ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms
Author: Donegan-Ritter, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Inclusion,Evidence Based Practice,Special Education,Special Education Teachers,Teacher Education Programs,Field Experience Programs,Case Studies,Special Needs Students,Preservice Teachers,Preservice Teacher Education,Preschool Children,Developmentally Appropriate Practices,Learner Engagement,STEM Education,Teamwork,Blended Learning,Intervention,Observation

Preparing early childhood teachers for inclusion requires the blending of high quality developmentally appropriate practices with environmental adaptations and individualized instructional practices. This article describes how a field experience was redesigned to incorporate evidence based practices in teaming and collaboration, environment and instruction. A STEM learning center was the context for this case study on a preservice teacher and preschool child with special needs. Changes to the physical, social and temporal environment set the stage for promoting communication goals and led to increased child engagement and language use. Implications and recommendations for how to structure unified early childhood/early childhood special education teacher preparation programs for blended practices are discussed.
Pre-Service Teacher Self-Efficacy for Teaching Students with Disabilities: What Knowledge Matters?
Author: Browarnik, Brooke
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Disabilities,Regular and Special Education Relationship,Correlation,Multiple Regression Analysis,Response to Intervention,Intellectual Disability,Team Teaching,Special Education,Preservice Teacher Education,Educational Legislation,Equal Education,Federal Legislation,General Education,Measures (Individuals),Predictor Variables,Surveys

The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations were found to be significant using Connor's (n.d.) criteria and the stepwise multiple regression model identified 3 significant predictors of teacher efficacy. Of the items that entered into the multiple regression, the first item assessed the definition of RtI, the second understanding of intellectual disability, and the third collaborative teaching. These 3 items accounted for approximately 8.6% of the variance in the teacher sense of efficacy score; and, thus, may be important contributors to teacher self-efficacy.
Mood Moderates the Effect of Self-Generation during Learning
Author: Schindler, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Undergraduate Students,Foreign Countries,Predictor Variables,Comparative Analysis,Models,Recall (Psychology),Memory,Paired Associate Learning,Retention (Psychology)

Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, &amp; Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect.
Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners&apos; Listening Comprehension Ability
Author: Sehati, Samira
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Control Groups,Experimental Groups,Listening Comprehension,Comparative Analysis,Computer Software,Visual Stimuli,Language Tests,Oral Language,Language Proficiency,Statistical Analysis,Instructional Materials,Pretests Posttests,Regression (Statistics)

The present investigation was an attempt to study on the effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners' listening comprehension ability. To that end, a null hypothesis was formulated as power point enhanced teaching (visual input) has no effect on Iranian Intermediate EFL learners' listening comprehension ability. The participants of the study were 100 students at Kish language institute. After administrating an OPT test, 40 intermediate students were randomly selected and divided into control and experimental groups. Both groups participated in pretest of listening comprehension. The purpose of such a test was to measure the initial subject knowledge of participants in listening comprehension ability in both groups. Then the control group received no treatment while the experimental group received treatment based on power point enhanced teaching (visual input). The whole project took for 8 sessions. Finally both groups sat for the post test of listening comprehension ability. In the analysis phase of the study, the data collected from the control and experimental group was analyzed through SPSS software. ANCOVA was run to compare the results to find out whether there was any significant difference among the scores of two groups or not. It was found that students in experimental group performed significantly better than control group. So the null hypothesis as power-point enhanced teaching (visual input) does not have effect on Iranian Intermediate EFL learners' listening comprehension ability was rejected. The result showed that power point enhanced teaching (visual input) had impact on subjects' listening comprehension ability. The findings of the present study are of value to all those involved in developing and designing listening materials for EFL learners, besides teachers, testers, and curriculum planners.
Enhancing the Sport Counseling Specialty: A Call for A Unified Identity
Author: Hebard, Stephen P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Athletics,Sport Psychology,Counseling Services,Specialization,Professional Identity,Ethics,Psychological Services,Athletes,Advocacy,Counselors

