ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Sensory Intervention Observational Research
Author: Thompson, Carla J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Sensory Integration,Intervention,Observation,Measures (Individuals),Severe Disabilities,Developmental Disabilities,Multiple Disabilities,Autism,Moderate Mental Retardation,Severe Mental Retardation,Special Needs Students,Student Behavior,Learner Engagement,Interrater Reliability

An observational research study based on sensory integration theory was conducted to examine the observed impact of student selected multi-sensory experiences within a multi-sensory intervention center relative to the sustained focus levels of students with special needs. A stratified random sample of 50 students with severe developmental disabilities ages eight to eighteen was selected for observation within a public school environment representing four classifications of students: TMH (Trainable Mentally Handicapped), PMH (Profoundly Mentally Handicapped), students with Autism, and students with Multiple Disabilities. An observation form representing 24 observable behaviors (facial expressions, vocal cues, and body language) defined in the literature was developed and pilot tested for construct validation and reliability purposes. Four trained observers completed inter-rater reliability analysis prior to the study. Observers completed observation forms for individual students for three 20-minute time periods (within the regular classroom, within the multi-sensory center, and after returning to the regular classroom). Sustained focus was measured by combining specific observed types of data reflecting student engagement and on-task behaviors as defined in the literature. Data were analyzed using repeated measures ANOVA. Findings of the study lend strong support for implementing multi-sensory experiences to increase the sustained focus of students with special needs. (Contains 9 figures.)
Make Your Own Paint Chart: A Realistic Context for Developing Proportional Reasoning with Ratios
Author: Beswick, Kim
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Thinking Skills,Middle School Students,Mathematical Logic,Charts,Learning Activities,Secondary School Mathematics,Color

Proportional reasoning has been recognised as a crucial focus of mathematics in the middle years and also as a frequent source of difficulty for students (Lamon, 2007). Proportional reasoning concerns the equivalence of pairs of quantities that are related multiplicatively; that is, equivalent ratios including those expressed as fractions and percents. Students who do not learn to reason proportionally are unequipped to learn mathematics topics such as similarity, scaling, and trigonometry. This paper describes a series of activities related to mixing paint that was used with a group of middle school students learning about ratio. The mixing paint activities provided an opportunity for students with widely varying experience and understanding of ratio and proportional reasoning to develop and consolidate some key ideas including the connections between ratios and fractions. (Contains 6 figures.)
My Favourite Ratio--An Inquiry about Pi
Author: Brown, Natalie
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Rural Schools,Teaching Methods,Mathematics Instruction,Mathematics Skills,Secondary School Mathematics,Faculty Development,Foreign Countries,Mathematical Concepts,Problem Solving,Algebra

The activities suggested in this article are intended for use with lower secondary school students. The &quot;Australian Curriculum: Mathematics&quot; states that students in lower secondary school should &quot;investigate the relationship between features of circles such as circumference, area, radius and diameter&quot; and &quot;use formulas to solve problems involving circumference and area&quot; (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, p. 39). It is suggested, however, that teachers may need to work together to plan for the background and level of the students they teach and decide upon intended learning outcomes suited to their own students. The investigations presented here were used by the authors during a half-day professional learning session with middle school teachers from five rural schools in southern Tasmania. The authors recognise that the investigation of Pi is not only applicable to study of circles, but the exercises presented here give students the opportunity to develop investigative and problem solving skills in mathematics. (Contains 5 figures and 5 tables.)
Capitalising on Inherent Ambiguities in Symbolic Expressions of Generality
Author: Samson, Duncan
Date: 2011-00-00
Type: Journal Articles
Subjects: Figurative Language,Algebra,Mathematical Formulas,Mathematics Education,Mathematics Teachers,Mathematics Instruction,Mathematics Activities

