ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development
Author: Havice, William
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Faculty Development,Professional Development,Administrators,Elementary Secondary Education,Learning Activities,Problem Based Learning,Student Projects,Group Activities,Program Effectiveness,Pretests Posttests,Surveys,Statistical Analysis,Self Efficacy,Alumni,Interdisciplinary Approach

The integration of science, technology, engineering, and mathematics (STEM) education, also referred to as integrative STEM education, is a relatively new interdisciplinary teaching technique that incorporates an engineering design-based learning approach with mathematics, science, technology, and engineering education (Sanders, 2010, 2012, 2013; Wells, 2010, 2013). Over the past 11 years, 475 teachers and administrators, representing kindergarten through eighth grade teachers and elementary school administrators from 7 school districts in South Carolina, have participated in an Integrative STEM Education Institute. In this Institute, participants developed knowledge and skills to create and implement integrative STEM education activities for use in their classrooms. Participants learned how to incorporate problem-based and project-based learning that helps students work in groups to develop cross-curriculum skills. The purpose of this article was to evaluate the immediate and long-term effectiveness of the Institute. Quantitative survey data from pre-post surveys immediately revealed a statistically significant increase in self-efficacy regarding the Institute's learning objectives. In addition, a survey was sent to alumni from the 2012-2015 Institutes. The results from this survey revealed that a significant number of alumni felt empowered through the Institute to implement integrative STEM education in their classrooms and build sustainable integrative STEM education programs at their schools following attendance at the Institute.
Preparing Students Experiencing Homelessness for College: Considerations for Counselors and Other Supportive Personnel
Author: Havlik, Stacey A
Date: 2018-06-00
Type: Journal Articles
Subjects: Homeless People,College Readiness,Career Readiness,Social Cognition,Social Theories,Barriers,Secondary School Students,Self Efficacy,College Attendance,Success,Goal Orientation,School Personnel,Student Personnel Workers,Federal Legislation,Expectation,Aspiration

This article describes the unique college and career preparation challenges faced by students experiencing homelessness (SEH), framed using a Social Cognitive Career Theory (SCCT) lens. The experience of homelessness presents barriers for secondary students, which can impact their college self-efficacy, outcome expectations of attending and succeeding in college, and goal setting towards college. In this conceptual paper, background on homelessness and research related to the college planning process of SEH is provided, as well as implications for school and career counselors, as well as other educators.
Reconsidering Policy Barriers for Justice-Involved College Students
Author: Custer, Bradley D.
Date: 2018-06-00
Type: Journal Articles
Subjects: Barriers,College Students,Delinquency,Crime,Public Policy,State Policy,School Policy,College Admission,Student Financial Aid,College Housing,Student Employment,College Athletics,At Risk Students,Success,Social Bias,Student Needs,Social Justice

Student affairs professionals are concerned about the access and success of diverse groups of students in U.S. higher education, but systematic barriers continue to confront one understudied population of college students. Justice-involved people--those who have experienced the criminal justice system--face unique challenges on our campuses but are often ignored in discussions of access, retention, and success. To raise awareness about the barriers these student face, this paper offers a descriptive examination of the federal, state, and institutional policies that target justice-involved college students, including policies related to admissions, financial aid, campus housing, student employment, student athletics, and others. Analysis suggests these policies are significant barriers to student success because they prevent students from accessing important services and programs and are harmfully stigmatizing. Recommendations are offered to student affairs professionals on supporting justice-involved college students to overcome the barriers.
Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review
Author: Ely, Mindy S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Intervention,Visual Impairments,Literature Reviews,Family Programs,Infants,Toddlers,Blindness,Parent Child Relationship,Interpersonal Competence,Environmental Influences,Professional Personnel,Teacher Education Programs,Adult Learning,Teamwork,Interdisciplinary Approach

Introduction: The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher &amp; Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods: Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results: Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion: The foundational concepts of early intervention (Pletcher &amp; Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners: Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.
The Impact of Transition Services in Facilitating College Degree Completion for Students with Visual Impairments: Post-Bachelor&apos;s Degree Perspectives
Author: Mask, Paige R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Interviews,Independent Living,Career Awareness,Interpersonal Competence,Self Advocacy,High School Students,Blindness,Bachelors Degrees,Educational Attainment,Individualized Transition Plans,Access to Education,Self Determination,Barriers,Evidence Based Practice,Internship Programs,Educational Experience,Purchasing,Travel,Interpersonal Relationship,Work Experience,Student Teaching