Athletes represent a unique population with a legitimate need for counseling services; yet, counselors have done little to define and promote sport counseling. This paper represents a call to counselors, educators, and researchers to advocate for a rigorous sport counseling specialization and clarified professional identity. Counselors need to identify required competencies, teaching guidelines, and ethical codes to provide optimal mental health services to athletes and effectively co-exist among other professionals in sport. The current state of mental health services for athletes, the potential for counselors to provide unique contributions to mental health in sport, and actionable steps regarding advocacy and research are discussed.
The Role of High School and College Counselors in Supporting the Psychosocial and Emotional Needs of Latinx First-Generation College Students
Author: Tello, Angelica M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Role,School Counselors,High School Students,Psychological Needs,Student Needs,Hispanic American Students,First Generation College Students,Immigrants,School Holding Power,Academic Persistence,Student Characteristics,Student Experience,Cultural Influences,Hispanic American Culture,Family Relationship,Interpersonal Communication,Interpersonal Relationship,Educational Environment,Racial Bias,Coping,Resilience (Psychology)

Latinx first-generation college students (FGCS) are a growing population faced with unique challenges for college retention and graduation. Because their parents did not attend postsecondary education, this group of college students has not inherited the social or cultural capital common to many traditional college freshmen. Both high school and college counselors are in positions to support the psychosocial and emotional needs of Latinx FGCS, which may increase successful college completion rates. This article provides high school and college counselors with (a) an overview of FGCS' characteristics, (b) information specific to Latinx culture, (c) an understanding of the college experiences of Latinx FGCS, and (d) a discussion of counseling implications for addressing the psychosocial and emotional needs of this population.
Lifetime Achievement in Counseling Series: An Interview with Amy King
Author: Smith, Joshua D.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Advocacy,Biographies,Barriers,Educational Policy,Professional Associations,Models,Cooperation,Mental Health Workers,Counselor Training

This interview is the second in the Lifetime Achievement in Counseling Series at TPC that presents an annual interview with a seminal figure who has attained outstanding achievement in counseling over a career. I am honored to present the interview of Amy King, a school counselor in Mississippi and the first practitioner to be interviewed for this series. I was fortunate to attend Ms. King's presentation at a national conference and was inspired by her years of work with children, in school systems, and mentoring graduate students. Her contributions to the counseling profession, from classroom guidance and counseling to advocating for school counselors, are noteworthy, and set the bar for other clinicians. Joshua Smith and Dr. Neal Gray graciously accepted the assignment to interview Ms. King. What follows are Ms. King's reflections on her school counseling career and its impact on her students over two generations.
Examining the Facilitating Role of Mindfulness on Professional Identity Development among Counselors-in-Training: A Qualitative Approach
Author: Dong, Shengli
Date: 2017-00-00
Type: Journal Articles
Subjects: Role,Metacognition,Counselor Training,Professional Identity,Transformative Learning,Qualitative Research,Student Attitudes,Experiential Learning,Phenomenology,Content Analysis,Counseling Techniques,Interviews,Task Analysis,Mentors,Graduate Students

Professional identity development is crucial for counselors-in-training, as it provides a frame of reference for understanding their chosen field and contributes to a sense of belonging within the professional community. This qualitative study examined the impact of mindfulness on professional identity development among counselors-in-training. Participants reported that mindfulness, along with experiential learning and mentoring, served as a facilitator in completing the transformational tasks in the process of professional identity development. The preliminary results from this qualitative study warrant further research to examine and validate the impact of mindfulness on professional identity development among counselors-in-training.
Unaccompanied Refugee Minors from Central America: Understanding Their Journey and Implications for Counselors
Author: Tello, Angelica M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Refugees,Poverty,Juvenile Gangs,Personal Narratives,Adolescents,Acculturation,Counselor Role,Foreign Countries,Mental Health,Economic Factors,Health Needs,Health Services,Pain,Self Concept,Parent Child Relationship,Elementary School Students,Secondary School Students,Qualitative Research

