ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Education and Support Needs of Families Who Have Children with Intellectual Disabilities
Author: Cavkaytar, Atilla
Date: 2012-10-00
Type: Journal Articles
Subjects: Special Education,Foreign Countries,Social Support Groups,Mental Retardation,Semi Structured Interviews,Investigations,Needs Assessment,Educational Needs,Related Services (Special Education),Social Networks,Individual Development,Job Skills,Child Health,Educational Practices,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Family Needs,Accessibility (for Disabled)

The purpose of the study was to define families' of children with intellectual disabilities, needs on education and support services. Descriptive survey model was used in the study. Data was collected via semi-structured interviews. The study was conducted in 9 Training Application Schools (Egitim Uygulama Okulu) that were formal special education school, governed by Ministry of Education. The schools were in Eskisehir, Ankara, Izmir, Istanbul, Denizli and Mugla. 18 administrators and teachers and 38 volunteer parents of children with intellectual disabilities participated in the study. The data were collected through semi-structured interviews. The themes defined from the interviews were: Social support social support networks, personal development, skills on working with children, adjustment process, information about special education programs and school's practices, child's health. Although, there were some differences between the percentage of needs' area of administrators-teachers and parents, the needs' areas of administrators and teachers were parallel with parents'. It is thought that the results of this study can be a source for designing programs and developing present programs on the basis of the needs of families of children with intellectual disabilities. (Contains 7 tables.) [This study was supported by a grant from The Scientific and Technological Research Council of Turkey (TUBITAK) (110K255) and Anadolu University Scientific Research Projects (1005E102).]
Effects of Learning Beliefs of Pre-Service Teachers at an English as a Foreign Language Certificate Program on Their Practice Teaching
Author: Incecay, Gorsev
Date: 2011-10-00
Type: Journal Articles
Subjects: Preservice Teachers,English Teachers,English (Second Language),Second Language Learning,Beliefs,Student Attitudes,Student Teaching,Second Language Instruction,Qualitative Research,Foreign Countries,Structured Interviews,Observation,Student Journals

The purpose of the current study is to explore the effects of pre-service teachers' language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. To explore their language learning beliefs and to determine the categories participants' interview transcriptions were open coded. Five main categories of language learning beliefs were identified in the end of the analysis; (1) ideal English learner, (2) ideal English teacher, (3) ideal English classroom, (4) difficulties in language learning process, (5) strategies of learners to overcome difficulties. The findings of the observation checklist and reflection papers written by the participants revealed some significant effects of the language learning beliefs of pre-service teachers on their practice teaching. Briefly, the results of the study revealed that both participants' teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the beliefs and practice teaching.
Youth-Produced Media in Community Change Efforts. REACH Issue Brief Series. Number Three
Author: Wilcox, Whitney
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Documentaries,Video Technology,Community Change,Youth Programs,Adults,Leadership,Skill Development,Interpersonal Relationship,Emotional Response

Using digital media skills, youth have found an increasingly popular medium to tell stories about their lives, hopes and communities. Some educators have embraced this trend, viewing youth-produced media as a way to impart technical skills, build self-confidence and connect young citizens to their communities. In some cases youth and their adult allies use youth-produced media to articulate a youth perspective on key public issues, with the goal of fostering needed community change. There are a number of excellent resources that focus on the production of youth-produced media, including suggestions for the process and documentation of outcomes for participating youth. Comparatively little attention is paid to how youth-produced media is interpreted and understood by its audiences and the extent to which it influences policy change. The purpose of this issue brief is to explore what happened after production, as the youth-produced videos were used as part of the community change efforts of REACH coalitions. The authors document what participating youth, adult allies and project leaders learned about using youth-produced documentaries as part of a community change strategy. They provide a brief description of the project, summarize reported benefits and discuss challenges and opportunities associated with this approach to involving youth in community change. [This paper was written with the assistance from Lisceth Cruz Carrasco, Nancy Erbstein and James Fabionar.]
Follow-up of Doctoral Students Supported by OSEP Funded Leadership Preparation Projects Initiated in Fiscal Years 2000 and 2001. SEFNA Brief
Author: Smith, Deborah Deutsch
Date: 2009-07-07
Type: Reports - Research
Subjects: Special Education,Graduation Rate,Leadership Training,Doctoral Programs,Followup Studies,College Outcomes Assessment,Educational Indicators,Accountability,Progress Monitoring,Accessibility (for Disabled)

Since 1959 the Office of Special Education Programs (OSEP) has held annual competitions to award leadership (doctoral preparation) projects to universities to support doctoral students pursuing careers in special education or in a related service. OSEP's leadership preparation projects are four years in duration and offer a one- or two-year no-cost extension. Beginning with fiscal year (FY) 2000 projects, project directors have submitted annual reports to indicate each student's progress toward graduation. When a project is closed, a "Final Student Report" must be submitted to indicate the status (e.g., graduated, enrolled, transferred, dismissed, dropped out) of each student. However, due to intricacies in the reporting process, data about completion rates are often misleading and inaccurate. To help close this information gap, SEFNA conducted a follow-up study to provide policy makers with a more complete assessment. Findings reveal that the graduation rate of special education doctoral students supported through OSEP funded leadership (doctoral) preparation projects far exceeds those of students funded through other federal agencies' programs. OSEP funded students' overall graduation rate exceeds 70%, and will likely approach 90%. (Contains 2 footnotes.)
The REACH Youth Program Learning Toolkit
Author: Sierra Health Foundation
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Change Agents,Documentaries,Video Technology,Community Change,Youth Programs,Program Evaluation,Youth,Leadership,Community Resources,Demography

Believing in the value of using video documentaries and data as learning tools, members of the REACH technical assistance team collaborated to develop this toolkit. The learning toolkit was designed using and/or incorporating components of the &quot;Engaging Youth in Community Change: Outcomes and Lessons Learned from Sierra Health Foundation's REACH Youth Program Evaluation Report&quot; and the &quot;REACH Impact Documentary.&quot; This toolkit is divided into three sections: (1) Youth As Change Agents: Youth Voice and Leadership; (2) The Promise of Equity: Access, Resources, and Intentionality, and (3) The Promise of Equity: Understanding Youth Demographics. Each section includes resources, an activity, and discussion questions for critical thinking. Individual sections contain resources. [This toolkit was created by a team of contributors including: bel Reyes, Connie Chan Robinson, Joanne Bookmyer, Matt Cervantes, and Katy Pasini.]
Benefits and Challenges in Building a Community Youth Development Coalition. REACH Issue Brief Series. Number One
Author: Campbell, David
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Youth Programs,Program Development,Organizational Objectives,Institutional Cooperation,Conflict,Outreach Programs,Personnel Management

How can the field of youth development move from being an assortment of valuable but often disconnected programs to become a coordinated system or sector with greater policy relevance? One strategy for working toward this goal involves building a community youth development coalition. Successful coalitions can take various forms, but most are marked by shared goals, inclusive membership, community legitimacy and the ability to mobilize community assets and resources to create policy or institutional change. Through funding and technical assistance provided to grantees in seven Sacramento-area communities, REACH sought to create effective community youth development coalitions as part of a broader regional change strategy. This issue brief examines what has been learned about the coalition-building process during the REACH youth development program. The authors first review benefits associated with the coalition development strategy, some realized concretely during REACH and others whose promise became apparent. Then they focus on the types of challenges that must be overcome if these benefits are to be more fully realized. The goal is to inform other funders or communities that wish to create vital, effective coalitions capable of advancing youth development goals. [This paper was written with support from Lisceth Cruz Carrasco, James Fabionar, and Whitney Wilcox.]
Is Iowa Educationally Competitive? Children and Iowa's Economic Future. Iowa Kids Count Special Report
Author: Bruner, Charles
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Educational Change,Social Indicators,Teacher Salaries,Competition,Educational Quality,Labor Force Development,Economic Development,Outcomes of Education,Educational Attainment,Elementary Secondary Education,Academic Achievement,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Racial Differences

