ethanporcaro/eric-fulltext-meta huggingface dataset:
Job Attitudes of Special Educators Related to Inclusion of Students with Significant Disabilities
Author: Pearson, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Attitudes,Employee Attitudes,Work Attitudes,Inclusion,Disabilities,Severity (of Disability),Teacher Surveys,Attitude Measures,Likert Scales,Teacher Persistence,Correlation,Faculty Mobility,Attitude Change,Statistical Analysis,Geographic Location,Urban Schools,Rural Schools,Job Satisfaction

This study measured the attitudes of teachers of students with significant disabilities using the Attitudes of Teachers of Students with Significant Disabilities about Aspects of Their Jobs survey. Teachers who worked with at least one student with significant disabilities were contacted via e-mail and other on-line means across four geographical areas in the United States. The survey results were compared with the teacher's reported rates of student inclusion and geographical areas. The post - hoc analysis produced significant results, displaying that teachers whose students were included in general education were more likely to display positive overall attitudes related to their jobs. Teachers in suburban and rural areas with students included more fully were more likely to display positive attitudes towards their job design. These results expand the field of inclusion research from having positive impact on students, to demonstrating a significant relationship between increased rates of inclusion and positive teacher attitudes toward aspects of their job.
Stress Levels of Kuwaiti Mothers of Children with SLD: Does Work and Educational Status Matter?
Author: Alazemi, Saad S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Anxiety,Mothers,Learning Disabilities,Educational Attainment,Academic Degrees,Employment Level,Screening Tests,Diagnostic Tests,Likert Scales,Multivariate Analysis

Existing research literature indicates that parents of children with disabilities have higher stress. The purpose of this study was to examine differences in stress levels between mothers in relation to their children with specific learning disabilities (SLD). A sub sample of 91 mothers participated in the study. The outcome of the research revealed that there were significant differences in stress levels of mothers of children with SLD as it related to employment and educational status. The findings of this study indicated that mothers with a higher education degree had lower stress levels. In contrast, employed mothers had higher stress levels as related to their children with SLD.
Instructional Variables of Inclusive Elementary Classrooms in Turkey
Author: Sucuoglu, Nimet Bulbin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Classroom Environment,Class Activities,Classroom Techniques,Inclusion,Predictor Variables,Student Behavior,Behavior Change,Mild Intellectual Disability,Teacher Behavior,Probability,Grouping (Instructional Purposes),Teaching Models

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time-sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during instruction. In addition, ecological analysis showed that some student behaviors such as no academic response, no task management, writing, and self-stimulation were not affected by instructional grouping while the attention behaviors of the students were found to be affected by no instruction, no task, no activity, and paper-pen activity conditions. On the other hand, the writing behaviors of the students increased in math and decreased in the discussion condition. All the findings were discussed based on the Turkish inclusion system along with the difficulties to be encountered by students and teachers during mainstreaming implementation.
Perceptions of Korean Pre-Service Special Educators Regarding Teaching Competencies for Students with Disabilities
Author: Kim, Yu-Ri
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Special Education Teachers,Student Teacher Attitudes,Teacher Competencies,Disabilities,Special Education,Measures (Individuals),Likert Scales,Practicums,Special Schools,Scores,Student Surveys,Program Implementation,Statistical Analysis

The purpose of this study is to develop a Teaching competency index in special education and to investigate Korean pre-service special educators' (PSSEs') perceptions regarding each item of the index. Based on a review of the literature on exemplary instruction in special education, we developed an index composed of 44 items. The six sub-domains of the index include &quot;Organizing content&quot;, &quot;Writing lesson plans&quot;, &quot;Considering individual characteristics&quot;, &quot;Encouraging student participation&quot;, &quot;Enhancing interactions&quot;, &quot;Practicing effective teaching strategies&quot; and &quot;Reflecting on one's own teaching&quot;. The survey participants included 37 PSSEs who just completed their practicum in special schools in Korea for four weeks. Results showed that there was a significant difference between the importance and implementation of the teaching competencies both in the total score and in the subtotal score of each domain. No significant difference was found across three certification areas (early childhood, elementary, and secondary) of PSSEs and across the disability types of the students who attend the practicum sites. Finally, discussions of the results and the implications of this study for personnel preparation practices in Korea are provided.
Supporting Inclusive Education: Negotiating Home-School Partnership in Singapore
Author: Wong, Meng Ee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Family School Relationship,Partnerships in Education,Parents,School Personnel,Disabilities,Secondary Schools,Semi Structured Interviews,Communication (Thought Transfer),Barriers,Community Support

While there has been growing theoretical and policy interest in the areas of homeschool partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its nascent stage in Singapore, this study examines the different roles emerging from home and school as well as factors underpinning this partnership. Data was drawn from interviews with 13 parents and 30 school staff. Our findings indicate that home-school partnership is a work in progress that is continually subject to home and school dynamics. The expectations and perceptions of parents and educators must be taken into consideration if the partnership is to succeed and sustain. Support from the wider community creates a synergy which reinforces home-school partnership and increases the visibility of children with disabilities by turning a private concern into a shared societal issue.
Where Do Mexico and Chile Stand on Inclusive Education? Short Title: Inclusion in Mexico and Chile
Author: García-Cedillo, Ismael
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Comparative Analysis,Special Education,Public Schools,Private Schools,Educational Finance,Legislation,Educational Change,Disabilities,Elementary Secondary Education

