ethanporcaro/eric-fulltext-meta huggingface dataset:
Accommodations for English Language Learners on Statewide English Language Proficiency Assessment
Author: Kuti, Laura M.
Date: 2012-04-00
Type: Journal Articles
Subjects: English Language Learners,Language Proficiency,Language Tests,Testing Accommodations,Statistical Analysis,Qualitative Research,Interviews,Disabilities,Academic Achievement,Elementary Secondary Education

This exploratory research study was conducted to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. The literature was examined for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. The results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities contributes to the limited current research available regarding this subgroup as well as how the annual ELP assessment mandate is actuated at the state, district, and classroom levels. The researchers used one state's existing quantitative ELP assessment data to examine types of accommodations for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researchers investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
Effects of Gifted Peers Tutoring Struggling Reading Peers
Author: Yawn, Christopher D.
Date: 2012-04-00
Type: Journal Articles
Subjects: Academically Gifted,Peer Teaching,Tutoring,Reading Instruction,Reading Difficulties,Direct Instruction,Reading Programs,Instructional Effectiveness,Reading Rate,Pretests Posttests,Reading Achievement,Achievement Gains,Fidelity,Program Implementation,Middle School Students,Reading Tests

This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of the students who received tutoring increased their reading rates and that most made gains pretest to posttest on a standardized measure. Additionally, the tutors demonstrated that they were able to implement the DI program with fidelity and proved to be effective instructors.
Perspectives of First Generation Asian American Parents towards Children with Disabilities and Their Educational Programs
Author: Nguyen, Quynh
Date: 2013-12-00
Type: Journal Articles
Subjects: Asian Americans,Parents,Attitudes toward Disabilities,Children,Disabilities,Parent Participation,Self Advocacy,Special Education,Cultural Influences,Parent Surveys,Likert Scales

The aim of this descriptive study was to examine the perspectives of first generation Asian American parents of children with disabilities regarding causes, meaning of disabilities, level of educational involvement and self-advocacy in their children's special education school programs. Using convenience sampling, 18 Asian American parents from the San Francisco Bay area participated in this study. The major findings in this study were interesting ones in that some were similar and others different from those previously reported in the past for Asian American families. First, the majority of the parents did not believe their past wrong doings caused their child's disability. Secondly, the majority of parents reported that they relied on the help and guidance of family members, friends, and family resource agencies over their religious or spiritual community. In addition, academic achievement was still held in high regard in their families and was the responsibility and obligation of the children with disabilities to achieve it and even pursue higher education degrees. Lastly, the levels of parent's involvement and self-advocacy were higher compared to previous studies. Implications for professionals working with Asian-American families and their children with disabilities are discussed.
A Synthesis of Literature Examining the Structured Teaching Components of the TEACCH Model Employing the Use of a Visual Conceptual Model
Author: Kliemann, Karin
Date: 2014-12-00
Type: Journal Articles
Subjects: Literature Reviews,Synthesis,Teaching Methods,Teaching Models,Educational Research,Evidence Based Practice,Electronic Journals,Pervasive Developmental Disorders,Autism,Visual Aids,Scheduling,Task Analysis

A synthesis of research on the TEACCH Model was conducted to determine which components of Structured Teaching under the TEACCH model meet criteria as evidenced based practices using the Reichow, Volkmar, and Cicchetti criteria (2007) along with reporting on the findings of the National Autism Center report (2009). The critical components of the Structured Teaching approach under the TEACCH model as defined by Schopler et al. (1995) are: physical structure; visual schedules; work systems; and task organization. Our analysis found visual schedules met the Reichow et al. (2008) criteria and a case can be made for task organization. A secondary purpose of the synthesis was to visually represent the integration and separation of what researchers mean when they refer to the implementation of the TEACCH model. Components of the Structured Teaching approach under the TEACCH model along with the TEACCH philosophy/model are depicted using a proposed conceptual model.
College Student's Perceptions of Living and Learning with Attention Deficit Hyperactivity Disorder (ADHD)
Author: Gallo, Michael P.
Date: 2014-12-00
Type: Journal Articles
Subjects: College Students,Elementary Secondary Education,Student Experience,Attention Deficit Hyperactivity Disorder,College Readiness,Phenomenology,Interviews,Teacher Education Programs,Teacher Competencies,Special Education