The United States has recently seen a significant increase in the number of unaccompanied minors from the Northern Triangle of Central America (i.e., El Salvador, Honduras, and Guatemala). These children and youth are refugees fleeing extreme poverty and gang violence. This study examined the narratives of 16 refugees from the Northern Triangle who arrived in the United States as unaccompanied minors. In particular, the purpose of this study was to gain awareness of the journey experienced by unaccompanied refugee minors from their countries of origin to the United States. Thematic analysis was used to analyze the participants' narratives, and three primary themes emerged: (a) reasons for leaving Central America, (b) journey to the United States, and (c) life in the United States. Implications for counselors and areas for future research are discussed.
Culturally- And Naturally-Relevant Special Education: The Intersectionality of Nature, Cognition, Human Rights, and Special Education
Author: Hutchison, Charles B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Special Education,Foreign Countries,Civil Rights,Disabilities,Educational Development,Educational Practices,Mainstreaming,Referral,Educational Experience,School Visitation,Schemata (Cognition)

Having been away from his native Ghana for nearly thirty years, author Charles Hutchinson spent some time visiting several schools there on a home visit. He was especially interested in learning how Special Education as an area of discipline and practice was progressing there. He writes here that he was pleased to see that Ghana was making some progress in that area, especially in practice. More children were being treated with the full humanity that all children deserve and were receiving formal education. Here he reflects on memories of former classmates, and wonders, if the present concept of Special Education in Ghana had existed then, how many of his former classmates would have been referred to such a system for their education. In the light of the benefits of mainstreaming, he wonders if that would have been a good or a bad thing for them.
Exploring Experiential Learning through an Abstinence Assignment within an Addictions Counseling Course
Author: Yates, Chad M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Addictive Behavior,Counselor Training,Qualitative Research,Student Attitudes,Metacognition,Empathy,Assignments,Social Bias,Substance Abuse,Self Efficacy,Clinical Diagnosis,Symptoms (Individual Disorders),Graduate Students,Student Journals

Counselors-in-training may struggle in working with addictions populations for various reasons, including limited training, pre-existing stigma toward the population, and low self-efficacy treating substance use disorders. This is concerning because professional counselors have the highest proportion of clients with a primary substance abuse diagnosis. The authors explored the experiential learning approach of an abstinence project within an addictions course in an attempt to give students a genuine experience that parallels what an individual with an addiction may experience. The authors utilized generic qualitative analysis to explore the experience of 17 counseling students completing the abstinence assignment. The emergent themes of (1) concrete experiences, (2) dealing with cravings, (3) student's self-reflection of learning, and (4) empathetic understanding and challenging attitudes are presented. Finally, future areas of research and implications for counselor educators are discussed.
Commentary: Darwin at 200
Author: Brandt, Danita
Date: 2009-03-00
Type: Journal Articles
Subjects: Earth Science,Recognition (Achievement),Evolution,Scientific Principles,Learning Activities,Research Utilization

2009 marked the bicentennial of Charles Darwin's birth (February 12) and the 150th anniversary (in November) of the publication of Darwin's &quot;extended abstract&quot; &quot;On the Origin of Species by Natural Selection.&quot; Universities, scientific societies, and disciplinary journals anticipated this event by organizing meetings, theme sessions, and special issues to commemorate the anniversary. The bicentennial provided an occasion to reflect on the impact Darwin's work. In this commentary the author offers a vision for how geoscientists and geoscience educators can respond to this opportunity.
Effects of the STOP &amp; LIST Strategy on the Writing Performance of a Sixth Grader with Learning Disabilities
Author: Grünke, Matthias
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Grade 6,Instructional Effectiveness,Writing Instruction,Writing Improvement,Intervention,Writing Strategies,Statistical Analysis,Scoring Rubrics,Error Analysis (Language),Foreign Countries

Poor writers generally spend little time developing an outline and otherwise planning written assignments before composing them. Far too many students in elementary and secondary education fall behind in their planning and composition skills because they do not receive appropriate instruction. In this single-case study, we tested the effects of an easy-toimplement strategy (STOP &amp; LIST) designed to help learners identify the purpose of a writing assignment, set appropriate goals, list ideas for the assignment as they come to mind, and sequence the ideas before beginning composition. The participant, a 12-year-old boy with learning disabilities (LD), completed repeated measurements during a baseline period (first Phase A, five days), an intervention period (Phase B, five days) and a post-intervention period (second Phase A, five days). While receiving instruction in using the STOP &amp; LIST strategy, he performed at a significantly higher level than on days with no treatment. The implications and limitations of the findings are discussed.
The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students
Author: Grünke, Matthias
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 5,Intervention,Writing Achievement,Writing Improvement,Behavior Problems,Learning Problems,Feedback (Response),Scheduling,Positive Reinforcement,Writing Difficulties,Predictor Variables,Statistical Analysis,Foreign Countries

