ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Factors Influencing Low Enrolment and Retention of Girls with Disabilities in Integrated Primary Schools in Embu County, Kenya
Author: Muthoni, Njeru Idah
Date: 2016-00-00
Type: Journal Articles
Subjects: Enrollment Trends,Academic Persistence,Females,Disabilities,Elementary School Students,Foreign Countries,Questionnaires,Interviews,Focus Groups,Barriers,Poverty,Proximity,Negative Attitudes,Time,Substance Abuse,Safety,Housework,Gender Bias,Pregnancy,Marriage,Socioeconomic Influences,Statistical Analysis,Educational Policy,Family Characteristics,Social Influences,Student Needs

This study investigated the factors that influenced low enrolment and retention rates of girls with disabilities in integrated primary schools. It further explored possible intervention measures that may be employed to mitigate the situation. The study was conducted in selected schools in Runyenjes (Embu East) and Manyatta (Embu North) sub-counties in Embu County. The location was purposely chosen in order to enable the researcher easy access to the respondents. Factors that limit enrollment and retention of girls with disabilities were worth investigating because the government of Kenya provides free primary education for all school going age children although the program does not address fully the education of children with special needs. Questionnaires, interview schedule and focus group discussion (FGD) were the tools adopted for data collection. The data collected were qualitatively and quantitatively analyzed; that is, thematically and frequencies and percentages. Poverty, long distances to school, negative attitude, time wasted by teachers, drug and substance abuse, security, household chores, boy preference, pregnancies and early marriages were the factors established to influence enrollment and retention of girls with disabilities in school.
Brain Gym: Pseudoscientific Practice
Author: Kroeze, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: Brain,Instructional Effectiveness,Scientific Concepts,Misconceptions,Deception,Cognitive Processes,Evidence,Brain Hemisphere Functions,Psychomotor Skills,Training,Skill Development

There is an abundance of scams and pseudoscientific practices promising seemingly magical cures for whatever ails a person. A short viewing of late night television will readily reveal a whole host of scams that may be more effective at relieving the viewer of the cash in his or her pocket than alleviating any unwanted symptoms. Unfortunately, ineffective practices are not only advertised on late night television, sometimes, children who are compelled to attend school are forced to participate in practices that waste valuable instruction time. This paper will provide a brief review of Brain Gym which is one commercial program used in schools in over 80 countries under the assumption that it will improve student learning and a whole host of other skills, without actually teaching the skills. There is no quality empirical evidence supporting this claim, yet schools continue to expend valuable time and fiscal resources on such programs.
Preparing for Algebra by Building Fraction Sense
Author: Rodrigues, Jessica
Date: 2016-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Mathematics Activities,Concept Formation,Numbers,Algebra,Grade 6,Barriers,Addition,Subtraction,Learning Problems

Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number line approach for teaching fractions is supported in the Common Core State Standards, and this approach has proved helpful for advancing low performing students' fraction understanding. This article provides examples of how to integrate the number line into fraction activities to address common fraction misunderstandings and to prepare students for later algebra courses.
Employing Case Study Methodology in Special Educational Settings
Author: Rouse, Angelise M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Special Education,Methods,Questionnaires,Focus Groups,Mixed Methods Research

In general, case studies are a preferred strategy when &quot;how&quot; or &quot;why&quot; questions are being posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context (Yin, 2009). This article will examine the advantages and disadvantages of employing case study methodology in special educational settings. The appropriateness of a case study design will be evaluated when designing a study regarding special education programming.
Using an Online Tool for Learning about and Implementing Algebra Progress Monitoring
Author: Foegen, Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Teachers,Mathematics Instruction,Case Studies,Evidence Based Practice,Special Education,Special Education Teachers,Progress Monitoring,Elementary Secondary Education,Mathematics Achievement,Equations (Mathematics),Content Analysis,Disabilities,Regular and Special Education Relationship,Elementary School Students,Middle School Students,Secondary School Students

