ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating and Using Literature Including People with Disabilities in All Classrooms
Author: Oslick, Mary Ellen
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Disabilities,Consciousness Raising,Multicultural Education,Reciprocal Teaching,Critical Literacy,Reading Instruction,Group Activities,Illustrations,Elementary Secondary Education,Adolescent Literature,Childrens Literature

To help students see their worlds differently and to expand those views beyond their own backyards, educators can expose them to quality multicultural children's literature. In this article, we focus on a subtopic within the genre of multicultural children's literature: literature including people with disabilities. We chose seven recent texts that fall under this category to evaluate. To evaluate multicultural literature including people with disabilities, Ramsey's (2010) reader criteria were used. Finally, we share three distinct techniques with suggestions for incorporating these texts: reciprocal teaching, literature circles, and critical literacy strategies. These practices can help teachers use the previously reviewed texts effectively in their classrooms.
Communication Strategies in English as a Second Language (ESL) Context
Author: Putri, Lidya Ayuni
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communication Strategies,Foreign Countries,Barriers,Interlanguage,Teaching Methods,Communication Problems,Taxonomy,Personality Traits,Student Attitudes,Language Proficiency

Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the context that English in Indonesia is considered as a foreign language, it causes the learners of English in Indonesia understand not only the language but also the culture. Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, ESL (English as a Second Language) learners need to employ communication strategies, which have been defined generally as devices used by second language learners to overcome perceived barriers to achieving specific communication goals (Faerch &amp; Kasper, 1983). In order to avoid certain miscommunication, the teacher of English in Indonesia should also give their learners the understanding of communication strategies.
Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency
Author: Barnes, Adrienne E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Reading Skills,Eye Movements,Decoding (Reading),Reading Comprehension,Reading Fluency,Oral Reading,Comparative Analysis,Correlation,Diagnostic Tests,Achievement Tests,Statistical Analysis

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the &quot;Test of Adult Basic Education&quot; (&quot;Reading&quot; subtest) and the &quot;Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension&quot; assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the &quot;Woodcock Johnson III Passage Comprehension&quot; and the &quot;Test of Adult Basic Education Reading Comprehension.&quot;
Influence of Prior Knowledge Questions on Pupils' Performance in Reading Comprehension in Primary Schools in Kaduna, Nigeria
Author: Yusuf, Hanna Onyi
Date: 2013-01-00
Type: Journal Articles
Subjects: Prior Learning,Elementary School Students,Reading Comprehension,Textbooks,Experimental Groups,Control Groups,Pretests Posttests,Reading Instruction,Foreign Countries,Teaching Methods,Outcomes of Education,Correlation,Quasiexperimental Design

This study was carried out to determine the influence of prior knowledge questions on pupils' performance in reading comprehension in primary schools in Kaduna, Nigeria. Two schools were used for the study. Ungwar Dosa primary school was used as the experimental school while Ungwar Rimi primary school was used as the control school. Thirty (30) primary five pupils from each of the two schools were used for the study. A total of sixty pupils were used for the study. A pre-test was administered on both groups of pupils before the commencement of teaching. A post-test was administered after six weeks of teaching. Data was analysed using mean, standard deviation and t-test. The findings revealed significant difference in the performance of pupils taught reading comprehension using prior knowledge questions. Based on the findings, teachers are encouraged among others, to use prior knowledge questions to motivate and stimulate pupils to use their relevant background knowledge to interpret and understand new information in their reading comprehension texts. Curriculum planners and textbook writers are encouraged to include prior knowledge questions as part of the activities pupils should be exposed to during reading comprehension lessons.
A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
Author: Stahmer, Aubyn C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Special Education,Special Education Teachers,School Community Programs,Pervasive Developmental Disorders,Autism,Disabilities,Pilot Projects,Learner Engagement,Evidence Based Practice,Diagnostic Tests,Observation,Behavior Modification,Partnerships in Education,Preschool Children,Elementary School Students,Likert Scales,Qualitative Research,Statistical Analysis

