ethanporcaro/eric-fulltext-meta huggingface dataset:
Accommodating Students with Epilepsy or Seizure Disorders: Effective Strategies for Teachers
Author: Hart Barnett, Juliet E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Seizures,Epilepsy,Student Needs,Special Needs Students,Academic Accommodations (Disabilities),Drug Therapy,Symptoms (Individual Disorders),Teacher Role,Family School Relationship

The most common chronic neurological condition in children is epilepsy. Because it often occurs in childhood, epilepsy is likely the most common neurological condition encountered by school professionals including teachers. Given the impact that epilepsy can have on academic functioning and specifically on the day-to-day performance of a student in the classroom, it is important for teachers to be aware not only of the presence of the disorder but also of the potential consequences and appropriate ways to handle these consequences should they arise. Herein we synthesize recommendations from several scientific sources to provide specific, evidence-based strategies that teachers of students with epilepsy can employ in the classroom as part of their naturally occurring instructional routines. These practical tips have useful application for both general and special education teachers.
School Performance and Disease Interference in Adolescents with Sickle Cell Disease
Author: Crosby, Lori E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Diseases,Genetic Disorders,Adolescents,Interference (Learning),Academic Ability,Academic Achievement,Influences,Questionnaires,Special Education,Special Needs Students,Gender Differences,At Risk Students,Symptoms (Individual Disorders),Hospitals,Statistical Analysis,Grade Repetition,Grades (Scholastic),Extracurricular Activities,Student Employment,Goal Orientation,Secondary School Students

Sickle cell disease (SCD) results in neuropsychological complications that place adolescents at higher risk for limited educational achievement. A first step to developing effective educational interventions is to understand the impact of SCD on school performance. The current study assessed perceptions of school performance, SCD interference and acceptability of educational support strategies in adolescents with SCD. To identify potential risk factors, the relationships between school performance, SCD interference and demographics were also examined. Thirty adolescents aged 12 to 20 years completed demographics and SCD school performance questionnaires. Approximately 37% of participants reported receiving special education services, but more than 60% reported that SCD interfered with their school performance. Females reported that SCD impacted their schooling more than males (?[superscript 2] (1, n = 30) = 5.00, p &lt; 0.05). Study findings provide important insights into demographic risk factors and support the need for individualized health and educational plans for adolescents with SCD.
A Module-Based Approach: Training Paraeducators on Evidence-Based Practices
Author: Da Fonte, M. Alexandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Best Practices,Research,Staff Development,Training,Learning Modules,Positive Reinforcement,Prompting,Special Education,Special Schools,Time Factors (Learning),Program Effectiveness,Coding,Teaching Methods,Video Technology,Observation,Intervention,Feedback (Response)

Paraeducators are on the front lines in special education settings, providing support to teachers and students with significant disabilities and specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
Community Engagement for Reentry Success of Youth from Juvenile Justice: Challenges and Opportunities
Author: Mathur, Sarup R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Juvenile Justice,Surveys,Focus Groups,Institutionalized Persons,Youth,Barriers,Community Involvement,Social Integration,Recidivism,Disabilities,Structured Interviews,Self Evaluation (Individuals)

Based on our research over the past ten years, we have identified six evidence-based transition practices that are critical for promoting youth success after release from secure care. Success, however, also relies heavily on the engagement of community partners and stakeholders who receive these youth after release. To further understand the construct of community engagement, we conducted a reintegration survey and held focus groups with stakeholders representing several agencies that provided services to youth from the juvenile justice system. We also interviewed youth to identify barriers in the transition process. The findings suggest that juvenile justice personnel need to consistently work in collaboration with community partners to generate and sustain the resources and awareness necessary to improve reentry outcomes for youth. Definitions of community engagement are offered and specific barriers and challenges that interfere with effective reentry are identified. Suggestions to improve reentry are included.
CW-FIT: Group Contingency Effects across the Day
Author: Wills, Howard P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Behavior,Intervention,Evidence,Best Practices,Investigations,Grade 1,Task Analysis,Recognition (Achievement),Educational Practices,Educational Strategies,Teaching Methods,At Risk Students,Behavior Problems,General Education,Program Implementation,Replication (Evaluation),Group Dynamics,Classroom Environment,Classroom Techniques,Demography,Protocol Analysis,Classroom Observation Techniques,Questionnaires,Teacher Surveys,Fidelity,Functional Behavioral Assessment