This paper discusses the background, current situation and challenges of educational integration and inclusive education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries. In both countries educational integration began as a consequence of legal changes mandating that students with special educational needs (SEN) be attended in regular schools. School financial systems in Mexico and Chile are very different. In Mexico, educational services are predominantly public, while in Chile the state provides subsidies for students to attend both public and private schools. These differences have had an impact in educational integration procedures. In Mexico, students with special educational needs are served by special education professionals affiliated to the schools. In Chile, school principals hire, with the subvention provided by the government, specialists to offer support to the students enrolled. In both countries, educational integration has benefited integrated students. However, many adjustments still need to be made in both countries in order to install more adequate inclusive processes.
The Learning Experiences of Students with Dyslexia in a Greek Higher Education Institution
Author: Stampoltzis , Aglaia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dyslexia,College Students,Student Experience,Student Attitudes,Student Needs,Self Disclosure (Individuals),Access to Information,Educational Legislation,Teacher Attitudes,Teaching Methods,Semi Structured Interviews,Qualitative Research

Dyslexia is the most common declared disability at universities which primarily affects reading, writing, speed of processing and organization. Many students with dyslexia have &quot;invisible&quot; difficulties that require different types of accommodations. The aim of this study is to give voice to the learning experiences of ten students with dyslexia in a Greek university. In depth interviews were conducted to record students' views and perceptions about teaching, learning and assessment in higher education. Five areas were identified as being the source of most concern for participants: disclosure of dyslexia, access to information, implementation of the law, awareness of staff, lack of inclusive instructional practices. The present research lends insight into how individuals with dyslexia will be able to fulfill their intellectual potential and participate in higher education as any other able and motivated adult with the adoption of a &quot;social model&quot; of dyslexia.
Doctoral Sojourn Experiences of Adapted Physical Education Students from Asian Countries
Author: Sato, Takahiro
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Adapted Physical Education,Foreign Students,Case Studies,Questionnaires,Interviews,Research,Interpersonal Relationship,Faculty Advisers,Burnout,Anxiety,Role,Foreign Countries,Comparative Analysis,English (Second Language)

The purpose of this study was to describe and explain Asian international doctoral students' sojourn experiences into Adapted Physical Education (APE) programs at two universities. The participants were six doctoral students from Japan, Taiwan, and South Korea. This case study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic questionnaire and face-to-face interviews conducted during the participants' doctoral studies. The emergent themes were: (a) research challenges; (b) academic, social, and hierarchical relationships with doctoral advisors; (c) burnout; and (d) situation-specific anxiety. To better support international doctoral students, this study encourages academic departments, administrators, faculty, and all doctoral students to learn to view themselves as playing various roles including academic advisors, teachers, and graduate students.
Communication Education and International Audiences: Reflections on Instructional Challenges and Pedagogical Strategy
Author: Campbell, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Reflection,Communication Strategies,Communication Skills,Global Approach,Foreign Students,Teaching Models,International Education,Educational Strategies,Educational Practices,Educational Change

As the movement toward international education continues, institutions must be proficient when reaching and teaching international students. Instructors should engage unique learning styles, address individual student needs, and take part in additional training to effectively teach international student learners. These instructional imperatives are especially important in communication-related classes, like public speaking or composition. Throughout this reflection we briefly address the current landscape of the globalized western classroom and discuss current pedagogical challenges in communication courses from the perspective of communication instructors. [Note: The page number (343) in the page range (632-343) shown on the first page of the PDF is incorrect. The correct page range is 632-643.]
International Students' Perceptions of Race and Socio-Economic Status in an American Higher Education Landscape
Author: Ritter, Zachary S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Socioeconomic Status,Race,Student Attitudes,Asian Americans,Stereotypes,Asians,Racial Bias,African Americans,Hispanic Americans,Positive Attitudes,Negative Attitudes,Correlation,Cultural Differences,Intercultural Communication,College Students,Educational Policy,Program Development,Cultural Awareness,Semi Structured Interviews

International students add a great deal of cultural and intellectual diversity to college campuses, but they also bring racial stereotypes and socio-economic status hierarchies that can affect campus climate. Forty-seven interviews with Chinese, Japanese, and South Korean international students were conducted. Results indicated that a majority of students had racial and status hierarchies and harbored prejudices toward African-Americans and Southeast Asians. Perceptions of Asian-Americans were mixed. Negative perceptions of Latinos were learned in the U.S., however positive perceptions of Latinos were held by South Korean students who had lived in the U.S. longer. This status hierarchy correlated closely with a racial hierarchy. A lack of opportunities to interact with diverse students led to stereotype proliferation. More policies and programs must be created that reduce misunderstandings between international and domestic students.
An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students
Author: Velliaris, Donna M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Discourse,Integrity,Holistic Approach,Plagiarism,Prevention,Identification,Cheating,Writing Evaluation,Higher Education,Influence of Technology,Electronic Publishing,Computer Software,Content Area Writing,Quality Control,Academic Standards