How does the K-12 special education system prepare children with ADHD for the rigors and independent learning of higher education? This article examines the K-12 experiences, including special education, of three college students diagnosed with ADHD during their early elementary years. In their own words, they provide insight into what benefited them and what educators can do to prepare children with ADHD to have a successful post-secondary experience.
Perceptions towards Special Education of Japanese Parents of Children with Special Needs in the United States
Author: Ikezaki, Yuki
Date: 2014-06-00
Type: Journal Articles
Subjects: Parents,Disabilities,Children,Special Education,Negative Attitudes,Parent Attitudes,Cultural Differences,Social Attitudes,Attitudes toward Disabilities,Student Needs,Japanese Americans,Asian Culture,Mixed Methods Research,Surveys,Interviews

The purpose of this study was to examine Japanese parents of children with disabilities' perceptions towards special education in the United States. This study included 40 participants who were born and raised in Japan and they are now living in the United States. The results revealed that most Japanese parents still maintained some negative perceptions towards special education from its history of labeling individuals with disabilities as &quot;abnormal&quot; in Japanese culture. Moreover, a majority of participants agreed that America's special education was more focused on each individual's needs and promoted independence whereas Japanese ideas of special education was mainly focused on how to segregate individuals with disabilities from other people or society. Regardless of the language and cultural differences, most participants preferred American service providers who were familiar with special education systems in the U.S. Nevertheless, a significant number of participants claimed that the language barrier and difference in cultures and customs were one of the major disadvantages of receiving services from American professionals.
Blindness and Selective Mutism: One Student's Response to Voice-Output Devices
Author: Holley, Mary
Date: 2014-06-00
Type: Journal Articles
Subjects: Case Studies,Blindness,Children,Anxiety,Psychosomatic Disorders,Communication Problems,Intervention,Assistive Technology,Augmentative and Alternative Communication,Communication Strategies,Program Effectiveness

This case study was designed to measure the response of one student with blindness and selective mutism to the intervention of voice-output devices across two years and two different teachers in two instructional settings. Before the introduction of the voice output devices, the student did not choose to communicate using spoken language or gestures while at school. As a result of this intervention, the student consistently communicated her choice of a preferred activity, responded independently to social greetings, and more consistently expressed her wants and needs. She responded &quot;yes&quot; and &quot;no&quot; to questions and made significant gains in pre-reading skills.
Developing an Understanding of Quadratics through the Use of Concrete Manipulatives: A Case Study Analysis of the Metacognitive Development of a High School Student with Learning Disabilities
Author: Strickland, Tricia K.
Date: 2014-06-00
Type: Journal Articles
Subjects: Case Studies,High School Students,Learning Disabilities,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Manipulative Materials,Pretests Posttests,Qualitative Research,Metacognition,Strategic Planning,Self Management,Instructional Effectiveness

This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to multiply linear expressions and factor quadratic expressions embedded within contextualized area problems. The case study focused on a representative participant, Marcia, who demonstrated significant gains from preto post-intervention assessments. The qualitative analysis provided descriptive data which offered insight into the reasons for these gains. Results indicated that the manipulatives supported metacognition through strategic planning and self-regulation.
Addressing Social, Emotional, and Organizational Goals for a Child with an Autism Spectrum Disorder (ASD) Using the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach
Author: Czmowski, Gina M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Case Studies,Problem Solving,Social Development,Emotional Development,Pretests Posttests,Intervention,Goal Orientation,Video Technology,Skill Development,Check Lists,Diaries,Behavior,Rating Scales,Parent Attitudes,Program Effectiveness

Children with autism spectrum disorders (ASDs) have social, emotional, and organizational skill deficits which are frequently addressed through behavioral-based skills training. However, these approaches often do not result in generalization of skills. This case study sought to understand if the Cognitive Orientation to daily Occupational Performance (CO-OP), a problem-solving approach, is effective for addressing social, emotional, and organizational goals with a child with an ASD. Pre and post-intervention assessments indicated an improvement on all three client-centered goals, with the client transferring his goals and problem-based strategies to the community. Analysis of video recordings of the intervention sessions indicated the global strategies Goal-Plan-Do-Check were effective, with the participant spending most time in &quot;plan.&quot; A majority of the domain specific strategies did not apply to this case study. Additionally, the participant utilized &quot;verbal guidance by therapist&quot; most often and spent a majority of dimension of time on task &quot;talking about the task.&quot;
A Mexican Study of Multiple Intelligences for Pre-Service Teachers of English as a Foreign Language
Author: Tapia Carlín, Rebeca Elena
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Education Programs,Multiple Intelligences,Preservice Teachers,Teacher Characteristics,Questionnaires,Student Characteristics,Case Studies

This article describes a study conducted in a Mexican English teacher education program about multiple intelligences. Seventy-four first year students participated in the study. Findings reveal that the highest kinds of intelligences were the bodily kinesthetic, the interpersonal, the intrapersonal, and the musical; the lowest ones were the naturalist, the existential, the verbal linguistic, the logical mathematical, and the visual spatial. The authors suggest that it is important to diagnose and promote these intelligences in trainees in a systematic way in order to equip them with knowledge and experience of multiple intelligences in order to use them in their future teacher practice.
Collaborative Writing to Enhance Academic Writing Development through Project Work
Author: Robayo Lun, Alma Milena
Date: 2013-10-00
Type: Journal Articles
Subjects: Collaborative Writing,Academic Discourse,English (Second Language),English Language Learners,Writing Achievement,Student Projects,Writing (Composition),Intervention,Video Technology,Essays,Writing Skills,Writing Strategies,Critical Thinking,College Students,Foreign Countries

Advanced students at university level struggle with many aspects of academic writing in English as a foreign language. The purpose of this article is to report on an investigation aimed at analyzing what collaborative writing through project work tells us about students' academic writing development at the tertiary level. The compositions written by students before the implementation of our research project showed that their command of written English was weak in form and content. The findings suggest that students evidenced difficulties when using language structure and organization of ideas, plus their argumentation often deviates from the topic given.
Teachers of Students with Emotional and Behavioral Disorders' Perceptions of the Importance of Selected Professional Standards of Practice
Author: Lusk, Mandy E.
Date: 2013-05-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Children,Disabilities,Teacher Education Programs,Teaching Experience,Multiple Regression Analysis,Teacher Education,Comparative Analysis,Predictor Variables,Educational Quality,Graduates,Special Education Teachers,Graduate Surveys

Utilizing the Council for Exceptional Children's (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results indicated that graduates viewed the CEC standards as important to their work. Further, a multiple regression model examined specific demographic variables (i.e., total years of teaching experience, positions graduates currently held, graduates' feelings about working with students with EBD, and their feelings as to causal factors leading to EBD) as predictors for how graduates perceive the importance of using the CEC standards. Unfortunately, the regression model did not predict the graduates' perceived importance in using the CEC standards; however, graduates' years of teaching experience with students with EBD was a significant predictor for three of the standards.
Allied Forces: The Working Alliance for Meaningful Parent-Educator Partnerships in Special Education
Author: Magaldi-Dopman, Danielle
Date: 2012-11-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Partnerships in Education,Special Education,Special Education Teachers,Parents,Professional Development,Teacher Education Programs,Parent Participation,Teacher Education

Strong parent-educator partnerships in special education yield benefits for parents, teachers and students, however there are often obstacles to the development of these partnerships, and teacher preparation programs and professional development are often deficient in preparing special education teachers for the complexities of this relationship building. In the following, the varied interpretations of parental involvement are explored, followed by a discussion of some of the significant obstacles to strong parent-teacher partnerships in special education classrooms. Authors introduce the working alliance as a solution for framing positive parent-educator relationships. Finally, the three elements of a working alliance are described with an emphasis on the element of the shared bond, and five practical applications are discussed.
The Perspectives of Professionals and Parents on Inclusion in Head Start Programs
Author: Nguyen, Thuy
Date: 2012-11-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Disabilities,Inclusion,Preschool Education,Early Intervention,At Risk Students,Educational Quality,Special Education Teachers,Program Effectiveness,Language Skills,Interpersonal Competence,Autism,Teamwork,Surveys,Statistical Analysis,Emotional Development,Social Development,Academic Achievement

This study examined the perspectives of professionals and parents on part-time inclusive preschool Head Start programs that included both children with and without disabilities. The purpose of this study was twofold: (a) to examine parent and teacher perspectives of inclusion on the developmental outcomes of all children and (b) to investigate their perspectives on what constitutes a high quality inclusive program. Thirty Head Start and Early Childhood Special Education preschool teachers, as well as 30 parents of children with and without disabilities participated in this study. The major findings indicated that both parents and teachers strongly agreed that all children with disabilities should learn in the same environment with their classmates without disabilities. The majority of parents and teachers had positive attitudes toward inclusion and perceived there were social, emotional and academic benefits for all children in inclusive settings. However, some of the teacher and parent participants were concerned about possible isolation for children with disabilities. In addition, findings also indicated that inclusive programs were still lacking some essential elements of a high quality inclusion program. Implications for practitioners and future research are discussed.
Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers
Author: Roderick, Erin
Date: 2012-11-00
Type: Journal Articles
Subjects: Administrator Role,Special Education,Teachers,Knowledge Level,Leadership Styles,Teacher Attitudes,Emotional Response,Teaching Methods,Surveys,Administrator Attitudes,Value Judgment,Comparative Analysis,Principals,Secondary Schools,Statistical Analysis,Teacher Administrator Relationship

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument with 52 leadership behaviors from four domains: emotional, instructional, instrumental, and technical. The survey was sent via email to 200 participants who were previously identified as either special education teachers or school site administrators from secondary schools, grades 6-12, and 95 surveys were completed and used for data analysis. The results indicated that the leadership behaviors perceived to be most supportive were found to be from the emotional domain. Teachers placed the highest value on having their decisions supported in front of other teachers and parents. Administrators perceived having interest in what teachers do in their classrooms as most valuable to their special education teachers. The mean scores from both groups were compared, and significant differences were found in three domains: emotional, instructional, and technical. There was a significant difference between the groups for 22 of the leadership behaviors. The findings revealed that there is a difference in the perceptions of special education teachers and school administrators. Accordingly, school districts should develop and practice the leadership behaviors identified as most valuable in this study. Administrators can use these results to guide how they provide support to their teachers and should focus on providing the type of support that is perceived as most valuable based on what was reported by special education teachers.
Social Values Reflections through the Use of EFL Storytelling: An Action Research with Primary Students
Author: Gómez Combariza, Claudia Milena
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Grade 3,Elementary School Students,English (Second Language),Second Language Learning,Story Telling,Social Values,Teaching Methods,Social Development,Interviews,Questionnaires,Responsibility

This article reports on the results of an action research project carried out with a group of third graders at a public school in Bogotá. The project aimed to gain insights into the use of English as foreign language storytelling and to analyze the way in which students reflect upon their own social values. The findings suggest that the use of storytelling contributes to students' awareness about their behaviors by helping them to be critical of their role as students and citizens in school and the family community. It was also found that students' families play an integral role when students build their own basis for individual and social development.
Just in Time Teaching: A Strategy to Encourage Students' Engagement
Author: López Cupita, Lorena Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Qualitative Research,Teaching Methods,College Students,Psychology,Action Research,Student Attitudes,Web 2.0 Technologies,Foreign Countries,Research Projects,English for Academic Purposes,Semi Structured Interviews,Student Journals,Journal Writing,Grounded Theory,Technology Uses in Education,Web Based Instruction,Time Factors (Learning),Educational Technology

This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners' perceptions of the strategy &quot;Just in Time Teaching&quot; in a web 2.0. The data were collected through students' artifacts, journals, and interviews. Results of this study indicate that students perceived the strategy of &quot;Just in Time Teaching&quot; as a means to engage them in the designed activities; it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.