ethanporcaro/eric-fulltext-meta huggingface dataset:
How Expert Special Educators Effectively Negotiate Their Job Demands
Author: Ortogero, Shawna P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Expertise,Special Education,Special Education Teachers,Labor Demands,Qualitative Research,Case Studies,Secondary School Teachers,Semi Structured Interviews,Individualized Education Programs,Grounded Theory,Classroom Techniques,Observation,Journal Writing

This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and cross-case analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education co-teachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
One Text, Multi-Tasks Meeting the Mixed-Ability Challenge
Author: Singh, Dulip Singh a/l Ranjet
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Language Teachers,Classification,Material Development,Teaching Methods,Foreign Countries,Student Teacher Attitudes,Teacher Education,Statistical Analysis,Instructional Innovation,Task Analysis

It is a fact that each individual is unique. This uniqueness can be physical, emotional, intellectual and/or spiritual. It follows then that in any given learning environment each learner has unique abilities and needs. Consequently, classrooms everywhere, even if they are streamed, are of a mixed-ability nature. Having recognised this factor in learning, the KSSR (Kurikulum Standard Sekolah Rendah) emphasises learner-centredness. It is a daunting responsibility for a beginning English Language (EL) teacher faced with the task to cater to these varied learning abilities. The ELT (English Language Teaching) fraternity recognises this learning ability and has categorised learners as HEP (High English Proficiency), SEP (Some English Proficiency) and LEP (Low English Proficiency) learners. This &quot;One text, multi tasking&quot; technique of materials development could help a beginning or even a dedicated EL teacher deal with these individual learning styles while fulfilling many components of the Malaysian pedagogy standards for ELT.
Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability
Author: Cook, Amy L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Self Determination,Intellectual Disability,Urban Schools,Public Colleges,Transitional Programs,High School Students,Dual Enrollment,At Risk Students,Student Surveys,Self Management,Interviews,Statistical Analysis

There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student acquisition of self-determination skills necessary for successful postsecondary transition. A sequential explanatory design was employed to examine the development of self-determination among nine participants who engaged in ICE ranging from one to three semesters. Findings indicated that students who participated for at least two semesters demonstrated growth in self-determination, whereas no significant growth was observed for students who participated one semester. These preliminary findings suggest that ICE is a promising transition practice. Further research is needed to examine the impact of program duration on development of self-determination skills to increase college access.
Improving Outcomes for Students with Disabilities: Identifying Characteristics of Successful Districts
Author: DeVries, Melissa
Date: 2017-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Disabilities,Charter Schools,School Districts,Qualitative Research,Interviews,Academic Achievement,Achievement Gap,Statistical Analysis,Educational Improvement,Reading Skills,Reading Achievement,Mathematics Skills,Mathematics Achievement,Leadership Effectiveness,Teacher Effectiveness,Teaching Methods

The common characteristics among Arizona districts and charters with high academic outcomes for student disabilities were identified in a qualitative study involving site visits and interviews. In 2014, the Arizona Department of Education examined over three years of state testing data to identify districts and charter schools that closed the academic achievement gap between students with disabilities and their non-disabled peers. These local education agencies (LEAs) had 30% higher proficiency rates for students with disabilities than the state average. Six clearly identifiable systemic trends were detected to increase academic achievement for all students. These LEAs were implementing systemic frameworks to improve schools not only for students with disabilities but for all children. The good news is that these systems can be replicated at other sites to improve outcomes for all students and provide evidence that every student can succeed academically.
A Comparative Study of Teachers&apos; Pedagogical Competencies in Supporting Children with Learning Difficulties in Primary Schools in Ghana and Brunei Darussalam
Author: Abosi, Okechukwu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Elementary School Teachers,Teaching Skills,Inclusion,Teacher Surveys,Regular and Special Education Relationship,Learning Problems,Statistical Analysis

