ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Preschool Children with Autism Spectrum Disorders (ASD) and Their Families
Author: Kim, Jin-ah
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Children,Autism,Pervasive Developmental Disorders,Family Involvement,Mental Health,Family Programs,Parent School Relationship,Child Rearing,Parent Education,Individualized Education Programs,Early Intervention,Student Placement,Teaching Methods,Home Visits,Advocacy

The increased prevalence of children with Autism Spectrum Disorder (ASD) calls for improvement in implementing early interventions, which are critical in improving long-term outcomes. This includes providing better and appropriate education and services for children with ASD, as well as providing supports for their parents and families. The importance of this comes from the understanding that raising a child with ASD affects the entire family. Without the support, parents and families are at a heightened risk of mental health problems, such as stress and depression. Experienced in working with general and special education children, specifically children with ASD, we sought three suggestions that may help parents with a child with ASD. We can aid parents of children with ASD by providing services that help understand the IEP process, finding an appropriate future placement, providing structured teaching during home visits, and helping them become an advocate for their child.
Preservice Teachers&apos; Attitudes toward Inclusive Education Policy in the United States
Author: Ajuwon, Paul M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Educational Policy,Attitude Measures,Pretests Posttests,Student Characteristics,Training,Program Effectiveness,Student Surveys,Influences,Familiarity,Teacher Qualifications

The attitudes of 224 preservice teachers from eight universities in the United States were measured to determine if participants' sentiments, attitudes, and concerns about inclusion can be positively affected through a single course, i.e., using pre and post data gathered with one instrument. There were significant differences between a number of institutions' pre and post attitudes, sentiments, and concerns that likely stem from variations in the curricula and timing of the individual courses. Key demographic variables appeared to significantly account for the wide range of responses in sentiments, attitudes and concerns in both the pre- and post-training surveys. The percent variance explained by each demographic variable indicates the most influential factors were the level of confidence in one's ability to teach in an inclusive setting, the candidates' level of interactions with persons with a disability, previous training related to working with persons with a disability, knowledge of legislation and policy regarding inclusion, and in their previous experience teaching students with disabilities. Legislation and policy can easily be taught in inclusive programs, but important factors relating to confidence and experience with persons with a disability require &quot;real world&quot;, structured opportunities to promote inclusion.
Trust and Communication: Perspectives of Mothers of Children with Disabilities on the Role and Importance of Communication in Trusting Relationships with Teachers
Author: Stoner, Julia B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Interpersonal Communication,Mothers,Parent Attitudes,Children,Disabilities,Qualitative Research,Semi Structured Interviews,Parent Teacher Cooperation,Communication Strategies

Trust is imperative to effective relationships between teachers and parents of children with disabilities. Communication is the foundation on which trust is established and maintained. This study employed a qualitative research design to investigate the perspectives of 16 mothers of children with varying disabilities, of varying ages, and from varying geographical regions regarding the role of communication in establishing and maintaining trust with their children's teachers. Analysis of the interview data revealed that (1) the mothers used two primary communication strategies, dialogic and problem-focused, when interacting with their children's teachers, and (2) the perceived teacher responses had a significant effect on either facilitating or inhibiting trust in mother-teacher relationships. Discussion of the findings addresses recommendations for education professionals as they forge effective and trusting home-school partnerships with parents of children with disabilities.
Using E-Readers to Improve Reading for Students with Mild Disabilities
Author: Camardese, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Mild Disabilities,Reading Fluency,Technology Uses in Education,Educational Technology,Mixed Methods Research,Program Effectiveness,Handheld Devices,Electronic Publishing,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Journal Writing,Semi Structured Interviews,Questionnaires,Reading Motivation

Improving reading comprehension and fluency in students with mild disabilities has long been a challenge for educators. Technology has provided a host of new possibilities for working with students with mild disabilities. This study incorporated a mixed method to investigate the potential of using E-Readers as an instructional tool. Three features of E-Readers were thought to be of particular benefit to students with mild disabilities: (a) the ability to change the font, (b) the text to speech feature, and (c) the dictionary feature where students highlight a word and the definition pops up.
Adolescence: A Period of Transition
Author: Landmark, Leena Jo
Date: 2014-00-00
Type: Journal Articles
Subjects: Adolescent Development,Special Education,Special Education Teachers,Teacher Role,Individual Development,Disabilities,Individualized Education Programs,Developmental Psychology,Case Studies,Federal Legislation,Equal Education,Educational Legislation,Transitional Programs,Developmentally Appropriate Practices,Student Educational Objectives,Daily Living Skills,Program Development,Measurement,Needs Assessment