Pivotal Response Training (PRT) is a naturalistic, behavioral intervention with a strong evidence-base that is designed to increase generalization and maintenance of responding in children with ASD. Although special education teachers report using PRT, little research to date has examined PRT use in the context of community school programs. There is some research to support that teachers have challenges implementing PRT with fidelity in the classroom. To address this issue, a research community partnership was used to adapt PRT specifically for classroom environments. The pilot project used a multiple baseline design across training groups to examine 20 teachers' use of Classroom Pivotal Response Teaching (CPRT) with students with ASD in special education settings. Results indicated that teachers learned the strategies after a relatively brief training period that included coaching, were satisfied with the training and adapted materials, and that use of CPRT was associated with improved student engagement.
Action Research Report: Using Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities
Author: Bravo, Sheila
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Reading Comprehension,Oral Reading,Intellectual Disability,Manipulative Materials,Reading Instruction,Reading Strategies,Comparative Analysis,Pictorial Stimuli,Teaching Methods,Story Reading,Pretests Posttests,Reading Tests,Instructional Effectiveness

The purpose of this action research was to facilitate reading comprehension of read-alouds in students with the most significant cognitive disabilities. Grade-level read-alouds were paired with manipulatives (real objects) that represented the stories read. Students were assessed after reading, and the results between instances when manipulatives were used, were compared to instances when pictures were used. All students participating in the study demonstrated an increased level in comprehension of the texts shown by answering more questions correctly when manipulatives were used.
ELT for Peace Education: Negotiating Ethnic and Cultural Plurality
Author: Chowdhury, Piku
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Peace,Violence,Cultural Pluralism,Political Issues,Religious Cultural Groups,Language Teachers,Preservice Teachers,Foreign Countries,Statistical Analysis,Minority Groups,Questionnaires,Ethnic Groups,Cultural Awareness,Rural Areas,Urban Areas,Cultural Background,Student Characteristics,Muslims,Christianity

Multiculturalism and multi-ethnicity have assumed the status of the most charged signs characterizing social contingencies and resultant violence in the increasingly glocalized world today. Minoritization continually interrupts and interrogates the homogeneous, horizontal claim of the projected democratic liberal society. Solidarity turns out to be situational and strategic while the concept of commonality is negotiated through contingencies of social interest and political claims. As Homi K. Bhabha points out in &quot;Cultures in Between&quot;: &quot;How did we allow ourselves to forget that the nationalist violence between Hindus and Muslims lie just under the skin of India's secular modernity? ...We have entered an anxious age of identity&quot; (p.59). Experimenting with UNESCO's vision of promoting a &quot;culture of peace&quot; through education, 70 trainee teachers from varied socio-cultural and religious backgrounds were exposed to ELT exercises that opened up new avenues of peace education.
Enhancing EFL Learners' Competence through Short Stories: A Study in Four Colleges
Author: Adam, Mohammed Marajan Awad
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Story Telling,Teaching Methods,Curriculum,Language Teachers,Student Attitudes,Undergraduate Students

In the current dynamics of world communication, the ability to use English functionally is increasing exponentially given the conception of the world as a global village. In the Kingdom of Saudi Arabia, however, the EFL teaching community has much to desire as far as the learners' English proficiency go. Literature forms a very minuscule component in the curriculum whereas story telling as pedagogy in EFL learning is proven to be effective in various other EFL environments. This paper is an empirical study of the usefulness of this method in KSA with the aim to encourage its adoption by the teaching community.
Effects of an Intervention on Math Achievement for Students with Learning Disabilities
Author: Kitchens, Vivian D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Mathematics Achievement,Learning Disabilities,At Risk Students,Standardized Tests,Mathematics Instruction,Mathematics Skills,Computation,Curriculum Based Assessment,Pretests Posttests,Scores,Instructional Effectiveness,Gender Differences,Ethnic Groups,Racial Differences,Common Core State Standards,Federal Legislation,Educational Legislation,Grade 5,Elementary School Students,Hypothesis Testing

