ethanporcaro/eric-fulltext-meta huggingface dataset:
Women's Views about Gender Equality on the Current Social Policy in Turkey
Author: Öztop, Hülya
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Public Policy,Civil Rights,Gender Bias,Attitude Measures,Citizen Participation,Gender Issues,Interviews,Statistical Analysis,Age Differences,Educational Attainment,Social Environment,Social Bias,Marriage,Family Violence,Equal Opportunities (Jobs),Sex Role,Socioeconomic Status,Political Issues

Women's equal participation in all aspects of social, political and economic life is an essential requirement for sustainable development and democratic governance. How to engage women in these different spheres of policy, increase their access to information and ensure their participation in policy debates are therefore among the key questions policymakers and scholars are actively seeking to answer. This study aims to contribute to this growing scholarship by examining Turkish women's views on gender equality at large, and current social policies targeting women in particular. The study examines a sample of 1,218 women's views from a central province, Çankaya, in the capital city of Ankara. Of those in the sample, 41% work full time outside the home. Of the remaining group, 24% cites childcare, 19.5% cites spousal objections, and 15.5% cites housekeeping for reasons that keep them from seeking and keeping full-time jobs. Among one of its interesting findings, the study shows a significant lack of women's civic engagement and/or interest in volunteer activities in organizations that take on gendered issues. A miserly 3.2% of the women interviewed report having participated in any civil society organizations that work on women's issues. A further statistical analysis of participating women's views highlight a clear age and education divide among the women, which in turn shapes whether they perceive the current social policy changes positively. Of those recent policy changes, the most well-recognized one concerns equality after divorce. 90.3% of the women interviewed recalled the recent policy change giving women the equal rights over assets accumulated during marriage. When asked, the majority of women noted domestic violence and lack of employment opportunities respectively as top two concerns Turkish women face at the moment.
Assessment of Achievement in Problem-Solving Skills in a General Chemistry Course
Author: Bueno, Patricia Morales
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Solving,Chemistry,Science Instruction,Problem Based Learning,College Science,Foreign Countries,Science Tests,Engineering Education,Evaluation Methods,Test Construction,Test Validity

This article reports the development and validation study of tests to assess achievements at three levels of knowledge structure, following the model proposed by Sugrue to measure problem-solving skills. The literature has reported this proposal as a model consistent with the theoretical constructs underlying problem-based learning (PBL) methodology. The tests were constructed for a General Chemistry course in a curriculum of engineering, which implements PBL methodology at a Peruvian university. The content validation of the tests was performed, as well as a pilot implementation with Peruvian students of first year engineering. The results obtained in omissions percentage, difficulty degree, items response pattern and the point biserial coefficient (rpb), let us to conclude that these are appropriate tools for assessing these skills, mainly for the purpose of contributing to process facilitation as well as to future research in this line.
Sustaining Satisfaction for Credit Risk Governance: Empirical Evidence from Indian Commercial Banks
Author: Arora, Anju
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Credit (Finance),Risk,Risk Assessment,Risk Management,Governance,Banking,Satisfaction,Research Methodology,Models,Developing Nations,Data Collection,Questionnaires,Administrator Attitudes,Administrative Organization,Administrator Role,Personnel Selection,Training,Administrative Policy,Portfolio Assessment