Research supports special educators' use of progress-monitoring data for instructional decision-making purposes as an evidence-based practice for improving student achievement. This article describes the Professional Development for Algebra Progress Monitoring (PD-APM) system. PD-APM, is an online system that includes two &quot;hubs&quot; that support teachers as they learn about and implement developed materials. The first is a Professional Development hub that includes 10 self-paced, interactive learning modules. The modules provide educators with foundational knowledge about curriculum based measurement (CBM) and show how to select among the three algebra progress monitoring measures, administer and score them, create student graphs and reports, and analyze diagnostic data to make instructional decisions. The second is a Data Management hub that includes tools for managing student rosters, recording scores, and viewing and working with student graphs. An online progress monitoring system may provide efficient means for professional development while supporting teachers in their efforts to track student growth and to make instructional modifications when necessary. Eight steps are detailed to assist educators in meeting the needs of their students who struggle with algebra.
The Implications of a System-Wide Positive Behavioral Intervention Initiative: From Design to Successful Implementation
Author: Austin, Vance L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Residential Schools,Educational History,Emotional Disturbances,Behavior Disorders,Behavior Modification,Behaviorism

Residential schools for students with emotional and behavioral disorders have been steadily evolving since the beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have been replaced with more humanistic interventions involving positive reinforcement. This article traces this transformative journey from the punitive techniques employed in the 1950s and 1960s through to the present and the use of prosocial interventions recommended in current best practices such as PBIS. The authors share the success story of one such residential school as it embraced a sea change in behavior management philosophy, moving from a more traditional behaviorist model to a positive behavior intervention and support system (PBIS) dubbed: &quot;WISE.&quot;
Are We Ready to Have Teachers with Learning Disabilities? A Study of School Principals&apos; Observations
Author: Flavian, Heidi
Date: 2016-00-00
Type: Journal Articles
Subjects: Public School Teachers,Learning Disabilities,Administrator Attitudes,Principals,Observation,Inclusion,Teacher Selection,Individual Needs,Attitudes toward Disabilities,Foreign Countries,Qualitative Research,Content Analysis,Interviews,Educational Benefits,Barriers,Teacher Responsibility,Administrator Responsibility

For decades, lawmakers, parents, and educators have advocated for including students with learning disabilities (LD) and addressing their needs within the education system. However, LD-related challenges do not vanish with age; consequently, for college and university graduates with LD, the issue of inclusion begins again when they reach the job market, including when they want to become teachers. The success of inclusion relies on the society's readiness to change and to accept people with a variety of difficulties in all areas of life. This study focuses on school principals' views regarding the hiring of teachers with LD. Apparently, although principals understand the variety of ways students with special needs should be included, they still struggle with the idea of including teachers with LD.
Follow-Up Study to Family Members&apos; Reactions to the Initial Special Education Meeting
Author: Ingalls, Lawrence
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Family Involvement,Followup Studies,Responses,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Individualized Education Programs,Parents,Semi Structured Interviews

Family involvement is a central component of Individuals with Disabilities Education Act (IDEA). Family members are to be integrated in all aspects of the special education process. At the onset, of family involvement, it is imperative for educators to be aware of possible reactions family members may experience in this initial stage. This follow-up study examined family members' reactions from their initial introduction into the special education system. Interviews with 281 family members over a five-year span provided supportive results of a previous study examining family members' reactions. In this study, the researchers also report on detailed suggestions from the family members on ways to improve their initial involvement were additionally compiled in this study.
Using the &quot;ASKED&quot; Model to Contrive Motivations and Teach Individuals with ASD to Ask wh-Questions in Natural Settings
Author: Ostryn, Cheryl
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Questioning Techniques,Motivation,Teaching Models,Elementary School Students,Cues,Interpersonal Communication,Instruction

Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a series of wh-question asking studies, and utilizes the ASKED model in order to teach two wh-questions to individuals with ASD in natural environments. The ASKED model describes a systematic procedure for setting up environments in order to motivate and teach question asking, including the use of prompts and data collection. This study employed naturally occurring communicative partners to implement the ASKED model in a variety of natural settings, and results showed positive effects across all seven participants.
Creating an Environment for Pre-Service Teachers to Work with Learners with Special Needs
Author: Burth, Jeanne Hager
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Needs Students,Preservice Teachers,Mild Disabilities,Student Teacher Attitudes,Attitude Change,Pretests Posttests,Educational Experience,Sensitivity Training,Educational Environment,Knowledge Base for Teaching,Familiarity,Mixed Methods Research,Student Surveys,College School Cooperation,Focus Groups