The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as students transition from elementary school. These writing problems need to be addressed to avoid negative long-term consequences in school and everyday life. The intervention in this study included explicit timing, immediate feedback (through a self-scoring procedure), and positive reinforcement (through verbal praise as well as display of high scores and use of charts to illustrate learning progress). Four fifth graders with learning and behavioral difficulties participated in the study. A functional relationship between the treatment and the outcomes (story length and quality) was established using an AB multiple-baseline-across-subjects design with repeated measures in follow-up. These findings and their implications are discussed in the context of improving the writing performance of academically and behaviorally struggling students.
Contingency Contracting and Its Impact on the Use of Punctuation Skills by Fifth Graders with Learning Disabilities
Author: Grünke, Matthias
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Punctuation,Grade 5,Writing Exercises,Writing Improvement,Intervention,Teaching Methods,Writing Tests,Instructional Effectiveness,Foreign Countries,Statistical Analysis

The purpose of this study was to assess the effectiveness of contingency contracting on the percentage of correctly used punctuation marks in free writing tasks. Participants were three 11-year-old boys with learning disabilities (LD). A multiple-baseline across-subjects design was employed to test our prediction that the students would show significant improvements once the agreement went into effect. Overall outcomes indicated that the approach was very successful. The results are discussed in the context of the study limitations. Implications for future research are provided.
Improving the Length and Quality of Texts Written by Fourth Graders with Learning Disabilities through a Peer-Tutoring Graphic Organizing Strategy
Author: Grünke, Matthias
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Instructional Materials,Tutoring,Peer Teaching,Writing (Composition),Assistive Technology,Teaching Methods,Grade 4,Writing Improvement,Intervention,Writing Skills,Regression (Statistics),Writing Achievement,Educational Quality,Foreign Countries,Statistical Analysis

A large number of students struggle with composition writing. This is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality. Specifically, they have difficulty planning for writing. Of the broad arsenal of instructional strategies available, graphic organizers seem to be a particularly promising tool for helping students with LD prepare to compose texts of an acceptable quality. The present study evaluated the effectiveness of a procedure whereby the use of a graphic organizer (a story map) is taught to three fourth graders with LD by three non-labeled classmates to increase the length and the quality of their text products. After only four to seven lessons, the struggling students showed stark increases in their performance. All measures of the benefits of the intervention (visual analysis, effect size measures, randomization test, and piecewise regressions) indicated that the treatment met its aim. Implications and recommendations for practice are provided.
Preparing Students with Learning Disabilities for Writing Tasks: Introduction to a Special Issue
Author: Sperling, Marko
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Writing Exercises,Intervention,Writing Improvement,Elementary Secondary Education,Teaching Methods

Just as composing a story, a report, or an argumentative essay is challenging for most students with LD, so it is challenging for teachers in inclusive settings to instruct them (Gillespie &amp; Kiuhara, 2017; Grünke &amp; Leonard Zabel, 2015). The articles in this issue of &quot;Insights into Learning Disabilities&quot; are geared towards special educators who are having to effectively support these children and youth as they try to learn how to put their ideas in writing. The four studies published in this special series issue examine highly effective interventions that can be implemented with minimum effort: (1) Contingency Contracting and Its Impact on the Use of Punctuation Skills by Fifth Graders with Learning Disabilities (Matthias Grünke); (2) The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students (Matthias Grünke, Marko Sperling, Mack D. Burke); (3) Effects of the STOP &amp; LIST Strategy on the Writing Performance of a Sixth Grader With Learning Disabilities (Matthias Grünke, Heather Hatton); and (4) Improving the Length and Quality of Texts Written by Fourth Graders With Learning Disabilities Through a Peer-Tutoring Graphic Organizing Strategy (Matthias Grünke, Jürgen Wilbert, Ioanna K. Tsiriotakis, Ainhize Lopez Agirregoikoa.)