The purpose of the study was to explore the Thai Language Oral Reading Problems of students with Down syndrome, Grade Range1 at Watnonsaparam School, Saraburi Thailand in favor of Web Quest Lessons Development Enhancing Oral Reading Skills of Down syndrome Students. The research instruments were the 2 observation forms on Thai Language Reading skill. The findings revealed that Thai Language Oral Reading Problems of Down syndrome students varied greatly on the pronunciation of vowels, tone marks, wording and sentences. Nevertheless, four students were able to orally read Thai characters with correct pronunciation and showed basic understanding of reading procedures. Most of the students were having problems in reading Thai vowels both in terms of pronunciation and meaning decoding; they took much more time on reading procedures. The problems found will benefit the development of Web Quest Lessons Enhancing Oral Reading Skills of Down syndrome Students Grade Range 1 at Watnonsaparam School, Saraburi Thailand.
Podcasting and Digital Video in the Classroom: A Call for Research
Author: Newman, John H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Multimedia Materials,Multimedia Instruction,Handheld Devices,Teaching Methods,Video Technology,Special Education,Virtual Classrooms,Research Needs

A case is directed at digital immigrants to utilize mobile computing devices such as an Apple iPod to deliver content to students in self-contained special education classrooms. The author discusses the current state of the use of iPods in classrooms, and how research using these devices has been limited to institutions of higher learning, while leaving the K-12 arena almost devoid of use. Research using this mode of treatment is in its infancy, leaving the field wide-open for willing participants with tremendous upside for the students we are teaching.
Punishment Strategies: First Choice or Last Resort
Author: Lukowiak, Twila
Date: 2010-00-00
Type: Journal Articles
Subjects: Punishment,Discipline Policy,Discipline Problems,Educational Strategies,Functional Behavioral Assessment,Guidelines,Timeout,School Policy

Is it appropriate to implement punishment strategies in the home and school settings when children display disrespectful and inappropriate behaviors? This article depicts the advantages and disadvantages of teachers and parents utilizing an array of punishment strategies including: (a) reprimands, (b) response cost, (c) timeout, and (d) corporal punishment. It is critical that educators and parents know the advantages and disadvantages of each of the punishment strategies so that they can make well informed, knowledgeable decisions.
Student Engagement: The Core Model and Inter-Cohort Analysis
Author: Davis, Christopher J.
Date: 2015-05-00
Type: Journal Articles
Subjects: Learner Engagement,Models,Cohort Analysis,Electronic Learning,Integrated Learning Systems,Research Design,Online Courses,Educational Environment,Outcomes of Education,Undergraduate Students,Assignments,Data Analysis

Prior research in higher education shows that engagement has been inconsistently conceptualized: semantic inconsistency has been compounded by variations in the constructs used to operationalize engagement. Acknowledging these limitations, we conceptualize student engagement as a multi-faceted meta-construct, overcoming some of the limitations evident in prior studies. This supports a research design that enables us to tap the capacity of the LMS at our institution to operationalize the constructs that undergird the Bundrick et al (2014) model. Our inter-cohort analysis reveals significant variations in individuals' engagement with the on-line course. Our findings suggest that interactions among the primary elements of the learning environment--the student, the teacher, and the content--significantly affect engagement and student outcomes. Our findings also suggest an urgent need to deepen investigation of student engagement to more fully investigate the dynamics of interaction as on-line learning environments account for an increasing proportion of higher education.
Students with Fetal Alcohol Syndrome Participating in Recess
Author: Scheel, Rebecca
Date: 2011-00-00
Type: Journal Articles
Subjects: Fetal Alcohol Syndrome,Recess Breaks,Student Participation,Symptoms (Individual Disorders),Incidence,Student Needs,Teaching Methods,Barriers,Inclusion

For the student with Fetal Alcohol Syndrome (FAS), participation in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with FAS and present basic solutions to improve the experience of these students in the recess setting. Initially, the definition and prevalence of FAS will be presented. This will be followed by a discussion of the benefits of the recess setting for the student. Next, as a lead-up to the specific topic of recess for students with FAS, a discussion of possible modifications and teaching strategies for working with children with FAS in the classroom will be noted. The paper will then address the possible challenges and subsequent modifications and teaching strategies for working with children with FAS in recess. Lastly, specific methods of proactively including a student with FAS in a recess activity will be discussed.
What Do Children Learn about Prosocial Behavior from the Media?
Author: Punyanunt-Carter, Narissra Maria
Date: 2009-00-00
Type: Journal Articles
Subjects: Children,Prosocial Behavior,Mass Media Effects,Literature Reviews,Television Viewing,Childrens Television,Cultural Awareness,Cross Cultural Studies,Helping Relationship,Child Behavior,Arousal Patterns,Toys,Cartoons,Television Commercials,Advertising,Video Games,Parent Influence,Peer Influence,Self Esteem