In this study, pre-service teachers were afforded the opportunity to participate in two on-campus activities for students with low-incidence disabilities. The project explores the attitudes and perceptions of a group of pre-service teachers before and after participating in two educational experiences with students with low-incidence special needs. An informal educational environment was created on campus to give the pre-service teachers a familiar and casual experience when interacting with learners with cognitive deficits, autism spectrum disorder, physical exceptionalities, and emotional and behavioral disabilities. This study seeks to answer the following questions: (1) Can pre-service teachers' attitudes towards teaching students with disabilities change by providing them with non-academic experiences with persons who have disabilities? (2) Does a familiar setting impact the pre-service teacher's knowledge of teaching persons with exceptionalities when participating in a field experience with persons with low-incidence disabilities?
Democratization and Participation: National Education Policy-Making in Africa
Author: Fredua-Kwarteng, Eric
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Case Studies,Social Justice,Focus Groups,Foreign Countries,Access to Education,Models,Moral Issues,Democratic Values,Citizen Participation,Qualitative Research,Semi Structured Interviews,Administrator Attitudes,Personal Narratives

This is Ghanaian case study that focuses on widening participation in national education policy-making via a social justice panel. It analyses the narratives of two former members of the Ghana Education Reform Committee and focus-groups interviews of ordinary Ghanaians. While the narratives of commission members are in favour of maintaining the status-quo, those of the focus groups express a strong interest in having opportunities to relate issues about the schooling system in Ghana. The paper suggests the social justice model as the most appropriate model to address the exclusion of ordinary Ghanaians from the education policy-making table. The conclusion makes democratic, moral and implementation arguments for the participation of that segment of the population in national education policy-making.
Country Image and Ideal Destination Choice in Study Abroad: Evidence from the Republic of Korea
Author: Ghazarian, Peter Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,Higher Education,Age Differences,Educational Attainment,Income,Foreign Countries,Statistical Analysis,Predictor Variables,Foreign Policy,Comparative Analysis,Decision Making,Interviews,Student Attitudes

In a time of growing competition for tertiary education, international students represent an important resource. However, more work is required to detail the factors that influence destination choice in study abroad. Drawing from a representative sample (n = 620) of the adult population over 19 in the Republic of Korea, the present study examined the ideal choice of study abroad destinations for Koreans. The analysis tested for differences in their perceived country image of China, Japan and US and the demographic variables (age, educational attainment and monthly income) of those who selected the European Union, US, or other locations as their ideal primary study choice. ANCOVAs found that only US competence image (p &lt; 0.05) and age (p &lt; 0.01) were significant indicators of destination choice. These results suggest that country image and demographic background are not accurate predictors for destination choice. In fact, individual perceptions may be less important than country-level variables in the initial stages of study abroad destination choice.
Decentralized School Governance Policy: A Comparative Study of General Public Schools and Community-Managed Schools in Nepal
Author: Khanal, Mukunda Mani
Date: 2016-00-00
Type: Journal Articles
Subjects: Governance,School Administration,Educational Policy,Foreign Countries,Policy Analysis,Administrative Organization,Mixed Methods Research,Institutional Characteristics,Public Schools,Construct Validity,Interviews,Factor Analysis,Policy Formation,Comparative Analysis,Literature Reviews,Multiple Regression Analysis,Case Studies,Questionnaires,Observation,Focus Groups

The literature reviewed for this study revealed that the movement toward decentralizing responsibility of school governance to communities has become a global policy in the contemporary world. With the aim of enhancing greater community participation and retaining students in public schools, the Government of Nepal introduced two different policies: the General Public School (GPS) Policy and the Community-Managed School (CMS) Policy; both guided by the Decentralized School Governance Policy. Since then, there has been a debate about whether centrally controlled but locally managed GPSs or community owned-locally governed CMSs are better. Policy documents in Nepal repeatedly claim that the CMS Policy achieves better results than the GPS Policy. The research reported on in this paper gathered evidence for examining claims concerning the performance of the policies. The research used mixed methods. Results indicate that there is no significant difference in the respective policy implementation performance between the two types of schools.
Influence of Perceived Parenting Styles: Goal Orientations and Career Aspirations of High School Science Students in Thailand
Author: Koul, Ravinder
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Occupational Aspiration,Sex Role,Parenting Styles,Asians,Student Motivation,Goal Orientation,Multiple Regression Analysis,Student Attitudes,Empathy,Mastery Learning,Parent Child Relationship,Science Education,Predictor Variables,Gender Differences,Foreign Countries,Student Surveys,Statistical Analysis,Factor Analysis,Interviews

