ethanporcaro/eric-fulltext-meta huggingface dataset:
Developmentally Appropriate Practice (DAP) as Defined and Interpreted by Early Childhood Preservice Teachers: Beliefs about DAP and Influences of Teacher Education and Field Experience
Author: Kim, Hae Kyoung
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Young Children,Developmentally Appropriate Practices,Early Childhood Education,Beliefs,Field Experience Programs,Teacher Education,Teacher Education Programs,Teaching Methods,Interviews,Reliability,Test Items,Correlation,Scores,Measurement,Psychometrics

This study examines early childhood preservice teachers' beliefs about developmentally appropriate practices (DAP) and how they define DAP and interpret principles and characteristics of DAP. The study shows that early childhood preservice teachers possess relatively strong beliefs about DAP. Preservice teachers who were further along in the teacher training program demonstrated stronger DAP beliefs than teachers who had just begun the teacher training program. Similarly, teachers who had undergone more field placements reported stronger beliefs about DAP. Teachers' own definitions and principles of developmentally appropriate/inappropriate practice were examined. Implications of the findings are discussed for preparing teachers to implement appropriate practice. (Contains 2 tables.)
The Prevalence or Absence of Attention to Adolescent Literature in the Initial Preparation of Secondary Content Teachers
Author: Ruiz, Amanda M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Adolescent Literature,Social Studies,Curriculum Research,Curriculum Evaluation,Educational Practices,Preservice Teacher Education,Teacher Education Curriculum,English Curriculum,Mathematics Curriculum,Social Status,Science Curriculum,Incidence,Course Descriptions,Questionnaires,Interviews,Content Analysis,Program Content,Secondary School Curriculum

This study examined uses of adolescent literature included secondary teacher preparation in English, math, science, and social studies education at 12 institutions. Analyses revealed programs emphasized adolescent literature in a variety of ways and most often in courses for English majors. Only two institutions required that prospective math, science, and social studies teachers take literacy courses. References to adolescent literature in syllabi other than English/literacy education courses were almost nonexistent. Adolescent literature was primarily used (a) to ensure knowledge of texts, (b) to address issues of diversity in the classroom, and (c) as a means of effective classroom instruction. (Contains 1 table.)
Signing for Success: Using American Sign Language to Learn Sight Vocabulary
Author: Sherman, Judy
Date: 2011-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Sight Vocabulary,Vocabulary Development,Grade 1,American Sign Language,Inquiry,Teacher Interns,Educational Strategies,Learning Strategies,Vocabulary Skills,Intermode Differences,Instructional Effectiveness,Control Groups,Experimental Groups,Reading Difficulties,Teaching Methods

Many school systems mandate sight word mastery by their students, and this can be challenging for certain student populations. With a Professional Development School, college interns conducted an inquiry project with struggling first graders to learn required sight vocabulary. The inquiry project explored the use of American Sign Language to facilitate their sight word acquisition. In this article, rationale and research for vocabulary instruction and for using ASL to enhance sight word acquisition will be provided before presenting the background and procedures used in implementing this strategy. Lastly, the results and reflections of this inquiry project will be shared. (Contains 1 figure, 2 tables, 2 resources and 2 online resources.)
Exploring Pre-Service Teachers' Perceptions of Student Attributions in Mathematics
Author: Shores, Melanie L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attribution Theory,Preservice Teachers,Mathematics,Mathematics Education,Mathematics Instruction,Motivation,Feedback (Response),Reliability,Inservice Teacher Education,Universities,Higher Education

This paper investigated pre-service teachers' perceptions of student attributions and mathematics performance. Participants from two universities in Alabama (N=80) consisted of 72.5% female, 75.9% white, 21.5% African American, 2.6% other, 44.3% juniors, 38% seniors, 16.5% graduate, and 1.3% sophomores. Results indicate 87.6% of participants agreed that when a student succeeds in mathematics it is because of his/her effort, while 93.8% agree that when a student fails in mathematics it is because the tasks are hard. The results point to the need for both pre-service and in-service teachers to be aware of their own views related to students' success/failure in mathematics. (Contains 3 tables.)
Teachers' Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom
Author: Wright, Vivian H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Technology Integration,Educational Technology,Technology Uses in Education,Use Studies,Educational Practices,Classroom Techniques,Teacher Attitudes,Graduate Surveys,Followup Studies,Teaching Methods,Interviews,Classroom Observation Techniques,Performance Factors