The exploration of number patterns as a pedagogical approach to introducing algebra has been advocated by many mathematics educators. French (2002) comments that the introduction of algebra through what is potentially a wide range of pattern generalisation activities may be effective in assisting pupils to see algebra as both meaningful and purposeful right from the earliest stages. Generalisation is after all one of the core components of mathematical activity. In addition, from a pedagogic point of view, pattern generalisation activities are a meaningful way of arriving at and exploring algebraically equivalent expressions of generality. The purpose of this article is briefly to explore the generalisation of patterns set in pictorial contexts, with specific focus on the ambiguity inherent in the algebraic expressions as they relate to the pictorial pattern. (Contains 4 figures.)
Educational Outcomes of Students First Diagnosed with Learning Disabilities in Postsecondary School
Author: Canto, Angela I.
Date: 2005-00-00
Type: Journal Articles
Subjects: Grade Point Average,At Risk Students,Dropouts,Enrollment,Learning Disabilities,Outcomes of Education,College Students,Clinical Diagnosis,Student Personnel Services,Academic Accommodations (Disabilities),Standardized Tests,Scores

The researchers examined the educational outcomes of three groups of college students who received an evaluation due to academic difficulties: those diagnosed with a learning disability (LD) who subsequently registered for services through the university student disability resource center; those diagnosed with an LD who did not register for services; and those who were evaluated, but did not receive a diagnosis. The purpose of the study was to determine if accommodations and services provided by the disability resource center had a positive academic impact on students with LD in regards to their GPA and re-enrollment status after two semesters post-evaluation. No differences in post-evaluation GPA were found between the groups. However, both LD groups demonstrated within-group improvements in their GPA following the date of their evaluation, whereas students without an LD showed no improvement. Finally, students who were not diagnosed with LD were more likely to drop out of school than either group of students with LD.
The Inclusive University: Helping Minority Students Choose a College and Identify Institutions that Value Diversity
Author: Elam, Carol
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Race,Articulation (Education),Minority Group Students,College Choice,Cultural Pluralism,Ethnic Diversity,Campuses,College Applicants,School Counselors,High School Graduates,College Bound Students,College Admission,Counseling,Graduation Rate,Student Recruitment,Educational Environment

In the early 1960s, with the exception of students who attended Historically Black Colleges and Universities, relatively few students of color pursued a higher education in the United States. Today, however, about one in five U.S. college students is a minority (ACE and AAUP, 2000). Colleges and universities are grappling with issues related to the changing needs and demands of an increasingly diverse society, and the resulting changing demographic constellation of their student bodies. Many traditionally white institutions are working to be viewed and to function as &quot;inclusive universities.&quot; The inclusive university provides equal access and opportunity, as well as an accommodating environment, for all members of the academic community, regardless of racial, ethnic, social, or economic backgrounds (CPRJ, 1993). Institutions of higher education seeking to become more inclusive are considering how to attract more underrepresented students of color to their campuses. While they recognize that traditional pre-college recruitment--that incorporates such activities as high school mentoring and tutorial programs, articulation agreements with selected institutions, need-based financial aid awards, and race-sensitive admission policies are important--they know that they must do more for students of color once they matriculate to help them feel comfortable on campus and to ensure their success (ACE and AAUP, 2000). To that end, administrators are considering other factors important to students: curriculum, opportunities for faculty and peer interaction, support services, social activities on campus and in the community, and living arrangements. Institutional leaders also recognize that, in some circumstances, they must overcome past perceptions of discrimination. The authors address four purposes in this article. First, they explain why ethnic and racial diversity is important on college campuses. Second, they offer a list of questions that high school guidance counselors can present to prospective minority applicants to guide their examination of colleges and universities to which they plan to apply and visit. Third, they offer suggestions to college admission officers as to how to address topics of concern to minority applicants to their institutions. Fourth, they offer ideas on how colleges and universities can enhance their environments to support diversity.
College Counselors in the Public School: A Time for Specialization
Author: Ensor, Kevin L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Counseling Services,Public Schools,College Planning,Counselor Training,School Counseling,Counseling,School Counselors,College Admission,High Schools,Secondary Education,High School Students,Case Studies