The paper discusses the importance of prosocial behavior from the media and its effects on children. The paper reviews several research studies on prosocial and media on children. The paper also offers implications and limitations dealings with prosocial behavior and media on children.
The Impact of Programming Experience on Successfully Learning Systems Analysis and Design
Author: Wong, Wang-chan
Date: 2015-05-00
Type: Journal Articles
Subjects: Programming,Information Systems,Systems Analysis,Design,Problem Solving,Systems Development,Information Technology,Regression (Statistics),Hypothesis Testing,College Students

In this paper, the author reports the results of an empirical study on the relationship between a student's programming experience and their success in a traditional Systems Analysis and Design (SA&amp;D) class where technical skills such as dataflow analysis and entity relationship data modeling are covered. While it is possible to teach these technical skills to students without programming experience, the results of the study strongly suggest that students with programming experience complete the course more successfully than those without.
First Database Course--Keeping It All Organized
Author: Baugh, Jeanne M.
Date: 2015-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Science Education,Information Systems,Databases,Introductory Courses,Required Courses,Majors (Students),Information Storage,Database Design,Student Projects,Peer Evaluation,Outcomes of Education,Programming Languages,Programming,Student Attitudes,Student Surveys,Rating Scales

All Computer Information Systems programs require a database course for their majors. This paper describes an approach to such a course in which real world examples, both design projects and actual database application projects are incorporated throughout the semester. Students are expected to apply the traditional database concepts to actual database storage problems. The design of the database is emphasized and students evaluate each other's design as well as their final database project. The details of a database written by the Author to organize all information surrounding the student's project are also presented. In this database course, the students are able to follow the progress of their fellow students during the course. Student's evaluations of each other's work during the semester is shown to be beneficial in the learning process.
Use of Art/Art Work and Cognitive Skill for the Rehabilitation of Special Children of 4-9 Years of Age
Author: Hina, Zubair
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Cognitive Ability,Thinking Skills,Rehabilitation,Special Needs Students,Young Children,Visual Aids,Instructional Materials,Outcomes of Treatment,Program Effectiveness,Foreign Countries,Statistical Analysis

Art work/art therapy enhances cognitive skill because it helps to increase learning difficulties, social and perceptional skills; memory development and also helps special children to gain self-awareness. This research is focused on the artwork and cognitive skill used for the rehabilitation through different art activities. Mild category of special children was selected. Statistics was collected from eight schools and schools were chosen on convenient basis. Ten children were selected from each school. Thus the total sample was 80. Different exercise sheets and flash cards were prepared for different activities. Data was analyzed on cognitive levels and these levels were designed on the basis of performance. It was found by the research that rehabilitation through art activities improves cognitive function, conceptual and perceptual skills, moving patients towards self-preoccupation; and, literacy skills. Conclusion of the study is that the art therapy increases the possibilities of long-term success in life of a special child.
Incorporating a Human-Computer Interaction Course into Software Development Curriculums
Author: Janicki, Thomas N.
Date: 2015-05-00
Type: Journal Articles
Subjects: Computer Science Education,Man Machine Systems,Computer Software,Curriculum Development,Information Systems,Management Systems,Computer System Design,Course Content,Models,Core Curriculum

Individuals have increasing options on retrieving information related to hardware and software. Specific hardware devices include desktops, tablets and smart devices. Also, the number of software applications has significantly increased the user's capability to access data. Software applications include the traditional web site, smart device applications and web pages that emulate apps on mobile devices. The importance of high user satisfaction is critical as users will switch quickly to other devices or sources for their information needs. To assist in developing high impact and positive user satisfaction are the theories from the field of study known as Human Computer Interaction (HCI). This research summarizes several of the key theories from HCI and recommends the placement of learning modules related to HCI in current software development courses as well as proposing an updated standalone HCI course into MIS and CIS curriculums.