In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider--whose student body is 98% &quot;international&quot;--plagiarism is a prevalent and complex issue that cannot be solved with a single-solution response. The three stages of identification should be conceived holistically and with each stage being equally important to the assessment of student writing. It is worth noting, however, that the extent to which plagiarism is detected will determine the number of stages involved and the degree the student has transgressed. This framework emphasizes the need for, and importance of, Academic Integrity (AI), literary ownership, assessment transparency, and compatibility with partner institutions.
International Student Expectations: Career Opportunities and Employability
Author: Nilsson, Per A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Occupational Aspiration,Employment Opportunities,Salaries,Foreign Countries,Student Surveys,Student Attitudes,International Education,Study Abroad,Cultural Awareness,Course Content,College Students,Education Work Relationship

Are mobile students expecting an international experience to have an impact on their career? This was one of the questions in a global survey, with over 150,000 respondents. The survey results showed that the transition from education to the world of work is of increasing importance for students. How to find a job upon graduation is apparently a big concern for current-day students, which dictates their international educational choices to a large extent. Moreover, are there differences between Europe and the rest of the world when it comes to student's expectations of employability? This study found that opportunities for work upon graduation and earning money when studying matter more for non-European students.
The Development and Validation of the &quot;Academic Spoken English Strategies Survey (ASESS)&quot; for Non-Native English Speaking Graduate Students
Author: Schroeder, Rui M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Surveys,Graduate Students,English (Second Language),Academic Discourse,Questionnaires,Test Construction,Test Validity,Communication Strategies,Listening,Speech,Factor Analysis,Construct Validity,Test Reliability,Likert Scales

This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the questionnaire: literature reviews, pilot questionnaire results, feedback from pilot study participants, expert comments, and the author's academic English learning journal. An exploratory factor analysis based on 384 respondents' data was conducted to assess the construct validity. Cronbach's alpha was 0.923, indicating high internal consistency. The study has made a significant contribution because data generated through the use of this questionnaire can provide valuable insights and pedagogical implications.
Challenges for Global Learners: A Qualitative Study of the Concerns and Difficulties of International Students
Author: Gautam, Chetanath
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,College Students,Student Attitudes,Interviews,Student Surveys,Data Analysis,Community Characteristics,Municipalities,Qualitative Research,Student Adjustment,Educational Opportunities,Language Fluency,Financial Support,Employment Level,Transportation,Acculturation,Social Networks,Educational Experience

The authors in this study seek to inform academia about international students' experiences and challenges while attending universities in Small Town USA. Despite their eagerness to study in the United States (U.S.), international students are faced with setbacks that many universities fail to recognize or realize. The researchers conducted in-depth interviews with a purposive sample of students using questions based on information from the literature and an initial survey. The themes that emerged from the data analysis were language, jobs/finances, transportation, assimilation, religious interactions, and identity. Findings emphasize the imperative to understand the challenges these students face as they continue their educational journeys in the United States.
English Language Learners in Higher Education: An Exploratory Conversation
Author: Harrison, Jamie
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Assignments,Graduate Students,Teacher Student Relationship,Foreign Students,Teacher Education,Educational Practices,Curriculum,Learning Strategies,Teaching Methods,Language Usage,English Language Learners,Classroom Communication,Elementary Secondary Education

This article discusses an exploratory conversation between a newly hired assistant professor of ESOL Education and one of her graduate level students taking the methods and materials course. The graduate student was an English learner (international student), and therefore offered this new professor an opportunity to explore her practice of working with English learners in a new context outside of K-12 schools. The discussion followed theoretical protocols of cogenerative dialogue in which the student brought in artifacts from the recently completed course that exemplified easy and difficult assignments. Both professor and student were able to examine their own practices in relation to access of curriculum and strategies that encourage that access.
Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students
Author: Kim, Soonhyang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Behavior,Student Surveys,Social Influences,Cultural Influences,Interpersonal Communication,Communication Strategies,Learner Engagement,Responses,Student Attitudes

The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.
How Do We Get People to Interact? International Students and the American Experience
Author: Geary, Danielle
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Diversity,Foreign Students,Stereotypes,Social Attitudes,Critical Thinking,Interaction,Cultural Awareness,Friendship,College Students,Student Adjustment,Acculturation,Barriers,Educational Environment,Intervention

American colleges and universities consider diversity a way to foster personal growth and a healthy society, challenge stereotypes, encourage critical thinking, and help students communicate and feel comfortable with people they may perceive to be different. Quality interaction that has the potential to grow into authentic relationships between Americans and international students may be the bridge to affecting these outcomes, but how do we get people to interact? In this article, based on research as well as her own experience as an international student, the author explores some of the challenges international students face and suggests ideas for sparking interaction between international students and Americans.