Many in the college counseling profession are fortunate to have numerous occasions to positively impact students' lives, but too often, they are humbled by the many missed opportunities throughout the years that have undoubtedly occurred due to enormous caseloads, excessive demands on their time, performing non-counseling tasks, and in some cases, the lack of training and knowledge regarding resources that may be available to help students. In addition to meeting the immediate college counseling needs facing public schools today, the addition of a full-time college counselor would provide public schools with the opportunity to implement a developmental college-planning program at the secondary level. By helping students become aware of the process at an early age, some of the tension and anxiety regarding this competitive process could be reduced. This author provides an example of a developmental college planning program that he was involved in implementing at Hereford High School in Baltimore County, Maryland. The College Counseling and Planning Process course is designed to introduce students in the Counselor Education Program who plan to work with high school students to the complexity of college admission and beginning professional school counselors who would like to develop a comprehensive developmental guidance and counseling program that includes all aspects of the college admission process. Activities include utilizing technological resources for college planning, reading and reviewing current research in all areas of the college planning process, and analyzing challenging case studies.
Current Issues Involving Affirmative Action and Higher Education
Author: Sterrett, William M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Affirmative Action,Colleges,Higher Education,Court Litigation,College Admission,Access to Education,Minority Group Students,Minority Groups,Disproportionate Representation

This article examines current issues regarding affirmative action in today's institutions of higher learning. It addresses the two recent cases decided before the U.S. Supreme Court concerning the University of Michigan's policy. Two other recent and related issues, the &quot;Hopwood&quot; case and California's Proposition 209 approach, are also examined. Then, an examination of related policies, such as state budget issues and faculty hiring, are examined in light of recent developments. While much has indeed been written on the history, politics  and practices of affirmative action, this paper seeks to provide and illuminate a survey of current issues regarding affirmative action in today's institutions of higher learning. (Contains 1 table.)
Area of Lattice Polygons
Author: Scott, Paul
Date: 2006-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometric Concepts,Problem Solving,Mathematical Logic,Validity

A lattice is a (rectangular) grid of points, usually pictured as occurring at the intersections of two orthogonal sets of parallel, equally spaced lines. Polygons that have lattice points as vertices are called lattice polygons. It is clear that lattice polygons come in various shapes and sizes. A very small lattice triangle may cover just 3 lattice points--at the vertices. A very large lattice polygon might be expected to cover many more lattice points. This suggests that there might be a correlation between the area of (simple) lattice polygons and the number of lattice points they cover. This article illustrates a problem solving activity in determining the area of the simple lattice and non-lattice polygons using Pick's theorem. (Contains 7 figures and 3 tables.)
Problems with Primes
Author: Melrose, Tim
Date: 2005-00-00
Type: Journal Articles
Subjects: National Security,Numbers,Mathematics Instruction,Technology,Mathematics,Professional Personnel,Computation

This article discusses prime numbers, defined as integers greater than 1 that are divisible only by only themselves and the number 1. A positive integer greater than 1 that is not a prime is called composite. The number 1 itself is considered neither prime nor composite. As the name suggests, prime numbers are one of the most basic but important propositions in all of mathematics. Primes, once associated exclusively with pure mathematics, have recently found an unexpected application in the areas of national security, and in particular public-key cryptography. This uses the principle that it is very difficult to find the factors of a given product of two very large primes. The authors focus on the historical facts and the contributions of several mathematicians in distinguishing the most intriguing aspects of prime numbers.
Training in Freedom and Civilization
Author: Gregg, Judd
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Labor Force Development,Human Capital,Education Work Relationship,Core Curriculum,Citizenship Education,History Instruction,United States History,Political Science,Western Civilization