There has been considerable research interest into the relationship between the parenting styles of Asians, and student motivation and achievement. The investigation presented in this paper contributes to the literature in this area by examining the influence of perceived parenting style on goal orientations and career aspirations of a sample of high school science students in Thailand (N = 2638). Results from a multiple regression analysis show several significant findings: students who perceived their parents as empathic were more likely to have adopted mastery goals and empathic parenting had a particularly positive influence on females' career aspirations. Students who perceived that their parents have domineering views were more likely to have adopted performance avoidance goals. Students who perceived that their parents are &quot;the regulators of family rules&quot; were more likely to adopt both mastery and performance goals. These findings are discussed in light of social dimensions of achievement goals and gender roles.
Curriculum Renewal in a Small Island State: Stabilization and Early Recovery Phases of Reconstruction
Author: Longhurst, Michael James
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Design,National Curriculum,Educational Planning,Curriculum Implementation,Case Studies,Educational Change,Natural Disasters,Emergency Programs,Models,Strategic Planning,Guidelines,Educational Practices

In countries recovering from disaster or conflict, school curriculum renewal is submerged in a plethora of more immediate concerns of a nascent government. Yet, curriculum is the cornerstone of any education system. Using a case study for context, this paper describes a methodology to maximise the quality of the emergent national curriculum. In the first section of the paper, a theoretical curriculum planning and implementation framework is established and, in the second section, the experiences of implementing the framework in the case study context are examined. The paper concludes with a discussion of lessons learnt. This methodology of synthesising, packaging and implementing theories of curriculum, development, change management and leadership in the context of an independent emerging nation is of value to education ministers, project planners, first responders and implementation consultants.
Whose History and Who Is Denied? Politics and the History Curriculum in Lebanon and Australia
Author: Maadad, Nina
Date: 2016-00-00
Type: Journal Articles
Subjects: History,History Instruction,Comparative Education,Educational Change,Literacy,Historiography,Correlation,Political Attitudes,Educational History,War,Evidence,Foreign Countries,National Curriculum,Public Officials,Educational Policy,Historical Interpretation

This paper seeks to explain and develop a better understanding of the relationship between the History curriculum and the consequences of political motive. It compares the History curricula of Australia and Lebanon, and is relevant to understanding the purpose of the History curricula in the two countries as well as, more generally, other countries. In Lebanon, the teaching of that nation's experience of the 1975-90 Civil War has been withdrawn from schools. In Australia, meanwhile, it now appears that the national curriculum that took shape in 2010 under the Rudd Labor Government has been replaced by what the new Federal Coalition Government wants. Important changes have been made to the nations' History curricula with different political groups urging the inclusions of different topics. This paper considers the question of the effect of wholesale deletions from the curriculum of a nation's history, as in the case of Lebanon. Will such changes affect the development of students' higher-order historical understanding, historical consciousness and historical literacy? And will such changes influence students' appreciation of historiography? Advanced in this paper is an argument that, generally, History curricula are so politicised that there should be a historiographical component that requires students to understand that history is about many different points of view. Furthermore, students should be taught that it is the understanding of the development of evidence for the various perspectives that matters.
Cuban Voices: A Case Study of English Language Teacher Education
Author: Smith, Steven John
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Qualitative Research,Teacher Educators,Communicative Competence (Languages),Educational Research,Teaching Methods,Mentors,Faculty Development,Observation,Peer Groups,Caring,Collectivism,Teacher Education,Teacher Attitudes,Cultural Context,History,Geography,Preservice Teachers,Field Experience Programs,Interviews,Focus Groups

This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world. It is contextualised to respect Cuba´s sociocultural environment and it makes use of Cuban themes, history, culture and geography. Teacher educators, born and educated in Cuba by Cubans, use a &quot;pedagogy of tenderness&quot; to build on caring relationships and emphasise institutionalised values of solidarity, collectivism and collaboration. A communicative approach is used to develop the communicative competence of pre-service teachers. Development of pedagogical competence is facilitated through collaboration, peer observation, mentoring, modelling and ongoing professional development. Teacher educators prepare pre-service teachers to undertake extensive field experience and support them in schools as they teach and develop educational research skills.