Teachers' pedagogical competencies level is increasingly affecting the implementation of inclusive education policy in many countries. The aimed at comparing primary school teachers' competence levels in supporting children with learning difficulties in Brunei Darussalam and Ghana. Descriptive survey design was used and 188 primary school teachers from Brunei Darussalam and Ghana participated in the study. Results showed that teachers from Brunei Darussalam and Ghana had limited to moderate competencies in supporting children with learning difficulties in the general education classroom. In addition, the results showed that there was no significant difference between the competence level of teachers in Brunei Darussalam and Ghana. It is recommended both countries must work towards improving their teachers' competencies in curriculum adaptation, instructional strategies, identification and assessment of children disabilities and their skills in collaboration.
A Case Study of Factors That Influenced the Attrition or Retention of Two First-Year Special Education Teachers
Author: Grant, Marquis C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Special Education,Special Education Teachers,Faculty Mobility,Teacher Persistence,Beginning Teachers,Qualitative Research,Teacher Effectiveness,Teacher Burnout,Middle School Teachers,Questionnaires,Teaching Methods,Individualized Education Programs,Interviews

The issue of attrition and retention has been a chronic problem in the field of education for decades. School districts across the United States are experiencing shortages of qualified special education teachers largely due to high turnover rates, with many of these teachers electing not to return after their first year of teaching. In fact, roughly nine percent of special educators not return to the profession after their first year, citing themes such as lack of administrative support, excessive paperwork and burnout as primary factors that prompted their decision to leave. The purpose of this study was to identify problems faced by two novice special educators from their own perspective. Further analysis of the research data produced additional themes, including poor co-teaching relationships, the use of ineffective co-teaching models, student behavior, time management, paperwork, isolationism, time management, ambiguous special education practices and procedures.
Significant Outcomes in Case Law in the United States: Autism and IDEA in 2013, Transition Issues and Changes in Diagnostic Evaluation Criteria
Author: Hill, Doris Adams
Date: 2017-00-00
Type: Journal Articles
Subjects: Evaluation Criteria,Pervasive Developmental Disorders,Autism,Individualized Education Programs,Court Litigation,Clinical Diagnosis,Diagnostic Tests,Asperger Syndrome,Behavior Modification,School Districts,Disabilities,Equal Education,Federal Legislation,Educational Legislation

The authors examined 85 cases decided in 2013 where the facts centered on violations of the Individuals with Disabilities Education Act (IDEA) and the provision of a Free Appropriate Public Education (FAPE) for students with autism spectrum disorder (ASD). Trends in prevailing party by geographic location, court circuit, gender, and other specifics (including transition and changes in evaluation criteria) are explored and compared to earlier research. Suggestions for educators who provide services for students with ASD are provided as well as free evidence-based resources for professional development.
Effectiveness of Pearson&apos;s SuccessMaker Mathematics for Students with Disabilities
Author: McKissick, Steven K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Mathematics,Quasiexperimental Design,Statistical Analysis,Disabilities,School Districts,Multivariate Analysis,Mathematics Achievement,Meta Analysis,Standardized Tests,Achievement Tests,Mathematical Concepts,Special Education,Middle School Students,Regression (Statistics)

SuccessMaker mathematics is an instructional learning system rooted in behaviorist instructional theory. Previous research efforts have left much to be desired and have produced inconsistent results. Recent research for this program appears to be tapering off, despite advances in technology signaling integration of concepts from other theoretical positions. A quasi-experimental review of data from a sample of students (N = 1186) from a central Texas school district over a five-year period was reviewed. Multivariate analysis of variance identified that changes in state testing performance were not linked to program use. Changes in the rate of academic achievement were found to exist between usage groups. Students who met or exceeded usage recommendations (&gt;20 hours of use) were found to have significantly greater rates of achievement (ES: d = 1.02). Recommendations for further studies and limitations of the current study are provided.
Teachers&apos; Methodologies and Sources of Information on HIV/AIDS for Students with Visual Impairments in Selected Residential and Integrated Schools in Ghana
Author: Hayford, Samuel K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Visual Impairments,Teaching Methods,Information Sources,Instructional Materials,Student Surveys,Statistical Analysis,Health Education,High Schools,Residential Schools,High School Students