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic math computation skills. Fifteen students diagnosed with learning disabilities participated in this study using Curriculum Based Assessment probes to collect the data. There was a significant difference in math achievement from pre- to post-test scores for students with learning disabilities who participated in the Cover, Copy, and Compare treatment, t (14) = -15.09, p &lt; 0.001. An analysis of covariance determined the efficacy of a Cover, Copy, and Compare intervention was not related to gender or ethnicity. One recommendation for future research is to conduct studies regarding Cover, Copy, and Compare instruction's impact on student achievement for younger and older students with learning disabilities.
General Education and Special Education Teachers&apos; Attitudes towards Inclusion
Author: Hernandez, David A.
Date: 2016-00-00
Type: Journal Articles
Subjects: General Education,Special Education Teachers,Teacher Attitudes,Inclusion,Disabilities,Self Efficacy,Teacher Characteristics,Instructional Program Divisions,Predictor Variables,Elementary School Teachers,Middle School Teachers,Online Surveys,Teacher Surveys,Statistical Analysis,Comparative Analysis,Public Schools,Questionnaires,Multiple Regression Analysis

The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and middle school teachers using an online survey, and a 2-way ANOVA and multiple regression were conducted to answer the research questions. Results indicated that special education teachers' attitudes towards inclusion were significantly more positive than those of general education teachers and that teacher type and self-efficacy were predictors of teachers' attitudes towards inclusion. Higher levels of self-efficacy were associated with more positive attitudes towards inclusion. Change in practice may be achieved if school district administrators implement teacher training to improve teacher self-efficacy regarding inclusive practices, which could ultimately improve student outcomes and narrow the achievement gap.
Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions
Author: Burke, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Instruction,Autism,Pervasive Developmental Disorders,Reading Comprehension,Middle School Students,Middle School Teachers,Regular and Special Education Relationship,Inclusion,Social Studies,Skill Development,Reading Strategies,Teaching Methods,Planning,Content Area Reading,Interviews,Coding,Comparative Analysis,Qualitative Research

The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers' incorporation of reading comprehension skills or strategies, teaching practices, and planning was conducted. The findings indicate teachers are teaching reading comprehension in their social studies classrooms however are not distinctly planning for the students with ASD needs. Implications for practice and limitations are discussed.
Guidelines for the Administration of Educational Programs for Students Who Are Deaf/Hard of Hearing, Visually Impaired, or Deafblind
Author: Bruce, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,Deafness,Hearing Impairments,Visual Impairments,Deaf Blind,Program Administration,Guides,Perceptual Impairments,Evidence Based Practice,Program Development,Student Needs

This paper presents the essential programming components resulting from a systematic review of research studies, legislation, and policy documents on the topic of administration issues in educational programming for students who are deaf/hard of hearing, visually impaired, or deafblind. It is recommended that educational teams should include a member whose educational preparation and credential matches the disability of the student who is deaf/hard of hearing, visually impaired, or deafblind to support assessment and instructional programming. Additional recommendations including limiting the caseloads of itinerant teachers of students with visual impairment to 8-20 and limiting the size of groupings that include children who are deafblind to support access and engagement. With the exception of the caseload recommendation, which is at the limited evidence level, all other essential programming components were determined to have an emerging level of evidence. The heterogeneity, low prevalence, and geographic disbursement of these disability groups create challenges for conducting educational research.
Teaching Sam to Read: An Integrated Team Approach with One Child with Autism Spectrum Disorder
Author: Coulter, Gail
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Comorbidity,Behavior Problems,Learning Disabilities,Case Studies,Student Needs,Reading Achievement,Intervention,Instructional Effectiveness,Teamwork,Males,Young Children,Cognitive Ability,Intelligence Tests,Rating Scales,Perceptual Impairments,Language Skills,Verbal Ability,Vocabulary,Achievement Tests,Teaching Methods,Mastery Learning

Few evidence-based practices are available to guide educators in teaching reading to children with Autism Spectrum Disorder who have complex learning and behavioral needs associated with the symptoms of ASD and common co-occurring conditions, such as Attention Deficit/Hyperactive Disorder and Specific Learning Disability. Some researchers have suggested aligning interventions with the general learning profile of children with ASD. Other studies recommend using a comprehensive treatment model for behaviors associated with ASD. This case study documents how utilizing a comprehensive approach to address the unique learning profile of one child with multiple neurodevelopmental disorders led to significant gains in that child's reading achievement. The authors suggest that the combination of interventions for one child with one learning profile may be effective for other children with ASD with a similar constellation of symptoms.
Principals&apos; and Teachers&apos; Attitudes towards Inclusion in Israel
Author: Hess, Itay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Principals,Administrator Attitudes,Inclusion,Correlation,Special Needs Students,Questionnaires,Leadership Styles,Organizational Climate,Positive Attitudes,Predictor Variables,Attitudes toward Disabilities

The main goal of this study was to determine whether, in schools that practice inclusion, there is a correlation between the attitudes of school principals and teachers in their schools, towards inclusion of student with special needs. For this purpose, 38 schools were sampled in each of which the school principal and five teachers who work with students from the school's inclusion program--were to respond to questionnaires about their attitudes towards inclusion. A total of 38 school principals and 195 teachers participated in this study. In addition, the principals were asked to describe their management styles concerning the inclusion of students with special needs. The teachers also completed questionnaires about the school climate. The main findings indicated that principals' positive attitudes towards inclusion were associated with teachers' positive attitudes. In addition, a correlation was found between styles of management that support inclusion (such as support for changes to adapt the school for inclusion) and teachers' perceptions of a positive school climate.
Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review
Author: Grant, Marquis C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Barriers,Literature Reviews,Regular and Special Education Relationship,Teacher Qualifications,Instructional Effectiveness,Teacher Attitudes

The inclusion of students with disabilities in the general education classroom is one of the most debated subjects in the field of education today. A review of the literature revealed that while inclusion has been shown to benefit children who receive special education services alongside their non-disabled peers, there are a number of barriers that prevent the practice and procedure of inclusion from being successfully implemented. Lack of teacher training, ineffective instruction, and overall teacher attitudes have been identified as the most prominent barriers to the inclusion process and suggestions for future study indicate that more information to determine the extent to which disabled children are academically, socially and emotionally impacted by those barriers.
Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support
Author: Martel, Chelsea
Date: 2016-00-00
Type: Journal Articles
Subjects: Behavior Problems,Student Behavior,Disabilities,Intervention,Aggression,Conflict,Teacher Student Relationship,Prevention,Teacher Responsibility,Functional Behavioral Assessment

Preventing and responding to intense problem behavior in schools has garnered increased attention. With recent attention focused on the restraint and seclusion of students with disabilities, educators are in need of effective ways to respond to student escalations that result in severe, disruptive problem behavior. By combining the research-based approaches of de-escalation strategies and function-based supports, educators can increase the likelihood of developing proactive interventions and supports. This paper provides an overview of how to integrate and implement these research-based models of understanding challenging behavior.
Assessing Student Theses: Differences and Similarities between Examiners from Different Academic Disciplines
Author: Lundström, Mats
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Theses,Student Evaluation,Writing Evaluation,Examiners,Intellectual Disciplines,Comparative Analysis,Evaluation Criteria,Teacher Education Programs,Foreign Countries,Q Methodology,Differences,Online Surveys,Interviews,Statistical Analysis

The writing of student theses is an important activity at universities and is expected to demonstrate the students' academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners' academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria.