ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Assistive Technology on Vocabulary Acquisition of a Middle School Student with Learning Disabilities and Limited English Proficiency: A Descriptive Case Study Analysis
Author: Gentry, James E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Assistive Technology,Middle School Students,Learning Disabilities,Limited English Speaking,Grade 5,Technology Uses in Education,Educational Technology,Teaching Methods,Case Studies,Oral Reading,Interaction,Semantics,Visual Stimuli,Formative Evaluation,Summative Evaluation,Word Lists,Attitude Measures,Reading Attitudes,Elementary School Students,Student Attitudes,Surveys,Readability,Readability Formulas,Interviews,Statistical Analysis,Qualitative Research

Vocabulary acquisition traditionally has been a struggle for students with special learning needs. This study involved an eleven year old fifth grade student with learning disabilities in reading and writing and limited English proficiency. Assistive technology assistance was provided from the Franklin Language Master 6000b and Microsoft's Power Point 2003. Visual representation (e.g., student drawings) was also used to aid student connections to an individual vocabulary word in the context of the text read. Best practices pedagogy (i.e., trade book use, choice, discovery, interactive learning, reciprocal teaching, and repetition) were utilized and have been framed in a lesson structure entitled, Individualized Direct Vocabulary Discovery Method with Assistive Technological Scaffolding (IDVDMATS). This case study provides readers rich descriptions of the special vocabulary learning needs of one student following the IDVDMATS approach.
An Investigation of the Factors Hindering Adults' Participation in Physical Activity
Author: Dinç, Zeynep Filiz
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Life Style,Physical Activity Level,Attitude Measures,Barriers,Questionnaires,Statistical Analysis,Gender Differences,Educational Attainment,Income,Marital Status,Time,Family Influence,Body Composition,Participation

This study focuses on the non-participation of adults in physical activity and the reasons that have been preventing them to participate. The study is carried out with 283 participants (116 men and 167 women) who live in Adana, Turkey. Their ages range from 18-66. The average age of the adult participants is 31.81 ± 10.12. The demographical features, their conditions to be able to participate in physical activity and the conditions that restrain them from participation have been determined by the 35 question through a questionnaire prepared by the researcher. In analyzing the information the X[superscript 2] test has been used. According to the results of the analysis it is found out that 59.5% of the man and 53.7% of the woman who have participated in the study are involved in physical activities.. In the study it has been observed that participation in physical activity increases in direct proportion to better education and higher income. The marital status has also affected the participation. The participants have brought to the fore the most important reasons for not participating in physical activities as, not finding friends, that the places where physical activity is performed is crowded, not having enough time, not being supported by the family or not having enough information in their answers. As a result, participation in physical activity is made up by factors related to each other and at the same time independent of them.
An Investigation of Agency and Marginality in Special Education
Author: McOuat, Robert C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Education,Disabilities,Program Effectiveness,Special Education Teachers,Self Contained Classrooms,Professional Isolation,Social Capital,Social Isolation,Equal Education,Rural Schools,Barriers,Interviews,Teacher Attitudes,Student Characteristics,Mainstreaming,Elementary Schools,Middle Schools,High Schools,Governance,Qualitative Research,Case Studies

A qualitative case study design was used to investigate the extent that special education program serves the student or serves the organization. If special education serves the student, then a researcher should be able to identify resulting agency and emancipation among the students. However, if special education is serving the organization, then a different picture could be painted. Special education could be serving the functionalist needs of sorting and tracking students. An unintended finding of the study was the apparent neglect and subsequent isolation and marginality of special education teachers, especially teachers who work in self-contained classes. Responses clearly reflect a deficit in social capital. With regard to students, most responses reflect a functionalist approach to serving students in the special education program in that the program sorts challenging students from the mainstream who might impede the progress of other children. These findings are discussed relative to reform for special education, including learning communities.
The Politics of Quality Teacher Discourses: Implications for Pre-Service Teachers in High Poverty Schools
Author: Scholes, Laura
Date: 2017-04-00
Type: Journal Articles
Subjects: Discourse Analysis,Educational Quality,Preservice Teachers,Preservice Teacher Education,Poverty Areas,Disadvantaged Schools,Teacher Effectiveness,Social Justice,Context Effect,Standards,Educational Policy,Foreign Countries,Cultural Capital

Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the differences between student academic performances related to socio-economic family circumstances. This article examines the different discourses of &quot;quality&quot; in relation to the preparation of pre-service teachers to work in high poverty schools such as graduates of the National Exceptional Teaching for Disadvantaged Schools pre-service teacher education program. Key tenets of &quot;quality teacher&quot; and &quot;quality teaching&quot; solutions are summarized along with their critiques. An alternative approach starting from a position of social justice is considered. This approach situates the work of teaching within high poverty school communities and considers what pre-service teachers need to understand and learn to do with respect to context.
Comparative International Approaches to Better Understanding and Supporting Refugee Learners
Author: Ficarra, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Refugees,Comparative Education,Teacher Education Programs,Special Needs Students,Global Approach,Educational Experience,Gender Bias,Racial Bias,Relocation,Intervention,Research Needs,Inclusion,Participative Decision Making,Migrant Education,Migrant Problems,Immigration,Educational Practices

This article advocates for the application of comparative international approaches to preparing pre-service and in-service teachers for meeting the needs of refugee students. To start, the paper presents literature on refugees' varied educational experiences in their home countries and refugee camps as well as the processes through which they come to join schools and communities around the world. Then, the paper moves on to a discussion of how refugees of color are racialized by their host society, and the impact that this can have on their schooling experiences, highlighting some important similarities and differences cross-nationally. Comparative interventions for meeting the unique needs of refugee students will be discussed; which will include specific approaches to teacher training, community education, school district programming, as well as a number of partnership models. Finally, the paper concludes with directions for future research along with the benefits of engaging pre-service and in-service teachers with the topic of refugee education.
School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face
Author: Longaretti, Lynette
Date: 2017-04-00
Type: Journal Articles
Subjects: Disadvantaged Schools,Disadvantaged Environment,Administrator Attitudes,Preservice Teacher Education,Skill Analysis,Teaching Skills,Teacher Qualifications,Teacher Placement,Knowledge Base for Teaching,Principals,Teacher Effectiveness,Learner Engagement,Beliefs,Expertise,Interpersonal Relationship,Context Effect,Resilience (Psychology),Socioeconomic Status,Foreign Countries,Qualitative Research,Semi Structured Interviews

Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings. This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills deemed necessary for pre-service teachers undertaking placements in low SES schools. These findings will be used to develop and enhance the NETDS programme at Deakin University, build new models of collaborative professional learning and guide schools in mentoring new graduates for a longer-term commitment to disadvantaged school communities.
The Western Sydney Rustbelt: Recognizing and Building on Strengths in Pre-Service Teacher Education
Author: Naidoo, Loshini
Date: 2017-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Strategies,Training Methods,Disadvantaged Schools,Ethnicity,Student Characteristics,Educational Policy,Educational Practices,Educational Research,Course Content,Place Based Education,Capacity Building,Foreign Countries

Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches to learning that support pre-service teachers in attempting to consider how their own ethnicity and culture shapes practice and may disrupt the effects of poverty on educational outcomes to make a difference in the lives of their students.
Completing EdTPA: TSOL Candidate Performance and Reflection
Author: Micek, Timothy A.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Performance Based Assessment,Teacher Competencies,Teacher Education Programs,Questionnaires,Preservice Teachers,Scores,Student Surveys,Interviews