This study reports part of a national survey on sources of information, education and communication materials on HIV/AIDS available to students with visual impairments in residential, segregated, and integrated schools in Ghana. A multi-staged stratified random sampling procedure and a purposive and simple random sampling approach, where appropriate, were used to select 83 students with visual impairments to participate in a survey. Descriptive and inferential statistics, including frequency distribution, percentages, and chi-square (X[superscript 2]) test, were used to analyze the data. The findings revealed that teachers used a variety of sources of information such as newspapers, storybooks, prescribed textbooks and recorded materials, and workplace HIV/AIDS policies to teach HIV/AIDS lessons to students with visual impairments. Additionally, teachers relied more on discussion, storytelling and lecture method, rather than interactive methodologies to teach HIV/AIDS lessons. Chi-square (X[superscript 2]) computation at 0.05 significant level revealed that none of the students' responses was independent on gender. Recommendations were offered to the Ghana's Ministry of Education for consideration.
Managing Asthma in Elementary and Middle Schools: Adherence to Federal Laws and National Guidelines
Author: Schilling, Ethan J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Diseases,Federal Legislation,Guidelines,Elementary School Teachers,Middle School Teachers,Teacher Surveys,Federal Regulation,Educational Policy,Educational Legislation,Professional Development,Disabilities,Individualized Education Programs,Equal Education,Regression (Statistics),Information Seeking

The current study examined teacher-reported asthma management practices in school and adherence to federal guidelines for students with asthma. 593 kindergarten-eighth grade teachers completed surveys regarding compliance with federal laws and policies, information-seeking behavior, asthma-related professional development, and asthma management practices. The extent to which asthma services varied as a function of adherence to federal policy statements or teacher characteristics was also examined. Results indicated a small percentage of teachers reported students with asthma had Individualized Education Plans or 504 plans. Teachers reported medication policies were in place for students with asthma, consistent with national guidelines, but a limited number of students with asthma were reportedly allowed to self-administer medications. Teachers generally reported low compliance to federal policies. Finally, provision of asthma-related professional development, teachers' own history of chronic illness, and information-seeking behaviors were significant predictors of whether students with asthma were served by an IEP or 504 plan.
Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner&apos;s Guide
Author: Thomas, Jamie
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Employment,Young Adults,Pervasive Developmental Disorders,Autism,Interpersonal Competence,Personal Narratives,Interpersonal Relationship,Employment Potential,Adolescents,Disabilities,Intervention

The statistical data reports that current unemployment rates for young adults with an Autism Spectrum Disorder (ASD) in the United States is bleak. In 2004, Hurlbutt and Chalmers noted that difficulties obtaining and keeping employment are many times connected to issues involving social interactions and communication skills rather than performing specific job skills. Research from Wehman, et al. (2012) recently noted that students with ASD with access to intensive strategy training have more employment potential than previously realized. In addition, Klin, Volkmar and Sparrow (2000) note that there is a need to explicitly teach social skills to enhance the chance of employability. The purpose of this article is to give teachers, service providers, parents, job coaches and/or employers practical evidence-based strategies in the use of social narratives to support employment for young adults with an ASD.
A Critique of Teaching English to Undergraduate Classes with Special Reference to Writing Skill at Aligarh Muslim University
Author: Sheema, Fatima
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Instruction,English (Second Language),Student Needs,Instructional Materials,Teaching Methods,Educational Trends,Learning Strategies,Questionnaires,Instructional Effectiveness,Writing Skills,Study Skills,Student Attitudes,Teacher Attitudes,Comparative Analysis,Preferences,Class Size,Barriers,Peer Evaluation

The present paper attempts to deal with the present scenario of teaching English for Undergraduate students at AMU. The researcher has tried to analyze the needs, materials and the teaching trends as well as learning strategies of the students, at the Undergraduate level. It also illuminates the difference in study skills between groups of student, as per the findings suggested by the questionnaire. For this purpose, two sets of questionnaires were circulated among teachers and students. On the basis of the findings from the data collected, some suggestions regarding changes in classroom pedagogy and materials are recommended. Checking the suitability of the materials in terms of writing skills with regard to students and teachers needs is the main concern.
An Education Foundations Course and Teacher Research: Addressing the Impact of Local Homelessness on Education
Author: Smart-Morstad, Karla
Date: 2017-00-00
Type: Journal Articles
Subjects: Education Majors,Preservice Teacher Education,Preservice Teachers,Foundations of Education,Educational Research,Teacher Researchers,Homeless People,Qualitative Research,Elementary School Students,College Faculty,Curriculum Development,Immigrants,Literature Reviews,Observation,Interviews,Emergency Shelters,Student Teacher Attitudes,Trust (Psychology),Teacher Student Relationship,Parent School Relationship

Homeless education is studied through qualitative teacher research. This article reports the perspectives and experiences of a school administrator, social worker, teacher, and Family Shelter school-to-shelter liaison in describing their experiences with homeless elementary students and their parents. College faculty did the research to prepare for a teacher education foundations course for preservice teachers.
Culture Shock
Author: Brown, Angela Khristin
Date: 2013-01-00
Type: Journal Articles
Subjects: Culture Conflict,Blacks,Slavery,Art,Story Telling,African American Culture,Educational Attainment,Freedom,Poverty,Migration,Unions,Foreign Countries,African Culture,Black Dialects,Folk Culture

The migration of blacks in North America through slavery became united. The population of blacks past downs a tradition of artist through art to native born citizens. The art tradition involved telling stories to each generation in black families. The black culture elevated by tradition created hope to determine their personal freedom to escape from poverty of enslavement and to establish a way of life through tradition. A way of personal freedoms was through getting a good education that lead to a better foundation and a better way of life. With regard to all historic migrations (forced and voluntary), the African Union defined the African diaspora as &quot;[consisting] of people of African origin living outside the continent, irrespective of their citizenship and nationality and who are willing to contribute to the development of the continent and the building of the African Union.&quot; Its constitutive act declares that it shall &quot;invite and encourage the full participation of the African diaspora as an important part of our continent, in the building of the African Union.&quot;
Oral Communication in ESL through Improvisations, Playwriting and Rehearsals
Author: Gill, Chamkaur
Date: 2013-01-00
Type: Journal Articles
Subjects: Speech Communication,Playwriting,Theater Arts,Drama,English (Second Language),Literature Reviews,Teaching Experience,Creative Activities,Educational Practices,Educational Strategies,Second Language Instruction,Teaching Methods

The application of drama strategies which focus more on meaning than on form can provide an impetus for ESL learners to be more confident about speaking, thereby increasing the quantity of their spoken English. This paper discusses existing research and the author's own experiences in an attempt to highlight the positive effects of improvisations, playwriting and rehearsals on the oral output of learners in relation to communicative English.
Outdoor Class Project: The Potential Benefits to Foster EFL Students' Language Proficiency
Author: Fajaria, Indah
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Outdoor Education,Class Activities,Educational Benefits,Second Language Learning,English (Second Language),Language Proficiency,Teaching Methods,Technology Uses in Education,Case Studies,Instructional Effectiveness,Mixed Methods Research,Tourism,Food,Cooperative Learning,Questionnaires,Student Attitudes,College Freshmen,Data Collection

There are such myriad ideas upon English teaching-learning process. Everybody can share each fabulous idea through various media. One of fun English learnings that can motivate EFL students' eagerness to practice English easily is an outdoor class activity. This project could sometimes deals with an outbound activities which provide the numerous contextualized values to shape more students' character and their language proficiency as well. Moreover, nowadays the development of technology can be also integrated into the EFL classrooms. Therefore, the outdoor class project is potentially implemented through the technology-enhanced teaching. The most crucial materials that is urgently to be prepared are the tutorial models &amp; methods, and the thermalized subject based on the objective itself.
Using Webquest in Learning Grammar: Students' Perceptions in Higher Education
Author: Irzawati, Ira
Date: 2013-01-00
Type: Journal Articles
Subjects: Grammar,Web Based Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Student Attitudes,College Students,Interviews,Positive Attitudes,Teaching Methods,Instructional Effectiveness,Test Preparation,Statistical Analysis,Foreign Countries,Language Tests

Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect the data. The data were analyzed quantitatively and qualitatively. The result of this study revealed that students had positive perceptions toward the use of Webquest in learning grammar. They believed that Webquest can be used as one of effective internet based learning tools in studying grammar.