This paper describes 10 teachers' perceptions of technology integration and technology use in their classrooms, five years after their graduation from a teacher education program which encouraged technology use in teaching and learning. The researchers used Hooper and Rieber's (1999) five phases of technology use (familiarization, utilization, integration, reorientation, evolution) to categorize the teachers' efforts. The researchers found that the five teachers who were at Hooper and Rieber's reorientation or evolution phases were teachers who had continued professional development, had engaged students in using technology, and had support from their school community. Implications and recommendations for teacher educators are proposed. (Contains 2 tables.)
Creating Dissonance in Pre-Service Teachers' Field Experiences
Author: Eisenhardt, Sara
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Teacher Attitudes,Psychological Patterns,Preservice Teachers,Teacher Education,Elementary School Students,Case Studies,Beliefs,Grounded Theory

The study is practical in nature and addresses the call for investigating effective aspects of field experiences in teacher preparation. The authors designed a framework of assignments requiring the pre-service teachers to collect data about two diverse elementary students in their assigned elementary classroom during the twelve weeks of their placement. The pre-service teachers experienced cognitive dissonance as some of their preconceived notions about students and teaching conflicted with their field study experiences. The findings indicate that the pre-service teachers experienced cognitive dissonance between their beliefs and field experiences resulting in justified true beliefs about the relationship between knowledge of students and effective instruction, assumptions about students who were unlike them, and implications for future teaching.
Inspirational Impetuous: Lifelong Learning
Author: Manning, Carrie
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Lifelong Learning,Grade 4,Reading Instruction,Academic Aspiration,Reading Habits,Learning Motivation,Expectation,Attitude Change,Reading Attitudes,Student Attitudes,Quasiexperimental Design,Interviews,Likert Scales,Student Surveys,Grade 3,Predictive Measurement,Predictive Validity,Predictor Variables

Adolescents' motivation is a critical factor for reading success. The lack of motivation adversely affects adolescents' abilities to enhance vocabulary and reading comprehension skills as well as developing powerful reading strategies (Roberts, Torgesen, Boardman, &amp; Scammacca, 2008). Starting in the fourth grade, students' academic expectations increase due to high stakes testing. Researchers analyzed questions 8 and 16 from the Motivation to Read Profile focusing on participants' perception of readers and beliefs about how much time they would spend reading as adults. Results showed 80% of all 3rd and 4th grade participants had a positive outlook on reading in their future. (Contains 4 tables.)
Pre-Service Teacher Cohorts: Characteristics and Issues--A Review of the Literature
Author: Knorr, Ron
Date: 2012-00-00
Type: Information Analyses
Subjects: Preservice Teacher Education,Socialization,Teacher Education Programs,Guidance,Preservice Teachers,Cohort Analysis,Student Characteristics,Literature Reviews,Scheduling,Academic Standards,Time to Degree,Educational Practices,Performance Factors,Program Descriptions

Since their introduction to teacher education programs in the 1980s, teacher education cohorts have become a standard scheme of organization in teacher preparation programs. This literature review notes some common characteristics and issues in cohort operations. Cohorts contain a standard academic core, class scheduling, and timeline to program completion, providing a teacher socialization aspect at entry to the profession. While holding great potential for positive influence by encouraging goal accomplishments, cohorts can create unintended effects, like unhealthy competition, exclusion, and miscommunication. Accordingly, Teacher educators should provide guidance and clear communications to pre-service teacher cohorts to minimize potential negative outcomes.
Using Text Messaging to Summarize Text
Author: Williams, Angela Ruffin
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Higher Education,Computer Mediated Communication,Synchronous Communication,Handheld Devices,Revision (Written Composition),Technology Uses in Education,Teaching Methods,Writing Skills

