ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Children with Autism to Ask Questions
Author: Squires, Katie E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Evidence Based Practice,Intervention,Questioning Techniques,Language Acquisition,Literature Reviews

Children with autism have impairments in communication that make it difficult for them to acquire the ability to ask appropriate wh- questions. This is a very important skill, and one that clinicians often do not know how to target. Search terms were entered into several databases to locate studies published in peer-reviewed journals. The studies had to include a wh- question as the dependent variable. Thirteen studies were located and described. This article reviews the literature in regards to teaching children with autism to ask questions and provides opportunities for clinicians to obtain an evidence-base from which to build their practice.
The Principals&apos; Impact on the Implementation of Inclusion
Author: Thompson, Carmelita
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Inclusion,Disabilities,Special Education,Leadership Role,Educational Legislation,Federal Legislation,Curriculum Implementation,Equal Education,Educational Quality,Mainstreaming,Accountability,Special Education Teachers

The principal is the key element in shaping and sustaining educational programs that provide children with disabilities the opportunity to be educated in the general education setting. Federal mandates require compliance in educational services for children with disabilities. This has changed the role of principals in education. As schools strive to meet the challenge of implementing the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB) requirements, the principals' role is essential for the success of these programs. Principals must personally lead the implementation of the inclusion process. Principals must be effective leaders in regard to curriculum, resources, staffing, professional development, and instructional practices. They must be knowledgeable about special education history, laws and policies, and services pertaining to special education. The purpose of the article is to emphasize the importance of the principals' special education understanding, knowledge, and attitude toward successfully implementing inclusion schools.
Fostering Special Education Certification through Professional Development, Learning Communities and Mentorship
Author: Trahan, Mitzi P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Communities of Practice,Mentors,Mixed Methods Research,Teacher Education,Disabilities,Faculty Development,Teacher Attitudes,Educational Strategies,Elementary Secondary Education,Questionnaires,Likert Scales,Structured Interviews

The purpose of this article is to present mixed methodology evaluation data regarding a professional development initiative designed to offer non-certified special education teachers specialized classroom and teacher certification support. The project was grounded in evidence-based strategies that resulted in direct implications for teacher preparation, retention, and certification. To maximize benefits of participation in this project, access to instructional resources was provided. Participants benefitted from face-to-face communities of practice and a virtual learning environment designed to establish a shared culture of improvement and collaboration. Teacher participants generally felt factors such as &quot;encouragement, motivation, and support they received from their colleagues contributed to their decision to pursue a special education teaching career.&quot; The evaluation findings informed a professional development model incorporating the essential components of professional development, learning communities, and mentorship. The findings further indicated that teacher professional development should specifically address instructional strategies, understanding of special educational issues, and skill attainment.
Elements of Good Teaching and Good Teachers: A Theoretical Framework and Effective Strategies for Special Educators
Author: Austin, Vance L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Instructional Effectiveness,Teacher Effectiveness,Educational Strategies,Interpersonal Relationship,Teaching Skills,Pedagogical Content Knowledge,Teacher Background,Educational Practices,Master Teachers

Within schools in the United States, teachers must now acquire the skills and dispositions necessary to effectively teach students with a wide variety of needs. As an important first step, the effective behaviors of successful teachers need to be considered. The author has identified three key components that are integral to that process; namely, (a) relationship-building, (b) pedagogical skills, and (c) subject knowledge. One framework that appears to be useful in identifying specific skills common to &quot;good&quot; teaching and good teachers is Kennedy's (2008) three criteria of effective teaching behaviors: (a) personal resources; the qualities that the teacher brings to the job (b) teacher performance; teachers' everyday practices that occur in and out of the classroom and (c) teacher effectiveness; the relational teacher qualities that influence students. In a relevant investigation, the author and colleagues conducted research that identified effective teacher strategies, such as awareness of body language, flexibility in accommodating different learning styles, active listening techniques, the use of eye contact, teacher availability, and incorporating a variety of teaching methodologies. Other research-based strategies are discussed relative to their implications for effective (good) teaching.
What Factors Contribute to Self-Efficacy
Author: Straus, Hildy
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Efficacy,Performance Factors,Paraprofessional School Personnel,Severity (of Disability),Statistical Analysis,Questionnaires,Public Schools,Predictor Variables,Predictive Validity,Likert Scales,Organizational Culture,Organizational Climate,Individual Characteristics,Job Satisfaction,Institutional Characteristics,Regression (Statistics)