In 1991, the Child and Family Policy Center (CFPC) titled its first Iowa Kids Count Data Book &quot;World-Class Futures.&quot; That year, Iowa ranked eighth among states in the national Kids Count Data Book, and the report warned against complacence. &quot;World-Class Futures&quot; drew comparisons between Iowa's child outcomes and those for some of America's major trading partners and competitors--Canada, Great Britain, France, and Japan--to show that Iowa should not rest on its laurels if it wanted to compete, and excel, in an increasingly international economy. &quot;World-Class Futures&quot; itself was a reference to a Gubernatorial report, &quot;World Class Schools,&quot; that set out an agenda to make Iowa's school system a model for the nation. In his last term in office (1994-98), Governor Terry Branstad focused upon significant education reforms and investments designed to be part of his legacy. His successor, Governor Tom Vilsack, followed this up with additional education initiatives to make Iowa's educational system more competitive with other states, including additional funding for teacher salaries and establishing a goal that 90 percent of all high-school students pursue post-secondary education. In his first term in office, Governor Chet Culver has initiated additional actions to bring Iowa teacher salaries up to the national average and established Preschool for All, an early-childhood program designed to make voluntary preschool available to all Iowa four-year-olds. With such attention from Iowa's last three governors on education reform and excellence, one might assume that Iowa's education system would have moved forward over the last 20 years, both in its own right and in comparison with other states. Two 2006 Iowa Fiscal Partnership (IFP) reports, however, provided information that has challenged this assumption and pointed to the need for Iowa lawmakers to seriously reassess the status of Iowa's educational system. The 2007 and 2009 data analyzed in this update support ts and show that, despite recent investments, Iowa students are not keeping up with their counterparts in other parts of the world, or in other states. (Contains 7 tables.) [This paper updates two earlier CFPC reports prepared for the Iowa Fiscal Partnership--&quot;No Longer a Leader&quot; and &quot;Securing Iowa's Economic Future.&quot;]
Is Iowa Educationally Competitive? Children and Iowa's Economic Future--March 2010 Update on NAEP Reading Scores. Iowa Kids Count Special Report Update
Author: Child and Family Policy Center
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Grade 8,Educational Quality,Competition,Reading Achievement,Grade 4,Racial Differences,At Risk Students,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders

In January, 2010, Iowa Kids Count produced a special report that showed long-term trends in Iowa student reading and mathematics scores on the National Assessment of Educational Progress (NAEP), the only source for comparative state information on student achievement. The January report showed a decline in Iowa's ranking since 1992, when the first NAEP scores were reported, with Iowa ranking in the bottom third of states among its White student population. On March 24th, 2010, the National Center for Education Statistics released the 2009 NAEP reading scores for both 4th and 8th grade. The NAEP scores on fourth grading reading show Iowa's continuous decline relative to other states (except for an upturn in 2007). Eighth grade reading scores only are available for the years from 2003 to 2009 for Iowa, but they are consistent with the fourth grading reading scores in terms of Iowa's rankings and trend lines. (Contains 2 tables.)
A Comparison of Doctoral Funding Levels across Federal Programs. SEFNA Brief
Author: Smith, Deborah Deutsch
Date: 2009-07-09
Type: Reports - Research
Subjects: Federal Programs,Comparative Analysis,Doctoral Programs,Financial Support,Federal Aid,Funding Formulas,Program Costs,Government Role,Mental Retardation,Developmental Disabilities

The importance of the federal role in the preparation of doctoral-level personnel is well acknowledged. It helps to produce future leaders in critical areas and is a key component of the nation's economic security, its prestige around the world, and its leading position in research and innovation across all areas. Through a number of agencies, the federal government offers programs to support the training of doctoral students. The one offered through the Office of Special Education Programs (OSEP) provides substantially lower levels of assistance to students and demonstrates greater individual variability than similar federal programs. (Melissa Hartley and Anthony Truong  assisted with data collection; Roxanne Watson, Susan Mortorff Robb, and this task's study team (Lou Danielson, Ben Lignugaris-Kraft, Herb Rieth, Naomi Tyler, and Jane West) also assisted with the final preparation of this document. Contains 1 footnote.)
Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety
Author: Aydin, Belgin
Date: 2012-01-00
Type: Journal Articles
Subjects: Reading Programs,College Second Language Programs,English (Second Language),Program Development,Anxiety,College Students,Student Attitudes,Questionnaires,Semi Structured Interviews,Foreign Countries

This paper is concerned with the modifications implemented in a second year foreign language (FL) reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program.  The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students' opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language. Appended are: (1) Questionnaire on student opinions about the changes implemented; and (2) Semi-structured Interview Questions. (Contains 5 tables.)
Assessing Trends in Leadership: Special Education's Capacity to Produce a Highly Qualified Workforce. 2011 Final Report: Narrative
Author: Smith, Deborah Deutsch
Date: 2011-09-00
Type: Reports - Research
Subjects: Disabilities,College Faculty,Special Education,Needs Assessment,Leadership,Colleges,Teacher Education Programs,College Graduates,Teacher Educators,Doctoral Programs,Teacher Supply and Demand,Teacher Qualifications,Teacher Shortage,Educational Change,Leadership Training,Surveys