This article portrays the complex nature of the transition process for two students with visual impairments (VI), both functionally blind, who successfully completed a bachelor's degree. Standardized open-ended interviews provided individual perspectives on the transition services, supports, and challenges faced by the participants with VI during their high school and postsecondary years. Key themes include access to the general education and expanded core curriculum, career and vocational awareness, support systems, self-advocacy and self-determination, independent living skills, social skills, and internship experiences. Transition discussion delineates the importance of evidence-based practices in secondary transition plans and provides recommendations for secondary VI practitioners and postsecondary institutions serving students with VI.
Comparison of Perimeters: Intuitive Interference in People Who Are Blind
Author: Lahav, Orly
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Geometry,Intuition,Interference (Learning),Blindness,Visual Impairments,Manipulative Materials,Object Manipulation,Reaction Time,Accuracy,Data Collection,Spreadsheets,Comparative Analysis,Learning Problems,Science Education,Mathematics Education,Cognitive Ability,Questionnaires,Statistical Analysis

Structured abstract: Introduction: Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the comparison-of-&quot;perimeters&quot; task, &quot;area&quot; was the irrelevant salient variable. Such studies have consistently shown that accuracy is higher and reaction times for correct responses are shorter in congruent trials (no interference of area), than in incongruent trials (interference of area). Methods: Fifteen participants who are blind completed a comparison-of-area and a comparison-of-perimeters tasks, each in a different session. In each comparison trial, the participants explored two tactile geometrical shapes using both hands. To collect the participants' responses and reaction times, the researchers used a Microsoft Excel Macro file designed for this study. Results: Findings demonstrated that for both rate of correct responses and their reaction times, the performance pattern resembled the one observed previously for sighted participants. In addition, reaction times that were observed there were about five times longer compared to those observed previously for sighted participants. Discussion: These findings indicated that interference of area in comparison to perimeters is evident for participants who are blind. They further suggest that, in mathematics, people who are blind experience interference that had previously been assumed to be tied to visual perception. Implications for practitioners: The study suggests that interference of salient irrelevant variables could cause difficulties in science and mathematics for students who are blind. This knowledge could guide educators and curriculum developers for these students in selecting appropriate learning and instruction methods. In addition, the current findings point to the additional amount of time needed to access graphical information tactilely compared to visually.
Fitting in or Feeling Excluded: The Experiences of High School Students with Visual Impairments
Author: Jessup, Glenda
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Integration,Visual Impairments,Social Isolation,High School Students,Comparative Analysis,Blindness,Student Surveys,Student Attitudes,Leisure Time,Recreational Activities,Correlation,Educational Environment,Disabilities,Social Adjustment,Peer Acceptance,Peer Relationship,Educational Experience,Psychological Patterns,Foreign Countries,Semi Structured Interviews

Introduction: This study compares the experiences of high school students with visual impairments (that is, those who are blind or have low vision) in and out of school. Methods: Twelve visually impaired high school students completed the same in-the-moment survey seven times daily for seven consecutive days. The frequencies of their activities, interactions, and ratings of internal variables (fitting in, acceptance, loneliness, and enjoyment) were compared across three contexts: home, school, and other (neither home nor school) contexts. Results: Participants spent much of their time out of school alone at home. They rated leisure and structured recreation in &quot;other&quot; locations as their most enjoyable activities. Doing nothing at school was the least positively rated activity. Participants fitted in significantly less and felt significantly less accepted at school than elsewhere. A large proportion of school interactions involved receiving help; few involved giving help. Participants with additional disabilities reported more school social challenges than their peers who were only visually impaired. Discussion and implications for practitioners: This study highlights the subjective dimensions of choice in everyday life. The social impact of doing nothing at school provides an imperative for staff members to ensure that adolescents with visual impairments can participate in lessons. Staff may also need to facilitate opportunities for these students to reciprocate with peers. Adolescents with visual impairments highly value activities with friends out of home and, as with most adolescents, may need to lean on their families for assistance in this area until they can participate in such activities independently.
Participant Experiences in an Employment Mentoring Program for College Students with Visual Impairments
Author: Antonelli, Karla
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Blindness,Visual Impairments,Career Development,Mentors,Longitudinal Studies,Job Search Methods,Program Evaluation,Self Disclosure (Individuals),Accessibility (for Disabled),Career Exploration,Professional Development,Career Guidance,Randomized Controlled Trials

Introduction: Mentors can help college graduates with visual impairments (that is, those with blindness or low vision) prepare for and seek employment in their chosen fields by serving as role models and sharing their experiences with mentees. Identifying mentoring activities and discussions most valued by mentees with visual impairments will facilitate the design of future mentoring programs. Methods: A nationwide mentoring program for college students with legal blindness was implemented using an experimental longitudinal research design. Career mentors with legal blindness worked with mentees to develop knowledge and skills related to securing employment. Data included engagement in job-seeking activities, most helpful aspects of the mentoring relationship, and a participant evaluation of the program. Results: Most mentees indicated that program activities and discussions related to visual impairment (for instance, disclosure and accommodation planning) and field-specific issues (such as career exploration and professional development) were of greatest value. Participants evaluated the program positively. Discussion: Mentees valued knowledge, support, encouragement, and career guidance provided by mentors. Mentors valued the opportunity to contribute to the growth of young professionals with visual impairments. Implications for practitioners: Students with visual impairments find value in specific aspects of mentoring relationships, and mentors are eager to work with students seeking employment. Topics and activities for future mentoring programs should include disclosure, accommodations, blindness skills, and job-search skills. Level of visual impairment and the career field should both be considered when pairing mentors with students with visual impairments preparing for employment.
Conceptualizing Latina/o College-Going Behavior in High School
Author: Saenz, Victor B.
Date: 2018-06-00
Type: Journal Articles
Subjects: Hispanic American Students,Gender Differences,Males,Extracurricular Activities,Intention,Bachelors Degrees,Educational Attainment,Multivariate Analysis,Student Characteristics,Correlation,Study Habits,College Preparation,High School Students,Longitudinal Studies,Mathematics Education,Science Education,Academic Aspiration,Expectation,Student Attitudes,Multiple Regression Analysis