This paper explores the issues underlying the credit risk governance mechanism of banking institutions in emerging economies. This is an important area of study given the essential role that banks play in the financial markets of emerging economies and the widespread banking reforms that these economies have implemented. The aim of this study is to draw conclusions about the level of satisfaction among banks' credit risk officials' with respect to Credit Risk (CR) governance mechanism currently installed in their respective commercial banks and proposes a novel research model. The proposed research model is based on the premise that by being in constant touch with the credit risk officials through their opinion surveys and in addition by acting upon the information so gathered can lead to significant improvement in CR governance mechanism in emerging economies. This paper attempts to gain insights into the four important elements underlying Credit Risk (CR) governance mechanism in commercial banks, namely, CR governance organization, CR governance policy and strategy, CR governance operations and systems at transaction level and CR governance operations and systems at portfolio level. The study draws conclusions on the basis of primary data collected from the senior credit risk officials who are themselves involved in designing and implementing CR governance mechanism in their respective banks. It also attempts to identify potential revisions/modifications in the existing CR governance mechanism that may be targeted in near future in emerging economies. The study findings are based on the empirical data collected from thirty commercial banks in India, an emerging economy through a structured questionnaire. The study concluded that Indian credit risk officials had medium level of satisfaction with regard to current CR governance practices followed in their respective banks. It was further concluded that there lays a strong case to take remedial measures with regard to some issues to build up a sustainable CR governance mechanism. The top priority issues identified, such as: sanctioning of authority in accordance with the professional qualification of the personnel, regularity in training, regular revisions in credit risk rating model, monitoring practices at the transaction level and credit portfolio management have clearly highlighted avenues for future areas of improvement and up-gradations in CR governance mechanism in commercial banking sector, a special subset of Corporate Governance.
District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School
Author: Jolivette, Kristine
Date: 2012-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Nontraditional Education,Student Behavior,Neighborhood Schools,Transitional Programs,School Districts,Positive Behavior Supports,Middle School Students,Special Schools,Urban Schools,Disadvantaged Youth,Records (Forms),Minority Group Students,Low Income Groups,Correlation

Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE settings, however, is temporary as it is expected that students will transition out of the AE setting and back to their neighborhood school. Therefore, it is necessary for district schools collaborating on the transition of students between alternative and traditional placements to plan for the successful integration or reintegration of students in the least restrictive environment. This paper details the collaboration of one school district considering the use of the school-wide positive behavioral interventions and supports (SWPBIS) framework to assist in the integration and/or reintegration of students with behavioral challenges from the district alternative school to traditional middle school and vice versa.
Current Issues in Teaching Bilingual Children with Autism Spectrum Disorder
Author: Medina, Amelia M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Bilingual Education,Teaching Methods,Barriers,Literature Reviews,Educational Practices,Bilingual Students,Disability Identification,Metalinguistics,Intervention,Multicultural Education

This paper presents a narrative review of the literature at the intersection of bilingualism and practices for teaching children with Autism Spectrum Disorder (ASD). We highlight the gap in the empirical literature about instructional practices for young bilinguals with ASD. Special attention is given to the monolingual ASD and multicultural special education literatures for shared evidence on designing interventions for bilingual children with ASD. Implications are discussed for special educators who may not speak one or more of the world languages of the child.
Factors That Affect the Success of Students with Emotional and Behavioral Disorders in Inclusive Placements
Author: Arseneau, Naomi
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Student Placement,Success,Emotional Disturbances,Behavior Disorders,Teacher Competencies,Special Education Teachers,Teacher Collaboration,Consultants,Student Needs

Over the last several decades, inclusive placements for students with disabilities have become increasingly common. Although benefits are associated with inclusion, questions remain about the effectiveness of these placements for students with Emotional/Behavioral Disorders (E/BD). As a result of the move toward more inclusive placements, the roles of special education teachers are shifting and becoming increasingly complex. As a result, there are a number of important supports that should be provided to teachers of students with E/BD and the students themselves. The purpose of this paper is to examine factors that have an effect on the success of students with E/BD in inclusive placements including the roles of special educators related to collaboration and the critical supports necessary.
FAPE Model of Exceptional Student Education Leadership
Author: Dubberly, Russell G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Needs Students,Models,Accessibility (for Disabled),Instructional Leadership,Facilitators (Individuals),Collegiality,Recognition (Achievement),Positive Reinforcement,Evidence Based Practice,Participative Decision Making,Leadership Styles

The FAPE Model of Exceptional Education Leadership is defined as facilitative, affiliative, praising and rewarding, and experiential and empirical. The FAPE administrator uses a facilitative approach that guides and coaches to help employees find a pathway to success. This leader works to build emotional capacity between all members of the educational organization and is seen as accessible. The FAPE administrator recognizes and praises staff for their accomplishments and is a support for all employees. Finally, the FAPE administrator does not &quot;go it alone&quot;, but uses the resources of all staff and faculty and connects all instruction and curricular choices to empirical research.
An Evaluation of Inclusive Education of Students with Visual Impairment in Schools and University in Beira, Mozambique
Author: Nhemachena, Lawrence
Date: 2012-00-00
Type: Journal Articles
Subjects: Visual Impairments,Questionnaires,Secondary School Students,Secondary School Teachers,College Students,College Faculty,Foreign Countries,Observation,Interviews,Attitude Measures,Inclusion,Program Effectiveness,Teacher Collaboration,Educational Resources,Statistical Analysis,Braille,Visually Impaired Mobility,Daily Living Skills,Specialists,Teacher Role

Education of the visually impaired is associated with problems throughout the world. This problem is more pronounced in developing countries characterized by limited support, material, inadequate specialist teachers and negative attitudes towards people with visual impairment. The study sought to evaluate the implementation of inclusive education to the visually impaired in secondary and tertiary institutions in Mozambique. Questionnaires, observations and interviews were used in data collection. A sample of 110 respondents formed the study sample inclusive of students, teachers and lecturers. The study established that teachers were at different stages of concern. Most (68%) teachers seem to be on the stage of management on how best they can use available resources to make sure inclusive education works effectively. Additionally, some (22%) teachers are on the collaborative stage where they are ready to work for the success of inclusive education. Availability of support material and resources was seen falling below expected levels as most basic material is not provided for the learning of the visually impaired. Students (92%) with visual impairment acknowledged that they have problems of inadequate resources both material and human resources. It was recommended that teachers could be assisted to have an insight of providing brailed material and books to students by holding workshops and in-service courses about inclusive education issues. It is also recommended that most teachers be sent for extra training in dealing with the visually impaired in an inclusive setup.
Transition Knowledge of High School Special Education Teachers in a Midwestern School District
Author: Peper, Christine
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education Teachers,High Schools,Secondary School Teachers,Suburban Schools,Teacher Surveys,Knowledge Level,Teacher Characteristics,Accuracy,Transitional Programs,Teaching Experience,Teacher Certification

Teachers' knowledge of transition services and programming in their schools is crucial for their students with disabilities to successfully transition from school to adult life. The purpose of this study was to examine high school special education teachers' knowledge of transition programming offered at their schools. Twenty-five special education teachers from three suburban high schools in the Midwest completed surveys of their knowledge of transition programming. Results indicated respondents were accurate in their knowledge on 15 of 25 questions (60%), somewhat accurate in their knowledge on 4 of 25 questions (16%), and somewhat inaccurate on 6 of 25 questions (24%). No statistically significant difference was found in the accuracy of knowledge between respondents who held a Developmental Disabilities license and those who held licensure in other areas, or between respondents with varying years of experience. Implications for research and practice focusing on improving teachers' knowledge of transition services are discussed.
Working towards Math Facts Mastery
Author: Durham, Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education,Middle School Students,Multiplication,Arithmetic,Intervention,Mathematical Aptitude,Mathematics Achievement,Pretests Posttests,Mastery Learning,Student Improvement,Grade 6

Fluency in math facts is essential if students are going to be able to work through more complex math processes with ease. Most of my special education students arrived at middle school with limited skills. To help them achieve mastery with their multiplication and division facts, the intervention described in the article was conducted. Most of the students showed significant improvement in their abilities. The data shows the before and after positions of each student and discusses possible reasons why most did not develope these necessary skills while still in elementary school.
Knowledge and Cognitive Process Dimensions of Technology Teachers' Lesson Objectives
Author: Mathumbu, David
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Knowledge Level,Technology Education,Lesson Plans,Metacognition,Thinking Skills,Grade 9,Educational Objectives,Behavioral Objectives,Classification,Mixed Methods Research

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or implied by teachers in their lesson plans according to knowledge and cognitive process dimensions. The two-dimensional Taxonomy Table introduced by Krathwohl was adapted for Technology and formed the framework for this study. It was found that most of the directly stated objectives are directed to the lower level of the cognitive process dimension and address mainly factual knowledge, while no activities or lesson components address meta-cognitive knowledge. Some lesson objectives inferred from planned assessment activities placed higher demands on learners' cognitive domain. A recommendation flowing from the study is that, during pre-service training and in-service teacher support processes, the importance of clear lesson objectives should be emphasised and that assessments planned for such lessons should closely match the lesson objectives. Further research is also needed on the reasons why low cognitive demands are made in the teaching of Technology.
Factors That Affect South African Reading Literacy Achievement: Evidence from prePIRLS 2011
Author: van Staden, Surette
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence,Reading Achievement,Literacy,Grade 4,Questionnaires,Achievement Tests,Performance Factors,International Assessment,Parent Attitudes,Teacher Attitudes,Academic Aptitude,Educational Quality,Educational Opportunities,Statistical Significance,Predictor Variables