Because of the important role secondary special educators have in the transition to adulthood of adolescents with disabilities, it behooves educators to have an understanding of human development. The lifespan perspective on human development is particularly relevant to transition planning. Individuals with a lifespan perspective believe development to be lifelong, multidimensional, multidirectional, and plastic (Baltes, Reese, &amp; Lipsitt, 1980). By viewing transition planning through a lifespan developmental lens, educators are able to enhance the transition process and more comprehensively prepare their students with disabilities for adulthood. This article describes how the lifespan perspective impacts transition planning and provides an illustration of how a special education teacher can use this framework to develop a student's transition portions of the Individualized Education Program.
Professional Identity, Social Recognition and Entering the Workforce of the University Student with Hybrid Education
Author: Damián, Javier
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Business Administration Education,Blended Learning,Employment Potential,Education Work Relationship,Outcomes of Education,Barriers,Professional Identity,Professional Recognition,Labor Market,Case Studies,Student Characteristics,Academic Achievement,Educational Benefits,Qualitative Research,Content Analysis

This article shows progress of a research which aims to describe the factors that facilitate and hinder labor insertion of graduates with hybrid university education, since according to those responsible for the education policy, this type of training facilitates graduates to enter in the labor market. Through a qualitative approach we studied the graduates from the Business Sciences Degree Program from an Oaxaca public university, since it mixes three traditional careers causing a hybrid university program. Preliminary results point out two factors that limit the labor insertion of graduates: the lack of professional identity in the graduates, discouraging them to carry out actions that promote their insertion, and the lack of social recognition of the profession by employers, for which reason graduates are not required in the local labor market; contradicting both situations--at least in the case study--the alleged advantages attributed to hybrid university courses.
Phonological Awareness and Lexical Processes in Reading in Five Year Old Kindergarten and Second Grade Students from a School in the City of Lima
Author: Cannock, Jennifer I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Correlation,Language Processing,Reading Processes,Longitudinal Studies,Kindergarten,Grade 2,Elementary School Students,Reading Skills,Foreign Countries,Public Schools,Language Tests,Syllables,Task Analysis,Reading Rate,Goodness of Fit,Statistical Analysis

The aim of this research was to establish the relationship between phonological awareness and lexical processes in reading. This study was correlational, longitudinal and its design was not experimental. Thirty six students from a public school in the city of Lima were assessed in two stages: kinder and 2nd grade. The Phonological Awareness Assessment Test--PECO and the Lexical Processes subtests--PROLEC-R were used, both in adapted versions. The results showed that there is no significant relationship between phonological awareness and lexical processes in reading. However, there is a significant relationship between syllable identification task and word reading subtest in speed and reading skills indexes. A significant relationship between syllable identification task and pseudowords reading in reading skills index was found. Also, a significant relationship between syllabic omission task and pseudoword reading in reading skills index was evidenced.
Review of Empirical Studies on Impact of Religion, Religiosity and Spirituality as Protective Factors
Author: Salgado, Ana C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Reviews,Religion,Religious Factors,Resilience (Psychology),Self Esteem,Life Satisfaction,Well Being,Emotional Response,Prosocial Behavior,Substance Abuse,Smoking,Health,Coping

The purpose of this article is to review the empirical researches supporting the positive impact of religion, religiosity and spirituality as protective factors in various areas of human life. An analysis of each variable is performed individually and collectively. Among the conclusions of this work, researches show that they help people to have more self-esteem, are a source of strength and hope, are associated with greater satisfaction with life and spiritual well-being and increase the capacity for forgiveness. They provide emotional and social support, promote prosocial values, are associated with less use and abuse of drugs and less tendency to smoke. They help to have better physical and psychological health, contribute to prevention and help to speed recovery and promote tolerance to diseases. They help to decrease depression, anxiety, blood pressure and stress. They contribute to a better adaptation, help to cope with the disease and fear of death. Finally, they help to better deal with disability condition associated with chronic disease.
About the Reflective Thought Also Known as the Critical Thinking
Author: León, Federico R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Reflection,Critical Thinking,Cognitive Processes,Personality Traits,Definitions,Cognitive Tests,Foreign Countries