For over 25 years, independent researchers have warned of an impending shortage of the special education (SE) faculty who staff the nation's institutions of higher education (IHEs). "The 2001 Faculty Shortage Study" (Smith, Pion, Tyler, Sindelar, & Rosenberg, 2001), which documented the imbalance between the supply of and demand for SE leadership (doctoral) personnel, raised awareness of this issue and was the first project funded to study the multidimensional nature of the shortage. After 10 years, the time was right to build upon the decade-old findings of "The Faculty Shortage Study." The information gathered through the current Special Education Faculty Needs Assessment (SEFNA) project adds to the understanding regarding the connections between the supply of doctoral graduates who select SE teacher education programs for their careers and the available supply of highly qualified teachers who provide services to students with disabilities and their families. The U.S. Department of Education's Office of Special Education Programs (OSEP) funded the SEFNA project. This publication represents the final report of a four-year effort to determine whether the nation's SE enterprise had sufficient capacity and infrastructure to produce a highly qualified workforce to meet the educational needs of students with disabilities and their families. Central to this study were questions such as does the faculty shortage documented in "The Faculty Shortage Study" remain, has the profile of doctoral programs changed, what are the characteristics of programs producing SE teachers, what demographic shifts have occurred in students currently in the doctoral pipeline and recent doctoral graduates, and how does the OSEP leadership preparation program contribute to the supply of doctoral students in SE? The authors were surprised by many of their findings. They believe that these results will inform the nation's policymakers and SE community of the actions that need to be taken to ensure sufficient infrastructure and national capacity to abate an impending faculty shortage of overwhelming magnitude. This shortage will impair the ability of schools to provide an appropriate education to students with disabilities because a shortage of teacher educators will result in a further shortage of well-prepared teachers. Study Design and Methodology are appended. (Contains 7 figures, 11 tables and 5 footnotes.)
Special Education Faculty Needs Assessment Study Implications
Author: Smith, D.D.
Date: 2011-10-00
Type: Reports - Research
Subjects: Program Effectiveness,Special Education,Needs Assessment,Teacher Recruitment,Special Education Teachers,Teacher Supply and Demand,Teacher Shortage,Doctoral Programs,Disabilities

This paper presents the highlights of the Special Education Faculty Needs Assessment Study (SEFNA). Actions taken after the release of The 2001 Faculty Shortage Study demonstrate that supply-and-demand imbalances can be improved. The projected shortage of special education faculty will directly and negatively affect students with disabilities and their families. Excessive demand for new special education faculty is the result of multiple factors. Solutions to this predicted supply-and-demand imbalance must be direct and immediate.
Renewing Juvenile Justice
Author: Macallair, Daniel
Date: 2011-03-00
Type: Reports - Research
Subjects: Management Information Systems,Leadership,Juvenile Justice,Counties,Data,Philanthropic Foundations,Leadership Role,Mental Disorders,Special Needs Students,Intervention,Financial Support,Court Litigation,Institutionalized Persons,Correctional Institutions

The Center on Juvenile and Criminal Justice (CJCJ) was commissioned by Sierra Health Foundation to critically examine California's juvenile justice system and consider the potential role of foundations in promoting systemic reform. The information gathered by CJCJ researchers for this report suggests that foundations can perform a key leadership role in juvenile justice by assisting counties in their efforts to develop a broader array of interventions, especially for special-needs youth. The treatment needs of special-needs youth, particularly the mentally ill, are a primary challenge for county juvenile justice systems, especially when it comes to accessing services and funding streams across jurisdictional, institutional and administrative boundaries. Despite the current statewide economic crisis, many counties continue to underutilize resources and funding streams that could diversify their treatment service, bolster resources and improve the quality of care. In addition, the need to develop data gathering and management information systems is present in many California juvenile justice systems. As the Annie E. Casey Foundation has found through its nationwide Juvenile Detention Alternatives Initiative (JDAI), measurable change cannot occur without the consistent gathering of accurate data that informs management and drives policy. (Contains 17 tables and 8 footnotes.)