This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade 4 learners' results substantially below the international centre point of 500 at 461 (SE = 3.7). Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral part of teaching reading in the classroom.
Effective Home-School Partnership: Some Strategies to Help Strengthen Parental Involvement
Author: Okeke, Chinedu I.
Date: 2014-08-00
Type: Journal Articles
Subjects: Family School Relationship,Parent Participation,Case Studies,Research Design,Parent Child Relationship,Cultural Capital,Partnerships in Education,Foreign Countries,Parent Teacher Cooperation,Parents,Elementary School Students,Interviews,Home Visits,Elementary School Teachers,Parent Associations,Teacher Associations

The primary aim of the study from which this paper derives was to investigate the level of parental involvement in the schooling of their children. The study employed a descriptive case study research design. All data were based on unstructured interviews with the 30 parents whose children attended one of the primary schools located in the London area of England, United Kingdom. The results of the study showed that parents care about their children's education, and want to get involved. However, results also showed that most parents do not always know how to get involved, and some are even intimidated by the operational structures within the school. The study concludes that to effectively involve parents in the affairs of the school, as well as in their children's education, certain strategies must be popularised within the school. It is recommended that parents be made aware of the strategies for their involvement in children's education if such strategies are to be effective.
Postsecondary Education Experience for Students with Developmental Disabilities: A Look into Perceptions of Parents of Senior High Transition Students on a Small University Campus
Author: Friesland, Neil
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Experience,Parent Attitudes,High School Students,Transitional Programs,Intellectual Disability,College Role,Program Effectiveness,Parent Surveys,Access to Education,Educational Environment,Self Esteem,Self Efficacy,Postsecondary Education

The transition program in this study is associated with a local school district, and is currently housed on the campus of a small college in the Midwest. This transition program is for students who have been diagnosed with intellectual disabilities. The purpose of this paper is to provide information about the perceptions of parents who have or have had students in the transition program in relation to the university community and their students' time here on the university campus. This paper also intends to educate the parents of these transition students, the university community, and the local school district about the role the university plays in relation to the campus program and its efficacy. Lastly this paper explores the possibility of, and interest in, beginning a college-level program at the university for students diagnosed with intellectual disabilities; this would allow them to earn a college certificate or an Associate's degree.
A Qualitative Study of Special Education Certification Methods and How They Affect Teacher Efficacy
Author: Green, Sean
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Special Education Teachers,Evaluation Methods,Teacher Effectiveness,Self Efficacy,Teacher Shortage,Disabilities,Educational Strategies,Questionnaires,Teacher Attitudes,Educational Attitudes,Alternative Teacher Certification

A teacher shortage in the area of special education has led to an increase in the number of special education teachers who are teaching out-of-field. The lack of pedagogical training of these teachers creates concern about the effectiveness of these teachers. This qualitative study explores the teacher-efficacy of four special education teachers with varying backgrounds. One of the teachers was a traditionally certified special education teacher; the other teachers had received their initial certification in areas other than special education, and later became certified in special education by passing a state examination. Qualitative data demonstrated that all four had genuine concern for their students, and all four voiced belief in their ability to teach students with disabilities. However, there was a clear difference in instructional strategies used as well as their concerns about external factors, which may affect a student's ability to learn.
Quality Care for Down Syndrome and Dementia
Author: Tedder, Amanda
Date: 2012-00-00
Type: Journal Articles
Subjects: Down Syndrome,Dementia,Clinical Diagnosis,Comorbidity,Accuracy,Group Homes,Quality of Life,Individualized Programs,Planning

This article will give both examples and methods to use when providing services to individuals with a dual diagnosis of Down syndrome and Dementia. This is a prevalent issue that most care facilities are facing as the population with Down syndrome age. Staff training, schedule adjustments, living space adjustments and a new thought process regarding active treatment are essential for successful, quality care to take place.