edTPA is a pre-service assessment process designed to determine if a new teacher is ready for the job. edTPA is part of a national movement towards the use of performance assessments in teacher education. As of 2014, 41 states (a) require a state-approved performance assessment like edTPA for program completion or for state licensure and/or state program accreditation/review, (b) are taking steps towards implementation, or (c) are participating in edTPA. edTPA is offered in 27 different assessment areas, including English as an Additional Language (EAL) (edTPA, 2015). Although a great deal has been written about edTPA, including the response of some teacher candidates to the assessment, little has been written about EAL, including the response of ESOL teacher candidates to the test. This is cause for concern as TESOL has become increasingly important to P-12 education. By 2025, one in four students in the US will be initially classified as an English learner, and qualified teachers will be needed to serve them (Díaz-Rico &amp; Weed, 2010, p. 3). Given the importance of ESOL teacher candidates to the future of education in the US, teacher educators must know how these candidates perform on the test and why. The present study seeks to provide some of that knowledge.
Teacher Beliefs and Classroom Practices Cognitive Dissonance in High Stakes Test-Influenced Environments
Author: Guerra, Patricia L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Educational Practices,Cognitive Processes,High Stakes Tests,Misconceptions,Psychological Patterns,Public School Teachers,Culturally Relevant Education,Student Diversity,Qualitative Research,Data Analysis,Elementary School Teachers,Teacher Surveys,Participant Observation

In the current study, the authors qualitatively investigate, through the theoretical perspective of cognitive dissonance, the relationship between teacher beliefs and their associated teacher practices at two public elementary schools with diverse student populations. They argue that while teachers may hold theoretical beliefs about culturally proficient teaching, they may also hold deficit beliefs associated with pre-existing cognitions about the reasons for disparities in the academic outcomes of diverse student populations. Three research questions guided this study: (1) What beliefs (culturally proficient beliefs, deficit beliefs) do teachers hold about teaching students from diverse populations; (2) What are the classroom practices of teachers with diverse students; and (3) What is the relationship among culturally proficient beliefs, deficit beliefs, and teacher practices in the classroom? The authors present and discuss the findings in light of the relevant literature and cognitive dissonance theory. The study concludes with several recommendations for teacher practice and future research.
Applying Marketing in the Public School Setting
Author: Pettinga, Deidre M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Marketing,Public Schools,School Choice,Charter Schools,Educational Vouchers,Strategic Planning,Social Media

Traditional public schools no longer have a guaranteed market share of students, or tax dollars, based on geographic location. Families with little to no options in the past about where their child would attend school, now have many. In response to the expanding options available to them--in the form of charter schools and vouchers--families today are no longer simply sending their students to the school assigned to them based on geographic location. Today's public school employees need to understand why, when, where, and how to market their schools to continue to serve their communities in this changing educational climate. If public schools are going to thrive in today's society, they must respond to a new operating environment. Due to the changing competitive landscape in education, it becomes vital to understand how families select schools for their children. To date, there have been a number of published books and articles calling for greater need for schools to market. However, we argue that the emphasis of the literature has not provided administrators with a solid foundation of marketing theory. Instead, too great a focus in placed on communication tips and techniques, which gives educators a mistaken understanding of the marketing process. This paper will address the principles of marketing and how they can be applied in a public school setting. It focuses on the elements of the marketing mix, in a context unique to the competitive climate in which today's educators are operating.
The Need to Practice What We Teach: Assessing the Preparedness of Chairs and Deans to Their Management Appointments in Mississippi's Public Universities
Author: Long, Jamye
Date: 2015-00-00
Type: Journal Articles
Subjects: Administrator Effectiveness,Career Readiness,Deans,Department Heads,Public Colleges,Administrator Qualifications,Administrator Surveys,Management Development,Educational Opportunities,Incidence,Leadership Training

In the classroom, great effort is made to educate the next generation of leaders on the importance of training for them and their future employees. As educators, the natural emphasis is placed on formal education, however as employees are promoted, their success often rests with their ability to manage a larger unit. In higher education the most basic assumption of managers rests in the belief that the ones who hold the administrative positions possess exceptional qualifications and knowledge to successfully guide their institutions to greatness. Included are the beliefs that prior to their current appointments, these administrators completed appropriate, relevant, and thorough training encompassing the applicable management skills. From understanding technical and legal aspects of their responsibilities, such as budgets, accreditation procedures, and pertinent laws, to ethically applying these practices with their workforces, which includes incorporating the institutions' values, all administrators are assumed to be fully knowledgeable and capable of carrying out their duties. However, these assumptions, beliefs, and understandings do not provide concrete evidence of their qualifications and in many ways could prove to be a great disservice that exposes the institutions to potential problems. Therefore, through assessing the formal opportunities of preparedness of chairs and deans within public universities in Mississippi, one can gain a better understanding of the qualifications of administrators, who frequently begin their careers in management of higher education in these roles.
Effects of Animal-Assisted Therapy on a Student with an Emotional/Behavioral Disorder
Author: Boe, Val Rae M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Animals,Therapy,Self Esteem,Student Behavior,Behavior Disorders,Emotional Disturbances,Late Adolescents,Special Schools,Statistical Analysis,Observation,Self Concept Measures,Behavior Change,Intervention,Program Effectiveness,Action Research