Summarizing is an academic task that students are expected to have mastered by the time they enter college. However, experience has revealed quite the contrary. Summarization is often difficult to master as well as teach, but instructors in higher education can benefit greatly from the rapid advancement in mobile wireless technology devices, by using these devices to teach summarization. Furthermore, college students today are of the iGeneration. An overwhelming number of them own and use a mobile wireless device for texting and other communication means. This paper describes how an instructor used text messaging to teach undergraduate students to summarize.
Comparing Cross-Cultural Multicultural Self-Awareness among K-12 In-Service School Teachers
Author: Koyama, Chieko
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,College Entrance Examinations,Cultural Pluralism,Metacognition,Cultural Awareness,Measures (Individuals),Elementary School Teachers,Secondary School Teachers,Comparative Analysis,Cultural Differences,Asian Culture,Western Civilization

The present study explored multicultural self-awareness among 134 K-12 in-service school teachers using the Cultural Diversity Awareness Inventory (CDAI). The results were compared to Yeung's (2006), allowing for a comparison between Eastern and Western cultures. A composite score was generated for each of the five areas measured by the CDAI. A chi-square was then conducted to determine whether teachers from an Eastern or Western culture responded differently. A statistically significant difference at the 0.05 level was found in all five areas with teachers from an Eastern culture were more likely to strongly agree/agree in all five areas. (Contains 1 table.)
Foundational Field Experiences: A Window into Preservice Teachers' Cultural Consciousness and Self-Efficacy for Teaching Diverse Learners
Author: Lastrapes, Wanda
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary Schools,Self Efficacy,Field Experience Programs,Tutoring,Elementary Schools,Beliefs,Pretests Posttests,Undergraduate Students,Higher Education,Content Analysis,Teacher Education Programs,Student Diversity,Scores

This study examined preservice teachers' cultural consciousness and self-efficacy while tutoring diverse students during an initial urban field experience. The 46 participants, enrolled in an introduction to diversity course, completed an 18-hour tutoring requirement in elementary and secondary schools. Paired-sample t-tests yielded statistically significant differences on cultural consciousness and self-efficacy scales, p less than 0.05. Qualitative analysis indicated the participants began to develop perspective-taking abilities beyond their own and to critically examine teachers' pedagogical behaviors with culturally diverse students but failed to make connections to issues of systemic inequities. Preservice teachers' own successful experiences during tutoring were the most important sources of self-efficacy.
A Case Based Analysis Preparation Strategy for Use in a Classroom Management for Inclusive Settings Course: Preliminary Observations
Author: Niles, William J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Classroom Techniques,Case Method (Teaching Technique),Teacher Education Programs,Teacher Education,Case Studies,Thinking Skills,Critical Thinking

Case based instruction (CBI) is a pedagogical option in teacher preparation growing in application but short on practical means to implement the method. This paper presents an analysis strategy and questions developed to help teacher trainees focus on classroom management issues embedded in a set of "real" cases. An analysis of teacher candidate reactions to the exercise is included and a rubric to evaluate cases for inclusion in a classroom management course is presented.
Evaluating Acceptance and Commitment Therapy: An Analysis of a Recent Critique
Author: Gaudiano, Brandon A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Psychotherapy,Cognitive Restructuring,Criticism,Evidence

Acceptance and commitment therapy (ACT) is a newer psychotherapy that has generated much clinical and research interest in recent years. However, the approach has begun to receive strong criticism from proponents of traditional cognitive-behavioral therapy (CBT). Hofmann and Asmundson (2008) recently compared and contrasted ACT and traditional CBT. They concluded that ACT's criticisms of traditional CBT are inaccurate; both ACT and CBT can be understood using a similar theoretical model; and there is no evidence that ACT represents a "third wave" of behavior therapy, as is sometimes claimed by its proponents. In the current article, I further analyze Hofmann and Asmundson's critique of ACT to determine its evidential merit and to attempt to clarify potential points of misunderstanding between CBT and ACT proponents. (Contains 1 footnote.)
Toward a Comprehensive Functional Analysis of Depressive Behavior: Five Environmental Factors and a Possible Sixth and Seventh
Author: Kanter, Jonathan W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Negative Reinforcement,Depression (Psychology),Functional Behavioral Assessment,Behavior Modification,Environmental Influences,Cognitive Restructuring,Punishment,Responses

With recent advances in the behavioral treatment of depression and growing dissatisfaction with medical and cognitive interventions, a resurgence of interest in behavior analytic treatment of depression has occurred. Currently, several behavioral and cognitive behavioral models of depression exist. In reviewing these models, certain agreed upon environmental factors emerge. In this paper, we explore five factors related to a behavioral treatment of depression. Three of these factors view depressive behavior as a bi- product of person-behavior-environment interaction. These are (1) lack of response contingent reinforcement of behavior, (2) too much punishment of behavioral responses, and (3) loss of effective operant behavior. In addition, two models view depressive behavior as operant behavior as controlled by (4) positive reinforcement and/or (5) negative reinforcement. Two final factors to consider are (1) depressive behavior develops as a failure to develop or an over reliance on rule governed behavior and (2) environmental factors that precipitate depression may be viewed as establishing operations. Each of these factors will be explored as well as multiple combinations of these factors in the generation and continuation of depression.
State of the Research and Literature Address: ACT with Children, Adolescents and Parents
Author: Murrell, Amy R.
Date: 2011-00-00
Type: Information Analyses
Subjects: Psychotherapy,Behavior Modification,Children,Adolescents,Parents,Psychological Studies,Anxiety Disorders,Eating Disorders,Chronic Illness,Pain,Risk,Schizophrenia,Autism,Pervasive Developmental Disorders,Child Rearing

Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999) has been found effective in treating a wide number of psychological conditions affecting adults. To date, however, little research has been done on the use of ACT with youth and parents. Few efforts have been made at summarizing the literature that does exist. This article, therefore, is a review of empirical and theoretical work with these populations. Online databases, ACT-related websites, and personal communication were used to collect information about published and unpublished, ongoing work. Recommendations for future research are also mentioned. (Contains 1 table.)
A One Year Study of Mode Deactivation Therapy: Adolescent Residential Patients with Conduct and Personality Disorders
Author: Murphy, Christopher J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Personality Problems,Aggression,Suicide,Personality,Adolescents,Patients,Therapy,Depression (Psychology),Males,Case Studies,Residential Programs,Outcomes of Treatment,Sexual Abuse,Comparative Analysis,Symptoms (Individual Disorders),Behavior Disorders

This case study is to evaluate the effectiveness of Mode Deactivation Therapy (MDT) implementation in a child and adolescent residential treatment unit and provide preliminary effectiveness data on MDT versus treatment as usual (TAU). This case study compared the efficacy of two treatment methodologies for adolescent males in residential treatment with conduct disorders and/or personality dysfunctions with physically or sexually aggressive behaviors over one year. The twenty patients were admitted to the same residential treatment unit, ten were given the MDT protocol and the other relied on TAU. Assessments of depressive symptoms, suicidal ideation, along with monitoring of aggressive behaviors with the evaluations conducted after one year of treatment. The results showed MDT to be more effective then TAU in reducing both physical aggression and therapeutic restraints. The promising results of this study suggest that further evaluation of MDT for the treatment of adolescent's residential patients is warranted. (Contains 8 figures and 6 tables.)
An Independent Evaluation of Mode Deactivation Therapy for Juvenile Offenders
Author: Thoder, Vincent J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Recidivism,Antisocial Behavior,Behavior Disorders,Cognitive Restructuring,Therapy,Juvenile Justice,Meta Analysis,Behavior Modification,Personality,Crime,Young Children,Emotional Disturbances,Aggression,Anxiety,Symptoms (Individual Disorders),Trauma,Sexual Abuse,Scores,Outcomes of Treatment,Comparative Analysis,Measures (Individuals)

Juveniles who commit crimes are likely to exhibit conduct problems in their youth. Persistent and long-term antisocial behavior can be seen in very young children. To treat these children, programs must be designed to meet the needs of them on an individualized basis. Residential treatment, typically, is the answer, but research has shown its ineffectiveness. Longitudinal studies and meta-analyses have shown cognitive behavioral therapy (CBT) to be effective. Mode deactivation therapy (MDT) is a form of CBT based on the theory of a network of cognitive, affective, motivational, and behavioral components that create a personality--&quot;modes.&quot; Modes are activated and create emotional dysregulation and behavioral disorders. In MDT, using a manualized treatment, the therapist reduces symptoms of behavior disorder, physical and sexual aggression, anxiety, and traumatic stress while keeping the juvenile offenders out of long-term, out-of-home placements. This present study examines 39 adjudicated Pennsylvania males (ages ranging from 14 to 17). Using baseline scores and comparing them to posttreatment scores, outcomes are measure and the effectiveness of MDT can be observed. It is important to note that all measures of the DSMD, the CBCL, the Beliefs about Victims, the Beliefs about Aggression, and the JSOP-A show a significant decreases in antisocial behaviors. Additionally, at the one year mark, recidivism rates were 7% and none were personal or sexual offenses. (Contains 1 table.)
Mode Deactivation Therapy (MDT) Comprehensive Meta-Analysis
Author: Apsche, Jack A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychotherapy,Behavior Disorders,Adolescents,Males,Behavior Problems,Aggression,Behavior Modification,Meta Analysis,Counseling Effectiveness,Psychological Studies,Effect Size

MDT provides an empirically based treatment for adolescents with behavioral problems such as anger, oppositional defiant and sexual and physical aggression (Apsche & DiMeo, 2010). It offers therapists a more efficient and timely intervention that positively effects recidivism rates (Apsche, Bass & Murphy, 2004). Based on Cognitive Behavioral Therapy (CBT) (Beck, 1996), Acceptance and Commitment Therapy (ACT) (Hayes, Strosahl, & Wilson, 1999), Dialectical Behavior Therapy (DBT) (Linehan, 1993) and Functional Analytic Therapy (FAP) (Kohlenberg & Tsai, 1993), MDT has surpassed standards of CBT, DBT and Social Skills Training (SST). This article will review essential MDT studies and present the data in a meta- analysis and Cohen's "d" meta-analysis format. (Contains 2 figures and 6 tables.)
The Evolution of a Contextual Approach to Therapy: From Comprehensive Distancing to ACT
Author: Zettle, Robert D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychotherapy,Behavior Modification,Development,Verbal Communication,Behavior Theories

This paper traces the developmental history of acceptance and commitment therapy (ACT) from its beginning as comprehensive distancing to its current form and status. It is maintained that technical differences between the two approaches are overshadowed by ones of conceptualization. Comprehensive distancing emerged from efforts to extend Skinner's work on verbal behavior and rule-governance to clinical phenomena, while relational frame theory as a post-Skinnerian account of human language has served as the conceptual foundation for ACT. Possible research strategies to further clarify conceptual differences between the two approaches are discussed.
"Process and Intention": A Thirtieth-Year Reflection
Author: Gebhardt, Richard
Date: 2011-12-00
Type: Journal Articles
Subjects: Intention,Writing Processes,Writing Instruction,Cognitive Processes,Reflection,Authors,Student Writing Models

"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five 1970s researchers whose work seemed to him then (and still does, for that matter) to suggest a complex idea of writing as a dynamic interaction of brain, hand, and eye. In this article, the author addresses the place of his 1982 article, "Process and Intention: A Bridge from Theory to Classroom," in the context of writing process research and the place of the writing process movement in the larger field of composition, alongside the place of the original essay in his own professional career and body of scholarship work and research.