This study examined the self-efficacy of paraeducators serving students with moderate to severe disabilities in a specialized public school. Quantitative methods explored the relationship among paraeducator self-efficacy, personal factors (including work experience, age level of teaching assignment, and disability served), and organizational factors (including role of paraeducator, collaboration, professional development, job satisfaction, and supervision). Seventy-five paraeducators working in a suburban public school responded to the Paraeducator Perceived Self-Efficacy Scale and the Paraeducator Descriptive Questionnaire. Findings indicated that overall, personal or organizational factors were not predictors of self-efficacy. However, the organizational factor of job satisfaction was a significant predictor of self-efficacy, suggesting that paraeducators should be encouraged to express their wants and needs. Additionally, strong relationships were present between supervision and role definition and also between job satisfaction and collaboration.
Co-Teaching and Collaboration: Preservice Teachers&apos; Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities
Author: Bowlin, Tamara M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Team Teaching,Preservice Teachers,Quasiexperimental Design,Special Education,Special Education Teachers,Self Efficacy,Teacher Education Programs,Statistical Analysis,Introductory Courses,Inclusion,Online Surveys,Correlation,Regular and Special Education Relationship,Teacher Collaboration,Video Technology,Undergraduate Students,Observation,Multiple Regression Analysis,Teacher Effectiveness,Likert Scales

A quasi-experimental design and multiple regression analysis were used to examine responses of 153 preservice general and special education teachers as a function of (a) participation in an introductory special education course and (b) viewing a co-teaching video (Friend, 2005) versus observing an inclusive classroom. Based on responses to pre- and post-measures (30 test-bank items, Mastropieri &amp; Scruggs, 2010; Preservice Inclusion Survey, Shippen, Crites, Houchins, Tamsey, &amp; Simon, 2005; and Teacher's Sense of Efficacy Scale, Tschannen-Moran, &amp; Woolfolk Hoy, 2001), results showed participants' knowledge, attitudes, and sense of efficacy increased significantly from pre-to post-course survey (p &lt; 0.001). In addition, participants who viewed the co-teaching video scored significantly higher on self-efficacy (p = 0.04) than those who observed in vivo. However, there were no differences in knowledge or attitudes (p &gt; 0.05) based on video versus observation. Finally, attitudes, but not knowledge, significantly predicted sense of efficacy (R[superscript 2] = 0.21). Implications for teacher preparation programs are discussed.
Creating a Common Table: Using Peer Mediated Intervention to Promote Social Communication Skills with At-Risk and Autism Spectrum Disorder Populations
Author: Craig-Unkefer, Lesley
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Teaching,Peer Influence,Social Development,Interpersonal Communication,Communication Skills,At Risk Students,Autism,Pervasive Developmental Disorders,Intervention,Preschool Children,Interpersonal Competence,Early Intervention,Disabilities,Intelligence Tests,Verbal Ability,Vocabulary,Young Children,Play,Toys,Observation,Coding

Identifying an intervention that is effective for multiple populations can be a challenge. Given the potential range of students in an inclusive setting, the need to identify common strategies that promote skill development for multiple populations is essential. Professionals need to identify those strategies that promote skill development that meet the needs of the individual student as well as the other students in the classroom setting. An investigation was conducted using a three-part peer mediated intervention for two distinct populations. The purpose of this investigation was to examine how consistent strategies impacted diverse participant populations in the area of social communication. Results are discussed per participant population and how targeted common strategies can promote skill development of diverse populations, including those identified as being at risk or with a diagnosed disability.
Home-School Collaboration for Students with ASDs: Parents&apos; Perspectives
Author: Houser, Mary A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Family School Relationship,Pervasive Developmental Disorders,Autism,Parent Attitudes,Special Education,Parent Teacher Cooperation,Clinical Diagnosis,Special Needs Students,Surveys,Semi Structured Interviews,Asperger Syndrome,Qualitative Research,Content Analysis

Parent-teacher collaboration for students with autism spectrum disorders (ASDs) has become increasingly important due to the rise of students being diagnosed with ASDs. Today's schools are being challenged with creating educational programs to best meet the need of this rising special needs population. This paper explores parent and special education school personnel collaboration to benefit the educational outcomes of this student population. This qualitative study examined 17 parents of school-aged children with varying ASDs using surveys and semi-structured interviews. Results indicated that parents viewed their current parent-teacher relationships as both positive and negative and found home-school communication to be an important method for keeping informed about their child's school progress. This study also revealed that parents of children with ASDs consider lack of teacher preparation in educating this student population as a barrier to effective home-school collaboration. Suggestions for further research were recommended.
Validating an Observation Protocol to Measure Special Education Teacher Effectiveness
Author: Johnson, Evelyn S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Observation,Special Education,Special Education Teachers,Teacher Effectiveness,Evidence Based Practice,Teaching Methods,Correlation,Academic Achievement,Factor Analysis,Statistical Analysis,Teacher Evaluation,Video Technology

This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with other studies (Bell et al., 2012), we applied and interpreted Kane's (2006) four inferences for trait observation: scoring, generalization, extrapolation, and decision rules. Results from this study show that acceptable levels of validity are promising for the RESET observation tool. Because the RESET observation tool is premised on the idea that by increasing the use of evidence-based practices, student achievement will also increase, further investigations into the relationship between fidelity of implementation of instruction and student achievement will be critical for moving project work forward.
Teaching Play Skills through the Use of Assistive Technology and Instructional Strategies: A National Survey
Author: Johnston, Susan S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Educational Strategies,Special Education,Disabilities,Assistive Technology,Early Childhood Education,Teaching Methods,National Surveys

Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing specific instructional strategies to teach play skills, assistive technology (AT) can support positive outcomes. The authors conducted a survey study in order to advance our understanding of early childhood special education professionals' knowledge and use of instructional strategies and AT to teach play skills to young children with disabilities. The participants' reported knowledge and use of instructional strategies to teach play skills to young children with disabilities was high relative to their knowledge and use of AT. Furthermore, early childhood special education professionals reported that they did not vary their use of instructional strategies based on the AT tool. Implications of these finding for research and practice are discussed.
Student Outcomes in a Blended Preschool Program
Author: Keesbury, Sybil A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Blended Learning,Preschool Education,Case Studies,Educational Quality,Inclusion,Regression (Statistics),Mixed Methods Research,Early Childhood Education,Preschool Children,Statistical Analysis,Special Education,Child Care,Rating Scales,Interviews

This case study examined the effect of quality preschool programming on child outcomes in a blended inclusive preschool program implemented in an urban school system in the piedmont of North Carolina. The blended inclusive preschool program was a newly initiated program in this district and had been in place for only 1 school year. The purpose of this study was to examine the growth of students enrolled in the program over a period of 6 months using the Learning Accomplishment Profile-Third Edition. Quality of programming was determined using the Early Childhood Environmental Rating Scale-Revised. Results of child outcomes and quality scores were analyzed using regression analyses. A case study with mixed methods was used for this study. Multiple child scores, quality programming scores, interviews and observations were used to collect data. An analysis of the data revealed that there was statistically significant growth within the means on the Learning Accomplishment Profile-Third Edition between three administrations. Each student showed growth in all areas examined. Regression analysis was used to determine the relationship between quality scores using the Early Childhood Environmental Ratings Scales-Revised and each sub-score of the Learning Accomplishment Profile-Third Edition. These analyses showed no statistical relationship between classroom quality and child outcomes.
A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings
Author: McDougall, Dennis
Date: 2015-00-00
Type: Journal Articles
Subjects: Meta Analysis,Cues,Self Management,Tactual Perception,Intervention,Disabilities,Effect Size,Learning Strategies,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Handheld Devices,Behavior Modification

In this meta-analytic review, we critically evaluate procedures and outcomes from nine intervention studies in which students used tactile-cued self-monitoring in educational settings. Findings suggest that most tactile-cued self-monitoring interventions have moderate to strong effects, have emerged only recently, and have not yet achieved the evidence-based status of audio-cued and visual-cued self-monitoring. At present, tactile-cued self-monitoring is a promising practice with the potential to promote a variety of outcomes in educational settings. We also identify strengths and limitations of tactile-cued self-monitoring studies, provide recommendations for future research and practice, identify limitations of this analytic literature review, and list resources for researchers and practitioners.
Teachers&apos; Knowledge of Special Education Policies and Practices
Author: Sanders, Pamela
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Special Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Statistical Analysis,Special Education Teachers,Public School Teachers,Regression (Statistics),Teacher Surveys

The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers' knowledge of special education policies and procedures as outlined in IDEA, possible factors associated with teachers' accurate knowledge, and whether or not teachers accurately perceive their knowledge. A sample of 111 Missouri public school teachers completed an online survey. Overall, the findings revealed that teachers lack knowledge of special education policies and procedures; however, special education teachers demonstrated more accurate knowledge than general education teachers. The most significant predictors of accurate knowledge were completing more special education courses and having positive attitudes toward inclusion. Discussion of these findings and implications for training are provided in terms of improving teachers' knowledge and implementation of IDEA.
Curricular Treatment of Body Image, Self-Esteem and Self-Concept in Spain
Author: Rodríguez, Antonio V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Human Body,Foreign Countries,Secondary School Students,Curriculum,Self Esteem,Educational Planning,Educational Legislation,Educational Objectives,Evaluation Criteria,Qualitative Research,Interdisciplinary Approach,Teaching Methods

Adolescence is a period of human development in which problems with the perception of body image, self-esteem and self-concept proliferate, while the child is studying for Secondary Education. This study analyses the curricular treatment given to body image, self-esteem and self-concept in different legislative elements in the region of Valencia (Spain), using a qualitative methodology, through the technique of non-interactive documentary analysis. The results of the analysis of relevant academic planning stage documents in this region showed a presence of these statements contained in both the national Education Law and the regional education Law. They specifically appear in some elements of curriculum subjects such as Physical Education, Citizenship Education, Mathematics, Biology and Geology, Natural Science and Music, although not all of them take on the same role, emphasizing in this sense Physical Education as a subject that focuses more both on working and developing these aspects. Within the latter, an imbalance is shown in terms of prominence achieved in what is intended to learn (objectives) and its negligible representation in the tools proposed to achieve it (content) as well as how to evaluate it (evaluation criteria).
Development of a Teaching Methodology for Undergraduate Human Development in Psychology
Author: Rodriguez, Maria A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Undergraduate Students,Psychology,Service Learning,Older Adults,Critical Thinking,Control Groups,Foreign Countries,Information Technology,Editing,Experimental Groups,Qualitative Research,Electronic Publishing,Collaborative Writing,Introductory Courses,Educational Gerontology,Student Attitudes,Computer Mediated Communication,Statistical Analysis

The development of a teaching methodology for the undergraduate Psychology course Human Development II in a private university in Lima, Peru is described. The theoretical framework consisted of an integration of Citizen Science and Service Learning, with the application of Information and Communications Technology (ICT), specifically Wikipedia and discussion boards, and fieldwork with Older Adults. Wikipedia, a free digital encyclopedia, allows students to create and edit articles about content within the course. The use of Wikipedia allows students to supplement classroom learning, distinguish between accurate and inaccurate information, and contribute to subject area content online for the public. The teaching methodology aimed to increase critical thinking skills and sense of social responsibility. Fifty-five students of a private university in Lima participated in the course; 26 in the control group during the 2014.1 semester and 29 in the experimental group during the 2014.2 semester. The planning and implementation phases of the methodology, as well as initial qualitative findings are discussed. Analysis of discussions in the student forum indicates that students appeared to utilize more critical thinking skills and demonstrated a sense of social responsibility related to the Older Adult.
The Classroom Climate According to Grant Holders 18 (Becarios 18) and Regular Students from a Private University in Lima
Author: Anaya, Julio B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Private Colleges,Low Income Students,Comparative Analysis,Student Attitudes,College Students,Student Motivation,Questionnaires,Factor Analysis,Teacher Student Relationship,Peer Relationship,Engineering Education

The admission of poor students sponsored by the Beca 18 social program into Lima universities is a recent phenomenon that requires studies on their adjustment and academic performance. This research targeted Beca 18 students at USIL and compared their responses to a questionnaire on perceptions of classroom climate with those from regular students. Both were participating in the course on math analysis offered to engineering students. In the general context of positive perceptions of classroom climate, Beca 18 students slightly differed from regular students, showing more positive perceptions of professor's behavior in terms of creation of a working environment, class pace, interest in the student, and promotion of cooperation and group work. A greater difference was observed in regard of the avoidance of a climate of competition, which should be studied in greater depth. On the other hand, Beca 18 students complained more about the lack of solidarity, which can be explained by their adaptation to the more collectivistic culture observed in Peruvian provinces.