This single-subject action research project examines the effects of animal-assisted therapy on the self-esteem and classroom behaviors of a student with an emotional/behavioral disorder. An 18- year-old male attending a special education school in northeastern St. Paul participated in animal-assisted therapy research for four weeks. Quantitative data were collected from the Rosenberg Self-Esteem Scale, the Coopersmith Self-Esteem Inventory and classroom behavior tracking sheets. The findings of this research reveal an increase in the student's self-esteem and an improvement in the student's classroom behaviors. The results of this study provide important evidence for teachers of students with emotional/behavioral disorders to further consider animal-assisted therapy as a tool to improve the social skills and self-esteem of students.
College Choice Determinants of African-American Enrollment at a Private College
Author: Cartledge, Barbara H.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Choice,African American Students,College Students,Private Colleges,Predictor Variables,Enrollment,Grade Point Average,College Entrance Examinations,Scores,Socioeconomic Status,College Admission,Student Financial Aid,Proximity,Merit Scholarships,Regression (Statistics),Statistical Analysis

The purpose of this study was to determine the predictors of African-American enrollment at a private college. After a thorough literature review of college choice models, a set of quantitatively measured determinants were gleaned and identified for the statistical research and treatment. The set of predictors included high school grade point average, college entrance exam score(s), socio-economic status, and communications from admissions, financial aid, and student home proximity to college campus. The research examined the determinants influence on the outcome of enrollment. Three significant positive predictors for African-American enrollment at a private college were realized for the total sample. These included merit aid, socio-economic status, and GPA.
Interim Administrators in Higher Education: A National Study
Author: Huff, Marie Thielke
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Administrative Change,College Administration,Administrator Surveys,Administrator Attitudes,Online Surveys,Administrator Role,Change Strategies

The focus of this paper is on the roles and experiences of interim administrators in higher education. A survey was given to current and recent interim administrators in four-year public universities and colleges across the United States. The goals were to identify the advantages and disadvantages of using and serving as interims, and to solicit advice for institutions and individuals who are considering the interim role. Results of the study indicate that participants believe there are clear advantages to serving as an interim, such as gaining new skills and a broader perspective of the academic community, but there are also disadvantages, such as a loss of scholarship time and loss of colleague relationships. This paper offers guidance for potential interims and for the institutions where they are employed, as well as recommendations for future research.
Organizational Communication: Perceptions of Staff Members' Level of Communication Satisfaction and Job Satisfaction
Author: Sharma, Priti
Date: 2015-00-00
Type: Journal Articles
Subjects: Organizational Communication,Job Satisfaction,Employee Attitudes,Gender Differences,Questionnaires,Employment Level,Educational Attainment,Classification,Work Attitudes,School Personnel

The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members' perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted. The results of the study indicated that gender differences and the number of years in service do not seem to make a significant difference in the level of satisfaction among staff members, but the level of education and job classification seem to make a significant difference in the level of satisfaction among staff members. There were strong positive relationships found among all 8 dimensions of Communication Satisfaction Questionnaire (CSQ), which indicated that staff members when felt positive about 1 dimension of CSQ, also tended to feel positive about other dimensions of CSQ. A strong positive relationship and statistically significant correlation was found between overall communication satisfaction and job satisfaction scores, indicating that when staff members feel satisfied with communication in their workplace, they also tend to feel satisfied with their job in their workplace.