ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Childhood Bipolar Disorder--A Survey of School Psychologists' Knowledge and Practices
Author: Mayo, Linda A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Mental Disorders,Child Health,School Psychology,Knowledge Level,Screening Tests,Children,Adolescents,Clinical Diagnosis,Disability Identification,Symptoms (Individual Disorders),Surveys,Likert Scales,Referral

Using data gathered from the &quot;Childhood Bipolar Disorder Survey,&quot; this study explored Pennsylvania school psychologists' knowledge and practices when evaluating children for Bipolar Disorder (BPD). Results indicate that only a small percentage of school referrals involved children or adolescents with BPD. Participating school psychologists were moderately familiar with both the literature and psychopharmacology surrounding childhood BPD. Although doctoral-prepared school psychologists were permitted to diagnose childhood BPD more than non-doctoral practitioners, approximately half of participants trained to diagnose childhood BPD were not allowed to do so in their respective schools. Participants identified disturbed mood, depression, grandiosity, rapid cycling, and sensation seeking as the more important symptoms influencing their understanding of childhood BPD. School psychologists used clinical history, formal diagnostic criteria, collateral data, and behavioral observations as their main instruments when making a diagnosis. Educational implications and future directions for research are discussed.
Integrating Service-Learning in Teacher Education to Raise Disability Awareness
Author: DeCapua, Lynn
Date: 2008-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Teacher Education Programs,Student Diversity,Student Needs,Disabilities,Learning Activities,Student Attitudes,Preservice Teachers,Qualitative Research,Reflection,Program Effectiveness,Citizenship Responsibility,Student Surveys

This article examines how service-learning was integrated effectively into two teacher education courses at a Mercy university in New Jersey to raise awareness regarding the needs of diverse learners, particularly those with disabilities. Specific goals of the service-learning requirement, description of the service-learning activities, and student reflections and attitudes towards their experience are reported. Future recommendations for integrating service-learning in teacher education are discussed.
The Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region
Author: Acar, Derya
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Undergraduate Students,Anatomy,Two Year College Students,Comparative Analysis,Physical Therapy,Allied Health Occupations Education,Questionnaires,Statistical Analysis

Physical Therapy and Rehabilitation (PTR) undergraduate degree departments and Vocational School of Health Services (VSHS) associate degree departments train healthcare professionals, which is important for both continuance of human health and treatment of various illnesses. Anatomic structures underlie the illnesses that these departments treat and care. Therefore, the graduates of these departments should have favorable knowledge of anatomy. The aim of this study is to evaluate and compare the self-efficacy belief levels about anatomy education of PTR students as undergraduate and VSHS students as associate degree. 94 students from PTR department (age: 21.94 ± 1.19) and 100 students from VSHS (age: 20.16 ± 1.58) have participated in the study. Data collection questionnaire (gender, age, geographical region where he/she came from, residential place) and Anatomy Self-Efficacy Belief scale (ASEB) have been implemented on the participants. As a consequence, when the Anatomy Self-Efficacy Belief levels of undergraduate and associate degree students are compared, no significant difference has been found in total (p&gt;0.05). However, when the answers given to the questions in self-efficacy belief level test are compared separately, a significant difference has been found in 4 questions (p&lt;0.05). The reason for this is that the students of PTR department have more hours of anatomy lesson per week compared to the students of VSHS. As ASEB gets better, profession is done better in view of anatomy. This will help the graduates of both departments do their profession better and be more helpful to their patients.
Examining the Psychometric Properties of Acceptance Scale for Kindergarten-Revised (ASK-R) in Turkish
Author: Ersan, Deniz Tekin
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Behavior Rating Scales,Peer Acceptance,Kindergarten,Preschool Children,Construct Validity,Test Reliability,Item Analysis,Factor Analysis,Factor Structure,Pretests Posttests,Correlation,Scores,Statistical Analysis

The aim of this study is to investigate the applicability of ASK-R among Turkish pre-school children and determine the psychometric properties (validity and reliability) of this scale. This study was conducted with 167 students from different pre-schools in Mugla. Within the aim of the study, three different methods were set down in order to investigate the validity of the scale. First of all, in order to get evidences about the construct validity of the scale, item analysis was conducted. In order to examine construct validity, confirmatory factor analysis was conducted. The fit statistics obtained from factor analysis showed that original form's factor structure had been confirmed. Internal consistency was calculated and Cronbach's alpha coefficient for the total scale was high. The test-retest correlation coefficient for the total score were significant (r = 0.78, p&lt;0.01). As a result of the study, the Turkish version of ASK-R has good validity and reliability for Turkish pre-school children.
Pupils' Perceptions of Attainment in Music at the Start of Secondary School in England: A Descriptive Analysis
Author: Kokotsaki, Dimitra
Date: 2017-05-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Music Education,Academic Achievement,Self Evaluation (Individuals),Foreign Countries,Questionnaires,Skill Development

The provision of constructive feedback gives meaning to educational assessment and is an important requirement in every good educational system. In addition to the value of summative and formative judgements about a learner's progress, when pupils are given opportunities to assess their own work, they can develop a sense of ownership and responsibility towards their work that can help promote a proactive and critical learning attitude. The present study aims to explore the issue of self-assessment in music learning and to contribute to the discussion about the importance of pupils' involvement in evaluating their musical skills. It particularly looks at pupils' views on their musical progress during their first year in secondary school (N = 530). The findings suggest that equal attention needs to be given to pupils' development in all areas of musical achievement. Furthermore, pupils' sense of musical progress seems to be related to their overall enjoyment of music.
The Analysis of the Relationship between Well Being and the Levels of Emotional Abuse of the Teacher Candidates Perceive
Author: Sakar, Zuleyha
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Antisocial Behavior,Verbal Communication,Preservice Teachers,Measures (Individuals),Likert Scales,Correlation,Regression (Statistics),Gender Differences,Predictor Variables,Qualitative Research

Emotional abuse can be defined as a large behavior pattern which the individual is exposed to and can be compiled as, the abasement, violent attitude, exclusion, continuous criticism, unfulfilled need for love and making someone feel worthless. From this point of view the effect on the well being is a key concern about the individuals exposed to emotional abuse. Accordingly the purpose of this study is determined as to analyze of the relationship between the level of emotional abuse and well being of teacher candidates perceive. For this purpose 438 teacher candidates, who study at the Faculty of Education in Uludag University, were utilized in the study. In the research descriptive method was used and the data was obtained by &quot;Perceived Emotional Abuse Scale&quot; (Ersanli, Yilmaz, &amp; Özcan, 2013) and &quot;Psychological Well Being Scale&quot; (Telef, 2013). According to the findings obtained in order to determine the relationship between the psychological well being and the emotional abuse that teacher candidates perceive, correlation and simple linear regression analysis were performed and it is found that there is a significant negative relation in between (p&lt;0.01). In addition in terms of the variables of gender, developmental period they are in, department and the level of academic success they perceive, it is discovered that the levels of perceived emotional abuse predict their psychological well being between 12% and 24%.
Self-Determination Skills in Postsecondary Students with Learning Disabilities
Author: Rasheed, Saleem A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Self Determination,Postsecondary Education,College Students,Learning Disabilities,Attitudes toward Disabilities,Definitions,Incidence,Barriers,Student Characteristics,Student Adjustment,College Environment,Student Needs,Student Motivation,Locus of Control,Self Efficacy,Educational Legislation,Disabilities,Federal Legislation,Equal Education

Many adult students with learning disabilities have entered postsecondary schools in recent years. Many of these students experience cognitive, emotional, and behavioral limitations that may act as obstacles in their educational processes and subsequent careers. Research has shown that self-determination skills can help ameliorate the effects of these limitations in secondary students. The purpose of this article is to investigate and to discuss the level and need of self-determination skills of students with learning disabilities who are enrolled in postsecondary education.
Impact of Working Memory Training Targeting the Central Executive on Kindergarteners' Numerical Skills
Author: Honoré, Nastasya
Date: 2017-05-00
Type: Journal Articles
Subjects: Short Term Memory,Kindergarten,Randomized Controlled Trials,Training,Executive Function,Numeracy,Educational Games,Vocabulary Development,Program Effectiveness,Foreign Countries,Computation,Mathematics Skills,Comparative Analysis,Factor Analysis,Correlation,Probability,Statistical Analysis,Maintenance

Working memory capacities are associated with mathematical development. Many studies have tried to improve working memory abilities through training. Furthermore, the central executive has been shown to be the component of working memory, which is the most strongly related to numerical and arithmetical skills. Therefore, we developed a training program that specifically targeted the central executive to examine the possible impact on kindergarteners' working memory and numerical abilities. Thirty-four 5-6 year olds were randomly assigned to the experimental or the control conditions. Both groups received 16 30-minute sessions of their respective training program. The experimental group was trained with games tapping the central executive and the control group received a vocabulary-learning program. The results showed an immediate training effect on one central executive task and an effect of training appeared on another central executive task at follow-up, 6 months later. However, no impact was observed on numerical and arithmetical skills.
Using the Choice-Making Skills of Students with Disabilities for Educational Planning
Author: Van Tubbergen, Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Disabilities,Barriers,Interpersonal Communication,Physical Disabilities,Speech Impairments,Student Participation,Planning,Individualized Education Programs,Severe Disabilities,Decision Making,Transitional Programs

For students with significant speech and movement impairments, meaningful participation in educational planning activities is difficult. These students face barriers in communicating choices about daily activities and basic knowledge; therefore, student-initiated curriculum goals are not systematically included in IEP and transition planning processes. We present models for conceptualizing the 1) expression of choice in students with severe impairments in speech and movement, 2) inclusion of choice-making techniques and abilities into IEP documents, and 3) inclusion of choice-making in transition planning. Using these models, we argue that optimal student participation in educational planning requires clear identification of a student's current choice-making techniques; and, that advanced techniques and abilities in expressing choices are best developed through systematic consideration in educational planning.
The Contribution of Scientific Project Competitions upon High School Students' Acquiring a Scientific Viewpoint (Geography Lesson Case)
Author: Meydan, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Science Projects,Competition,Geography Instruction,Case Studies,Secondary School Teachers,Semi Structured Interviews,Teacher Attitudes,Foreign Countries,Qualitative Research,Content Analysis

Scientific research projects competitions for high school students have been held by TUBITAK (The Scientific and Technological Research Council of Turkey) since 1969. Whereas only projects on science were taken into the scope of competition for long years, the projects appropriate to the interdisciplinary approach such as social sciences projects and values education have been started to be included beside science broadening the range since 2000s. In projects, it has been aimed to encourage students studying at high school grade for carrying out studies on basic, social and applied sciences, directing their studies and providing contribution upon the development of current scientific studies. The required qualification is projects' being originated and developed from own knowledge, skill and original thoughts of the students, and being completed by the support of a counselor. Geography has started to be included in scientific project competitions since 2011. In this research, it was aimed to reveal the importance of secondary education students' scientific project competitions upon their gaining a scientific point of view depending upon the branch of geography. In the research, case study design as one of the qualitative research methods was used. The study group of the research included 38 geography teachers carrying on their duties in Nevsehir province in 2015-2016 academic year. Semi-structured interview technique was used as data collection tool, and the data were analyzed using content analysis method. Obtained quantitative data were digitized, their frequency and percentage were obtained and interpreted. In the research, it was concluded that participating into scientific project competitions was very beneficial in terms of students, developed viewpoint of students in terms of various aspects, most of the geography teachers considered that the institutions they carried on their duties were adequate for students' developing projects, teachers considered themselves competent for guiding students during the process of preparing the project, and preparing a project provided significant benefits and experiences for the future of students.
Exploring the Relationship between Endurance and Strength Training in Power Sports
Author: Rohleva, Mariana
Date: 2017-04-00
Type: Journal Articles
Subjects: Resilience (Psychology),Exercise Physiology,College Athletics,Training Methods,Metabolism,Fatigue (Biology),Team Sports,Experimental Groups,Matched Groups,Foreign Countries

The purpose of this research work is to track down the level of relation between strength and endurance in training exercises of handball athletes. The most successful ratio has been established during work with two groups of 10 players each, all of whom are university students. They were trained, respectively, according to the general training methodology, on the one hand, and a programme, developed by us, on the other. The object of our research is the effectiveness of the different in volume and intensity training work over the level of the identified physical qualities- -strength and endurance. The groups are tested at the beginning and at the end of a two-month experimental period, during which 24 training sessions have been performed with the application of: 1. A control run test--4 km distance--at individual intensity of 85% and a pulse frequency of 145-155 b/min. The intensity is calculated on the basis of the best result, accomplished by the player. The pulse frequency is measured with a field micro-coordinator Seka, Sportronic-250 and an analytical record, TYP, 2D, Syntron, Seka Software, Version 1.3, England. 2. A strength test consisting of 5 sessions of eight repeats--semi-squats with bar--40% of the maximum individual capability for 35 seconds. It has been established that the combination between workouts for strength and endurance in a ratio of 2:1 respectively, gives a positive influence on both qualities. A training focused on endurance has a less significant effect on the strength of the athlete, and reversely, strength has a greater effect on endurance. It is recommended that in power sports the relative element of endurance in training not exceed 25-30%, and in sports with endurance as a leading quality--training for strength be in the margin of 20-30%.
Modeling of Academic Achievement of Primary School Students in Ethiopia Using Bayesian Multilevel Approach
Author: Sebro, Negusse Yohannes
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hierarchical Linear Modeling,Academic Achievement,Secondary School Students,Grade 8,Bayesian Statistics,Attendance Patterns,Student Motivation,Self Concept,Time Factors (Learning),Family Income,Parent Background,Mothers,Employment Level,Family Environment,Parent Child Relationship

This study aims to explore Bayesian multilevel modeling to investigate variations of average academic achievement of grade eight school students. A sample of 636 students is randomly selected from 26 private and government schools by a two-stage stratified sampling design. Bayesian method is used to estimate the fixed and random effects. Input and process quality indicators of education such as student to class ratio, student to teacher ratio, availability of teaching learning resources at school, teaching methods, and standard of course curriculum are found to be significantly affecting the academic achievement of the students. The effects of student level covariates: absence from class, academic motivation, academic self concept, study time, family income, mother's education, parents' employment status, work demand at home, and parent's follow-up of child are significantly varying from school to school. The results show that a large proportion of academic achievement variation is accounted to between schools. It is interesting to found out that the within school variation is very high for government schools while the between school variation is very high for private schools. There is uniformity across the government schools with high individual differences among students. However, there is lesser uniformity across the private schools with lesser individual differences of students. The findings in this study indicate that private schools are in a better position in maintaining quality of education at grade eight. Efficient academic management is needed at the government schools that can improve quality of education at the level.
ESSAY--Strategies for Differentiated Instruction
Author: Cook, Rachael
Date: 2008-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Teaching Methods,Learning Activities,Small Group Instruction,Large Group Instruction,Reading Instruction,Writing Instruction

How literacy develops has been of interest to scholars and practitioners of literacy for at least the past century. The Vygotskian perspective of literacy emphasizes social interaction but places les emphasis on stages of behavior. Children build new concepts by interacting with others, such as teachers, who either provide feedback or help them accomplish a task. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Vygotsky realized this over a hundred years ago and did studies on what a child can do on their own and what they can do with guidance. This is the same model of differentiated instruction. In a differentiated classroom teachers are guiding their students as they work in groups or on activities. Students are allowed to learn at their own pace and learn in a variety of ways. The challenge comes in when teachers are preparing activities to meet these needs. These activities include individual, small group and whole group.
No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency
Author: Jewell, Mark E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Special Education,Equal Education,Limited English Speaking,Accountability,At Risk Students,Standardized Tests,Test Anxiety,Test Preparation,Grade 4,Disabilities,Minority Group Students,Racial Differences,Ethnic Groups,Low Income Groups

This article examines the controversy that continues to surround the No Child Left Behind (NCLB) Act. Since its passage, NCLB has been criticized for a number of reasons. One of the criticisms is that it is unfair to include special education students and students with limited English proficiency in the accountability system and judge them by the same standard used for all other students. Proponents of NCLB counter that the law was designed to ensure that students in subgroups with low percentages of students meeting standards would receive attention in schools. Educators have become concerned that excluding students from testing may be harmful to students because it allows their needs to remain unknown and unaddressed. As standardized testing has taken on increasing importance in the evaluation of students, teachers, and schools, so too has the preparation of students to take these tests. Clearly, the best way to prepare students for tests is to teach them the content. In addition, students need to receive instruction in appropriate test taking strategies that will help improve test performance and reduce test anxiety.