Today, the American system of higher education is the envy of the world, due in large part to the leadership provided by New England's colleges and universities. While American higher education has accomplished a great deal for New England and the nation, the system faces several challenges as it seeks to train the citizens and workers of tomorrow. This document stresses the importance of a college education in the workforce today. It also discusses the importance of a well-rounded education and the concern that core classes are being squeezed out in favor of what Senator Gregg terms a &quot;balkanized curriculum&quot; that does not provide a basic, well-rounded education.
The (Im)possibility of the Project: Radford Address
Author: Green, Bill
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Research Projects,Educational Research,Teacher Education,Educational History,Philosophy,Public Speaking,Speeches

In this address, the author engages both with the possibility &quot;and&quot; the impossibility of the educational project--and suggests something of what it means to say this. His presentation is specifically addressed to the theme of the (im)possibility of the educational project. He draws from philosophy, literature, psychoanalysis and history, as well as educational scholarship, to explore what it means to take this theme of (im)possibility seriously. (Contains 1 figure and 7 endnotes.)
Globalisation and Chinese Knowledge Diaspora: An Australian Case Study
Author: Yang, Rui
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Brain Drain,Human Capital,Ethnic Groups,Migration Patterns,Asian Culture,Mandarin Chinese,Interviews,Self Concept,Case Studies,Cultural Background,Educational Background,Cooperation,Global Approach,International Cooperation

In a context of intensified globalisation, knowledge diaspora as &quot;trans-national human capital&quot; have become increasingly valuable to society. With an awareness of a need for more empirical studies especially in Australia, this article concentrates on a group of academics who were working at a major university in Australia and came originally from the Chinese mainland. The study explores their life, work and international research collaborations, using a case study approach with semi-structured interviews as the data collection method. The study found that while globalisation shapes the work and the contributions to Australia, by academics from China, they exert their initiatives to respond to and further reshape globalisation. Equipped with their Chinese cultural and educational backgrounds, academic experience in the West, and active membership in the international knowledge system, the Chinese knowledge diaspora are a modern kind of cosmopolitan literati. They are aware of the impact of globalisation and contribute actively to higher education internationalisation in both Australia and China, have maintained their cultural identity and made good use of their Chinese educational background. Their international collaborations, however, are more likely to be with the scholars from Western countries due to some difficulties they have experienced in China and Australia, and to the current setup of the global knowledge system.
Neither Fish nor Fowl: Exploring Seconded and Contracted Teachers' Experiences of the University Sector
Author: Reupert, Andrea
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Faculty Mobility,Higher Education,College School Cooperation,Temporary Employment,Qualitative Research,Teaching (Occupation),Teaching Conditions,Differences,Professional Personnel,Identification (Psychology),Self Concept

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper.
Issues and Challenges in Higher Education Leadership: Engaging for Change
Author: Drew, Glenys
Date: 2010-12-00
Type: Journal Articles
Subjects: Higher Education,Interviews,Leadership,Change Strategies,Educational Change,Performance Factors,Barriers,Administrator Attitudes,Strategic Planning,Organizational Change,Educational Quality,Conflict,Educational Innovation,Human Resources,Educational Finance,Foreign Countries

It is proposed from this study that engaging productively with others to achieve change has never been more critical in educational environments, such as universities. Via semi-structured interviews with a cohort of senior leaders from one Australian university, this paper explores their perceptions of the key issues and challenges facing them in their work. The study found that the most significant challenges centred around the need for strategic leadership, flexibility, creativity and change-capability; responding to competing tensions and remaining relevant; maintaining academic quality; and managing fiscal and people resources. Sound interpersonal engagement, particularly in terms of change leadership capability, was found to be critical to meeting the key challenges identified by most participants. In light of the findings from the sample studied some tentative implications for leadership and leadership development in university environments are proposed, along with suggestions for further empirical exploration.
Teamwork--Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers
Author: Main, Katherine
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teamwork,Case Studies,Interviews,Cooperative Learning,Group Dynamics,Skill Development,Learning Activities,Communities of Practice,Student Evaluation,Instructional Effectiveness,Transfer of Training

Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students' groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught "how" to work effectively together. It was also found that the assessment focus was entirely on the final "product" and not on the group "process". (Contains 2 tables.)