This study examined the influence of participation in school and extracurricular activities on Latino males' intention to pursue a bachelor's degree in relation to their Latina peers. Using nationally representative High School Longitudinal Study data from 2012, researchers developed two factors and three dichotomous variables focused on academic, non-academic, or pre-college activities and ran multivariate regression models to determine the effect on intention to pursue a bachelor's degree. After accounting for background characteristics, being female retained a strong positive effect on intention to pursue a bachelor's degree. Two factors were positively associated with Latino males' bachelor's degree intention: &quot;Hours on School Work&quot; and &quot;College Planning and Preparation.&quot; Two dichotomous variables, &quot;Math Activities&quot; and &quot;Science Activities&quot; were positively associated; however, the other dichotomous variable, &quot;Non-academic Activities,&quot; was negatively associated. Most significantly, this study found that effects of high school activities and preparation for college are not constant across gender.
Exploring Reward Mechanisms on Social Question and Answer Websites: Quantifying the Interdependences among User Activities
Author: Chen, Juan
Date: 2018-06-00
Type: Journal Articles
Subjects: Rewards,Web Sites,Social Exchange Theory,Foreign Countries,Interaction,Structural Equation Models,Least Squares Statistics,Electronic Publishing,Users (Information),Recognition (Achievement),Peer Acceptance,Information Networks,Input Output Analysis,Hypothesis Testing,Statistical Analysis

Introduction: Previous studies suggest that the users of social question and answer Websites contribute their knowledge to a community in exchange for intrinsic rewards from other members, such as reciprocity and reputation. Thus, rewarding knowledge contributors is of great importance for maintaining the users of such Websites. However, there is a lack of knowledge on the reward mechanisms used by the sites. In addition, while previous studies have highlighted the importance of reciprocity in motivating knowledge sharing, little is known about how reciprocity takes place in a knowledge community, hence, this study addresses that research gap. Method: This study seeks to explore reward mechanisms and quantify the conversion ratio based on studying the profiles of 33,974 observations from a Chinese social question and answer Website. Analysis. The structural equation modelling technique was adopted to estimate the research model via the partial least squares approach. Results: The results show that users who have more followers and publish more questions and articles, tend to answer more questions on social question and answer Websites. The interaction effect between the users' question-asking activities and the appreciation they receive has a significant influence on user popularity. Conclusions: Writing articles and providing answers generate appreciation from other community members. In addition, users are likely to follow individual users who not only asked interesting questions but who also provided high-quality answers, implying a like-minded effect.
The Study of Foreign Languages by Students Who Are Blind Using the JAWS Screen Reader and a Refreshable Braille Display
Author: Kapperman, Gaylen
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Blindness,Braille,Educational Technology,Technology Uses in Education,Assistive Technology,Teaching Methods,Second Language Instruction,Audio Equipment,Computer Software,Keyboarding (Data Entry),Worksheets

In this article, the authors contend that the effectiveness in studying foreign languages by students who are blind can be greatly increased with the use of a properly configured screen reader, Job Access With Speech (JAWS), and a braille display. They assert foreign language instruction should not be limited to auditory input from an instructor and JAWS alone, since being able to read and write the language is also of paramount importance. As a consequence, it is vital that a refreshable braille display should be included in the array of technology used by a foreign language student who is blind. The procedures described are most appropriate for use with English-speaking students who are studying second and third languages. The authors describe two major approaches. The first focuses on the language-detection facility found in JAWS. The second focuses on the inclusion of a foreign language synthesizer. The advantages of both approaches are detailed.
The Perspectives of Teachers and Paraeducators on the Relationship between Classroom Clutter and Learning Experiences for Students with Cerebral Visual Impairment
Author: McDowell, Nicola
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Paraprofessional School Personnel,Teacher Attitudes,Attitude Measures,Classroom Environment,Neurological Impairments,Behavior Problems,Special Schools,Observation,Student Behavior,Program Effectiveness,Attention,Interference (Learning),Qualitative Research,Semi Structured Interviews,Foreign Countries

Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including &quot;black hubs,&quot; may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated.