ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Family, Child, and Family-Child Based Intervention on ADHD Symptoms of Students with Disabilities
Author: Malekpour, Mokhtar
Date: 2014-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Grade 3,Elementary School Students,Intervention,Foreign Countries,Family Programs,Experimental Groups,Control Groups,Comparative Analysis,Questionnaires,Males,Counseling Techniques,Statistical Analysis

The aim of the present study was to investigate and compare the effectiveness of family, child, and family-child based intervention on the rate of ADHD symptoms in third grade students. The population for this study was all of students with ADHD diagnoses in the city of Isfahan, Iran. The multistage random sampling method was used to select the 60 subjects included in this study. The subjects were randomly assigned into four groups, including three experimental and one control groups (each group consisted of 15 students). The children had been diagnosed by clinicians as having ADHD. In order to verify this diagnosis, Conner's parental rating scale was used at baseline to confirm that children had ADHD. The results of the post test indicated a significant difference between the four groups. The results showed that the family-child based intervention was the most effective method to decrease students' ADHD symptoms.
Required Preliminary Administrative Service Credential Program Culminating Activities in California NCATE Accredited Universities
Author: Wildman, Louis
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,College Programs,Accreditation (Institutions),Public Service,Degree Requirements,Credentials,Position Papers,Coordinators,Program Descriptions,Activities,State Surveys,Field Studies,Portfolios (Background Materials),Tests,Administrator Education,Educational Practices,Universities

The purpose of this effort is to share information about the variety of culminating activities used in the acquisition of the California Preliminary Administrative Services Credential. Knowledge of these varying culminating activities and related practices has not previously been readily available. The culminating activities among California's NCATE accredited university educational administration programs are intended to verify that candidates are well-prepared at a level expected of a beginning school administrator. Given the devastating criticism of educational administration preparation programs, such as contained in Arthur Levine's report, Educating School Leaders (2005), universities need to make sure their culminating activities verify the professional competence of candidates recommended for administrative certification.
iPrincipals: How a California University Educational Leadership Program Is Preparing the Next Generation of School Administrators Online
Author: Marcos, Teri A.
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Online Courses,Leadership Training,Electronic Learning,Virtual Classrooms,Educational Objectives,Instructional Development,Case Studies,Educational Technology,Field Experience Programs,Course Organization,Strategic Planning,Program Descriptions

This program report provides insights on the growing national and state trends in PreK-12 and higher education to deliver fully online programs for learners of all types and from many walks of life. It documents the strategies and program constructs Azusa Pacific University's fully online Educational Leadership faculty engages within their innovative, fully virtual program. As Baby Boomer professors, they are vested in building and nurturing what they term, iPrincipals, for both traditional and virtual schools. They are focused on the iY generation in this endeavor, as they strive to meet the learning needs of future school leaders in the state.
Effectiveness of California Higher Education Legislation (Senate Bill 1644) and National Implications of Higher Education as a Right or Privilege
Author: Quinto, John E.
Date: 2014-03-00
Type: Journal Articles
Subjects: Higher Education,State Legislation,Policy Analysis,Educational Policy,Grants,State Aid,Educational Opportunities,Student Characteristics,Demography,Student Loan Programs,Debt (Financial),Performance Factors,Mixed Methods Research,Semi Structured Interviews,Position Papers,High School Graduates,Enrollment Rate,Student Records,Influences,Data Analysis,Audits (Verification),Program Effectiveness,Educational Change

California legislature made a policy change with Senate Bill (SB) 1644 (2000), shifting Cal Grant Programs to focus on entitlement; counter to the national trend of merit based grant programs. This article describes a study examining effectiveness and extent to which SB 1644 is meeting its legislative objectives: increase in higher education opportunities and lower student loan debt. Additionally, demographic characteristic differences of student populations seeking higher education opportunities (20-year period) and factors influencing California policy to embrace entitlement grants are presented. The national implication and political (value) question derived from this study was: Is higher education a right or a privilege?
Inclusive Education and Perceptions of Learning Facilitators of Children with Special Needs in a School in Sweden
Author: Meynert, Mariam John
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Facilitators (Individuals),Children,Special Needs Students,Qualitative Research,Case Studies,Questionnaires,Teacher Attitudes,Ethnography,Feedback (Response),Validity,Reliability,Interviews,Special Schools

This study examines the concept of inclusion and the degree to which it is being practiced in Swedish municipality schools and tries to draw some conclusions about the nature of pedagogy practiced in Sweden. This is a qualitative case study where primary data are collected from only five facilitators of children of special needs in one school in Sweden. Data were collected with an open-ended questionnaire, the variations in their responses are considered valuable in order to get a more accurate and comprehensive understanding of the phenomena under study. Perceptions of the respondents indicate that they were participating in both organizational and pedagogic differentiation. The administrators were more vocal about the value of the segregated education. Integration was perceived as being the ideal because it made it possible to both compensate the child as well as facilitate their involvement in the general class room. Inclusion was seen as a higher form of integration and was associated with capital intensive specialized equipment and materials. Respondents feared that children with special needs would not be able to cope with the general curriculum in an inclusive educational situation. I conclude in this study that every fifth student in the middle school in Sweden is probably in need of differentiated activities, and there is a need for another form of teaching than what is being currently practiced in Sweden.
Relation of Character Strengths to Personal Teaching Efficacy in Korean Special Education Teachers
Author: Lim, Young-Jin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Special Education Teachers,Rating Scales,Regression (Statistics),Self Efficacy,Teacher Characteristics,Teacher Effectiveness,Measures (Individuals),Validity,Reliability,Statistical Analysis,Correlation,Predictor Variables

Many factors that may affect personal teaching efficacy (PTE) of special education teachers have been discovered. However, little is known about the relationship between character strengths (CS) and PTE in them. This study aimed to investigate CS in relation to PTE in Korean special education teachers. Character Strengths Test-Short Form (CST-SF) and Teacher Efficacy Scale-Personal (TES-P), respectively, assessed the CS and PTE of 111 Korean special education teachers. Results showed that four dimensions of the CST-SF (interpersonal, restraint, intellectual, and theological strengths) were significantly related to PTE, indicating that teachers with high CS were likely to experience greater PTE. Regression analysis indicated that the areas of interpersonal and restraint strengths significantly predicted PTE. The results have implications for the development of effective programs for special education teachers as well as the formalization of special education teacher recruitment policies.
Special Education Teacher Transition-Related Competencies and Preparation in Saudi Arabia
Author: Alnahdi, Ghaleb
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Special Education Teachers,Teacher Attitudes,Statistical Analysis,Teacher Education,Teacher Education Programs,Federal Legislation,Educational Legislation,Teacher Surveys,Transitional Programs

Preparing special education teachers to engage in transition services is a critical part of their preparation. This study examined how special education teachers perceive their preparation for transition services in Riyadh, Saudi Arabia. A total of 350 teachers participated in this study. Data were analyzed using a two-way ANOVA. The findings indicated that teachers reported having negative perceptions of the transition service aspect of their preparation programs. No differences according to gender or educational background were observed. Implications and recommendations for teacher in-service and pre-service programs are discussed.
Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities
Author: Datta, Poulomee
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Anxiety,Visual Impairments,Mild Mental Retardation,Mainstreaming,Special Education,Questionnaires,Affective Behavior,Cohort Analysis,Emotional Problems,Gender Differences,Scores,Secondary School Students,Student Surveys,Likert Scales,Comparative Testing,Foreign Countries

There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in specialist and mainstream educational settings in South Australia. The Spielberger's Test Anxiety questionnaire which measures two components, worry and emotionality and the total test anxiety was administered to 25 students with vision impairments and 20 students with intellectual disabilities. The findings indicated that among both groups of students, most had high scores in worry, emotionality and total test anxiety. However, students with vision impairments had slightly higher physically fearful symptoms (emotionality) in comparison to cognitive fears (worry) in a testing situation, while exactly the reverse was found for students with intellectual disabilities. The Welch two independent sample t-tests revealed that while there were no significant differences between female and male students with vision impairments, in the Total Test Anxiety, Worry and Emotionality components, the exactly opposite was found for students with intellectual disabilities. The female students with intellectual disabilities were found to be significantly higher than their male counterparts in the Total Test Anxiety, Worry and Emotionality.
The Effect of Brain Gym® on Academic Engagement for Children with Developmental Disabilities
Author: Watson, Andrea
Date: 2014-00-00
Type: Journal Articles
Subjects: Brain,Learner Engagement,Developmental Disabilities,Cognitive Development,Intervention,Comparative Analysis,Program Effectiveness,Movement Education,Autism,Developmental Delays,After School Programs,Physical Activities,Elementary School Students

Following recent legislative initiatives in education requiring evidence-based practices, schools have implemented various instructional programs characterized as &quot;evidence-based.&quot; However, it is important to question whether these methods are truly effective. One example of a methodology currently promoted and used in schools is an educational kinesiology program called Brain Gym®. Brain Gym® is reported to improve various education related skills. The purpose of this study is to investigate the effect of Brain Gym® on academic engagement for children with developmental disabilities. In this study, Brain Gym® was compared to an alternate intervention, simple physical activity, which did not conform to Brain Gym® guidelines. Neither intervention produced consistently positive effects for academic engagement. Based on these findings, it is questionable whether Brain Gym® can successfully be used with children with developmental disabilities to improve engagement. These results can inform the decision-making process of selecting evidence-based practices in education.
The Effect of Multimodal Remedial Techniques on the Spelling Ability of Learning Disabled Children
Author: Narang, Susheela
Date: 2014-00-00
Type: Journal Articles
Subjects: Spelling Instruction,Learning Disabilities,Teaching Methods,Error Patterns,Remedial Instruction,Instructional Effectiveness,Symptoms (Individual Disorders),Learning Modalities,Auditory Stimuli,Tactual Perception,Kinesthetic Methods,Visual Stimuli,Pretests Posttests,Elementary School Students,Foreign Countries,Statistical Analysis

The purpose of the study was to examine the effectiveness of three remedial techniques to improve the spelling ability of students with learning disability. The three techniques, namely, TAK/v, visual orthographic method and listen, speak, read and write (LSRW) method were administered to three experimental groups, each having 13 students with learning disability. The students in the three groups differed in the kind of errors they made in spelling. TAK/v, group, visual orthographic group and LSRW group comprised of dyseidetic spellers, dysphonetic spellers and spellers with mixed errors respectively. The students in the sample had at least average intelligence, manifested specified traits of learning disability, had significant deficits in spelling skills and had no sensorial problems. The results indicated that all the three remedial techniques were significantly effective in ameliorating spelling deficits among students.
The Gross Motor Skills of Children with Mild Learning Disabilities
Author: Nonis, Karen P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Children,Learning Disabilities,Mild Disabilities,Comparative Analysis,Foreign Countries,Elementary School Students,Physical Education,Scores,Child Development,Statistical Analysis

Many international studies have examined the gross motor skills of children studying in special schools while local studies of such nature are limited. This study investigated the gross motor skills of children with Mild Learning Disabilities (MLD; n = 14, M age = 8.93 years, SD = 0.33) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich, 2000). The TGMD-2 consists of 12 items equally divided into two subtests (locomotor and object control). The locomotor subtest includes run, gallop, hop, leap, horizontal jump and slide while the object control subtest includes strike a stationary ball, stationary dribble, kick, catch, overhand throw and underhand roll. The results revealed significant differences in 8 out of 12 test items: gallop, hop, leap, horizontal jump, slide, strike, dribble and roll at mastery level between children with MLD and TGMD-2 norm population. The authors suggest motor interventions for children with MLD to improve their gross motor skills.
Two-Generation Programs in the Twenty-First Century
Author: Chase-Lansdale, P. Lindsay
Date: 2014-00-00
Type: Journal Articles
Subjects: Human Capital,Early Childhood Education,Adult Education,Job Training,Low Income Groups,Risk,Resilience (Psychology),Child Development,Models,Federal Programs,Preschool Children,Early Intervention,Labor Force Development,School Readiness,High School Equivalency Programs,Program Evaluation,Program Descriptions,Family Programs

Most of the authors in this issue of &quot;Future of Children&quot; focus on a single strategy for helping both adults and children that could become a component of two-generation programs. Lindsay Chase-Lansdale and Jeanne Brooks-Gunn, on the other hand, look at actual programs with an explicit two-generation focus that have been tried in the past or are currently under way. These explicitly two-generation programs have sought to build human capital across generations by combining education or job training for adults with early childhood education for their children. Chase-Lansdale and Brooks-Gunn explain the theories behind these programs and review the evidence for their efficacy. A first wave of such programs in the 1980s and 1990s produced mostly disappointing results, but the evaluations they left behind pointed to promising new directions. More recently, a second wave of two-generation programs--the authors dub them &quot;Two-Generation 2.0&quot;--has sought to rectify the flaws of earlier efforts, largely by building strong connections between components for children and adults, by ensuring that children and adults receive services of equal duration and intensity, and by incorporating advances in both education and workforce development. These Two-Generation 2.0 programs are still in their infancy, and we have yet to see clear evidence that they can achieve their goals or be implemented cost-effectively at scale. Nonetheless, Chase-Lansdale and Brooks-Gunn write, the theoretical justification for these programs is strong, their early results are promising, and the time is ripe for innovation, experimentation, and further study.
Stress and Child Development
Author: Thompson, Ross A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Child Development,Stress Variables,Social Experience,Early Experience,Neuropsychology,Poverty,Economically Disadvantaged,Intergenerational Programs,Coping,Stress Management,Cognitive Structures,Biological Influences,Brain,Neurosciences,Child Psychology

Children&apos;s early social experiences shape their developing neurological and biological systems for good or for ill, writes Ross Thompson, and the kinds of stressful experiences that are endemic to families living in poverty can alter children&apos;s neurobiology in ways that undermine their health, their social competence, and their ability to succeed in school and in life. For example, when children are born into a world where resources are scarce and violence is a constant possibility, neurobiological changes may make them wary and vigilant, and they are likely to have a hard time controlling their emotions, focusing on tasks, and forming healthy relationships. Unfortunately, these adaptive responses to chronic stress serve them poorly in situations, such as school and work, where they must concentrate and cooperate to do well. But thanks to the plasticity of the developing brain and other biological systems, the neurobiological response to chronic stress can be buffered and even reversed, Thompson writes, especially when we intervene early in children&apos;s lives. In particular, warm and nurturing relationships between children and adults can serve as a powerful bulwark against the neurobiological changes that accompany stress, and interventions that help build such relationships have shown particular promise. These programs have targeted biological parents, of course, but also foster parents, teachers and other caregivers, and more distant relatives, such as grandparents. For this reason, Thompson suggests that the concept of two-generation programs may need to be expanded, and that we should consider a &quot;multigenerational&quot; approach to helping children living in poverty cope and thrive in the face of chronic stress.
Intergenerational Payoffs of Education
Author: Kaushal, Neeraj
Date: 2014-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Educational Benefits,Educational Attainment,Educational Mobility,Academic Achievement,Correlation,Public Policy,Policy Analysis,Compulsory Education,Family Income,Child Health,Parent Background,Socioeconomic Status,Marriage,Birth Rate,Student Costs,Intervention,Family Financial Resources,Barriers,Social Indicators,Child Development,Predictor Variables

Better-educated parents generally have children who are themselves better educated, healthier, wealthier, and better off in almost every way than the children of the less educated. But this simple correlation does not prove that the relationship is causal. Neeraj Kaushal sifts through the evidence from economics and public policy and reviews large national and international studies to conclude that, indeed, education has large intergenerational payoffs in many areas of children&apos;s lives, and that these payoffs persist over time. Kaushal shows that, if anything, traditional measures of returns to education--which focus on income and productivity--almost certainly underestimate the beneficial effects that parents&apos; education has on their children. She reports causal positive effects not only on children&apos;s test scores, health, and behavior, but also on mothers&apos; behaviors that can affect their children&apos;s wellbeing, such as teenage childbearing and substance use. Her findings suggest that, as a component of two-generation programs, helping parents extend their education could go a long way toward reducing inequality across generations and promoting children&apos;s healthy development. Thus the rationale for two-generation programs that boost parents&apos; education is compelling. However, Kaushal cautions, the U.S. education system reinforces socioeconomic inequality across generations by spending more money on educating richer children than on educating poorer children. By themselves, then, two-generation programs will not necessarily ameliorate the structural factors that perpetuate inequality in this country.
Two-Generation Programs and Health
Author: Glied, Sherry
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Programs,Family Programs,Child Health,Barriers,Health Conditions,Intervention,Intergenerational Programs,Risk,At Risk Persons,Smoking,Obesity,Mental Health Programs,Substance Abuse,Chronic Illness,Educational Opportunities,Program Evaluation,Program Effectiveness,Prevention

Parents&apos; health and children&apos;s health are closely intertwined--healthier parents have healthier children, and vice versa. Genetics accounts for some of this relationship, but much of it can be traced to environment and behavior, and the environmental and behavioral risk factors for poor health disproportionately affect families living in poverty. Unhealthy children are likely to become unhealthy adults, and poor health drags down both their educational attainment and their income. Because of the close connection between parents&apos; and children&apos;s health, write Sherry Glied and Don Oellerich, we have every reason to believe that programs to improve parents&apos; health will improve their children&apos;s health as well. Yet few programs aim to work this way, except for a narrow category of programs that target pregnant women, newborns, and very young children. Glied and Oellerich assess these programs, discuss why there are so few of them, and suggest ways to expand them. Their chief conclusion is that structural barriers in the U.S. healthcare system stand in the way of such programs. Some of these barriers have to do with health insurance, access to care, and benefits, but the biggest one is the fact that physicians typically specialize in treating either children or adults, rather than families as a whole. The Affordable Care Act has begun to break down some of these barriers, the authors write, but much remains to be done.