This article deals with the concept of reflective thought or critical thinking from its initial formulation as an intellectual attitude to its current articulation as a third level of cognitive processing. Issues dealt with include critical thinking as a goal, as a cognitive process, as a part of dual cognitive processes, as a measurable disposition, as a measurable ability and as an educational task.
Psychometric Properties of Sexuality and the Mental Retardation Attitude Inventory (SMRAI) in University Student of Lima
Author: Domínguez, Sergio A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychometrics,Sexuality,Intellectual Disability,Attitude Measures,College Students,Factor Analysis,Factor Structure,Test Reliability,Test Validity,Foreign Countries,Student Attitudes,Likert Scales,Developmental Disabilities,Civil Rights,Stereotypes

The aim was to analyze the psychometric properties of &quot;Sexuality and the Mental Retardation Attitude Inventory&quot; (SMRAI) in a sample of 144 psychology college students 2nd to the 9th, of a private university in Lima, of which 44 were males (30.6%) and 100 female (69.4%), aged between 17 and 43 years (average: 21.9). The confirmatory factor analysis conducted reveals that this test presents a two-factor structure with adequate fit indices. Furthermore, regarding the reliability of the construct using the coefficient &quot;Rho&quot;, an indicator of 0.804. was obtained. We conclude that the SMRAI has appropriate psychometric properties to be implemented in studies oriented to know more facets about attitudes towards the sexuality of people with intellectual disabilities.
Assertive Communication and Teamwork: Results of an Intervention Program to the Supervisors of a Company
Author: Montes de Oca, Jesús H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teamwork,Assertiveness,Communication Skills,Supervisors,Foreign Countries,Quasiexperimental Design,Research Design,Experimental Groups,Control Groups,Conflict Resolution,Competence,Talent Development,Hypothesis Testing,Intervention,Organization Size (Groups),Organizations (Groups)

The study aimed to determine the effect of the implementation of the program &quot;Manage your Talent&quot; on assertive communication and teamwork competences. A quasi-experimental research design was used with pretest - intervention - post-test with control group. The sample included 28 supervisors from a private company, 13 in the experimental group and 15 in the control group. A type of purposive sample was used. The results suggest a positive impact of the program to significantly increase the achievement of assertive communication competences (U = 3.5, Z = 4.58, *** P &lt;0.000), similarly, in the dimensions Effective Dialogue (U = 8.0), Feedback (U = 10.0), Conflict Resolution, the skills with the highest increase were effective dialogue and non-verbal communication. In the rest of them, the increase was lower. Regarding teamwork competence (U = 0.00, Z = 4.837, *** P &lt;0.000), in the dimensions Establishment of the Topic (U = 9.0), Goal Achievement (U = 15.0), Democratic Environment (U= 12.0) and Decision-Making (U = 7.0), the skills with the highest increase were Establishment of the Topic, Democratic Environment and Goal Achievement. Decision-making for Consensus Management had a lower increase.
Psychological Knowledge and Education Practices: Tradition and Present
Author: Ventura, Ana C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychology,Educational Practices,Psychoeducational Methods,Theory Practice Relationship,Teacher Education

This article is aimed to propose a main issue for the Psychology and Education: relationships between psychological knowledge and educational practices. These relationships have not been established without any problem, on the contrary, it has generated debates and controversies, which were expressed under certain ruptures between psychological theories and educational practices. Moreover, this article also presents the main psychoeducational traditions that generated these discussions and a set of current psychoeducational approaches that are aimed to reduce the gap between theoretical knowledge and practical skills for the training of future teachers and training teachers.
Historical Links between Latin American Psychology and Pedagogy in Experimentation
Author: Arias, Walter L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational History,Professional Education,Psychology,Foreign Countries,Experimental Psychology,Program Development

This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psychopedagogical institutions, where experimental pedagogy laboratories operate, which were a relevant antecedent for psychology's institutionalization through the creation of Programs and Professional Schools.
Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students
Author: Alegre, Alberto A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Ability,Self Efficacy,Grade Point Average,Metacognition,Foreign Countries,Academic Achievement,College Freshmen,Questionnaires,Student Attitudes,Correlation,Statistical Analysis,Private Colleges,Metropolitan Areas,Measures (Individuals)

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic self-efficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic self-efficacy and self-regulated learning were positive, significant and moderate.
Perception of Family Functioning: Psychometric Analysis of Family APGAR Scale in Adolescents in Lima
Author: Castilla, Humberto
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Relationship,Likert Scales,Psychometrics,Correlation,Item Analysis,Construct Validity,Males,Student Attitudes,Foreign Countries,Factor Analysis,Secondary School Students,Reliability,Measures (Individuals)

The article describes the psychometric analysis of the APGAR Scale developed by Smilkstein (1978), consisting of five Likert items with five alternatives, which evaluates the perception of family functioning (Gómez &amp; Ponce, 2010). The scale was administered to 256 male students aged from 11 to 18 attending state school in Lima. Item-test correlation analysis provided evidence of highly significant relations (p&lt;0.001) for each of the reagents, indicating that reagents evaluate indicators of the same construct. To assess the perception of family functioning, APGAR Scale has moderate internal consistency (Cronbach a = 0.788). Construct validity was established by factor analysis and a single factor was obtained through a principal component analysis and the orthogonal rotation (Varimax).
Virtual Communities of Collaborative Learning for Higher Education
Author: Sotomayor, Gilda E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Communities of Practice,Computer Simulation,Higher Education,Computer Mediated Communication,Cooperative Learning,Social Media,Scientific Research,Knowledge Economy,Foreign Countries

This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work, professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, which are necessary to build the knowledge society.
Explicit Vocabulary Instruction
Author: Young-Davy, Belinda
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Learning Strategies,Receptive Language,Writing Skills,English (Second Language),Advanced Students,Writing Instruction,College Students,Academic Discourse,Definitions,Language Usage,Self Esteem,Phrase Structure,Cognitive Style

One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee and Tan, 2012; Nation 2001; Schmitt 2008). It is a continuum on which some vocabulary learners tend toward implicit learning while others tend toward the explicit learning end of the continuum, depending on the learners, situation and vocabulary to be learned. However, it is clear that effective, direct vocabulary teaching plays a critical role in improving vocabulary skills for all learners (Hinkel 2002a, Nation, 2005). Therefore, it is useful to keep in mind two critical aspects of vocabulary instruction. The first is that for vocabulary to be learned both receptively and productively direct attention to meaning and use is necessary. Students especially need both conscious attention and sufficient exposure to effectively acquire and employ targeted vocabulary. It is also important to remember the fact that all students, even at advanced levels, may still need to learn how to learn vocabulary (Lewis, 2000). Learners' abilities to express their ideas in writing have a significant impact on both their academic success and self-confidence (Coxhead, 2006; Hinkel, 2009). Consequently, vocabulary learning must be upfront and center stage in writing instruction. Improved vocabulary use leads to a feeling of success; in contrast, a lack of vocabulary impairs learners at all levels of academic endeavors and undermines even the most diligent learners. The proposed three-step sequence below, targets high-intermediate and advanced learners enrolled in university writing classes specifically designed for nonnative speakers. The three steps in the process are: (1) selection; (2) definition; and (3) exposure and use
Utilizing Emergency Departments as Learning Spaces through a Post-Occupancy Evaluation
Author: Guinther, Lindsey Lawry
Date: 2014-00-00
Type: Journal Articles
Subjects: Emergency Programs,Departments,Program Evaluation,Case Studies,Interior Design,Experiential Learning,Cognitive Style,Educational Environment,Problem Solving,Decision Making,Undergraduate Students,Physical Environment,Observation,Space Utilization

This case study describes the use of an emergency department as a learning space for interior design students. Kolb's (1984; 2005) framework identifies the characteristics of experiential learning and learning spaces, serving as the bridge to unify learning styles and the learning environment. A post-occupancy evaluation was conducted with interior design students to engage them in a concrete learning experience, reflection on these experiences from a variety of viewpoints, and building theories or generalizations that are applied to actively solving practical problems. Learning is explored as a never-ending cyclical process within all environments, which will serve to inform future decision-making.