This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related Intervention Teams), an interdependent-group contingency intervention, was implemented in a first grade general education classroom across three academic periods. Results indicate student on-task behavior and teacher praise increased after intervention in all three settings. In addition, three students identified as at-risk for problem behaviors decreased disruptive behaviors in response to the intervention.
Using Incremental Rehearsal to Teach Letter Sounds to English Language Learners
Author: Rahn, Naomi L.
Date: 2015-00-00
Type: Journal Articles
Subjects: English Language Learners,Kindergarten,Young Children,Grade 1,Elementary School Students,Special Education,Phoneme Grapheme Correspondence,Drills (Practice),Student Evaluation,Intervention,Fidelity,Interrater Reliability

This study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiple-baseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression and fluency. Although visual analysis of the data showed an increase in level and trend for the kindergarten participant, data were variable for the first grade participant who was referred for special education services during the intervention. Mean percentage of non-overlapping data (PND) was 94% for the kindergarten student and 98% for the first grade student. Although both learners made increases in letter sound expression and fluency, the intervention was 17 weeks in duration. Future research should examine both the effectiveness and efficiency of IR, as compared to other interventions, for increasing letter-sound knowledge of English learners.
Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature
Author: MacSuga-Gage, Ashley S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Literature Reviews,Academic Achievement,Classroom Environment,Classroom Techniques,Educational Research,Evidence,Meta Analysis,Student Behavior,Behavior Change,Incidence,Delivery Systems,Instructional Innovation,Teaching Methods,Educational Practices,Educational Strategies,Learner Engagement,Student Participation,Student Reaction,Feedback (Response),Learning Modalities,Electronic Journals,Coding,Student Characteristics,Research Methodology,Research Design,Predictor Variables,Fidelity,Validity,Motivation Techniques

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of TD-OTRs solely within the class-wide context. For the present review, we (a) examined class-wide TD-OTR research (i.e., screened a total of 527 unique abstracts and identified, reviewed, and coded 15 empirical studies); (b) summarized the effects of class-wide TD-OTRs on student behavioral and academic outcomes, including differential impacts by modality; and (c) described the rates of TD-OTRs documented in the literature. Results are consistent with prior reviews, supporting positive behavioral and academic student outcomes when class-wide TD-OTRs are increased, and extend the literature by identifying differential outcomes by modality and describing observed and desired rates of TD-OTR delivery.
The Iterative Development and Initial Evaluation of &quot;We Have Skills!&quot;, An Innovative Approach to Teaching Social Skills to Elementary Students
Author: Marquez, Brion
Date: 2014-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Pretests Posttests,Video Technology,Elementary School Students,Control Groups,Program Descriptions,Program Development,Intervention,Self Efficacy,Scores,Elementary School Teachers,Instructional Innovation,Teaching Methods,Inservice Teacher Education,Program Evaluation,Measures (Individuals),Correlation,Teacher Attitudes,Regression (Statistics),Focus Groups

We describe the development and initial evaluation of the efficacy of &quot;We Have Skills!&quot; (WHS), a video-based social skills instructional program for early elementary school students. The components of WHS were designed to be scientifically sound, maximally useful to elementary school teachers, and effective in increasing students' social skills. Results from feasibility and social validity testing showed that teachers felt the program was easy to implement and highly recommended its use. The initial efficacy evaluation of WHS conducted with 70 classrooms randomly assigned to intervention and control conditions showed that teachers in the intervention group scored significantly higher on self-efficacy than teachers in the control group. Students in the intervention classrooms were rated significantly higher on key social skills by their teachers at posttest compared to students in the control group. Implications for further testing of WHS are discussed, along with study limitations and recommendations for future research and practice.
The Washback Effect of Konkoor on Teachers' Attitudes toward Their Teaching
Author: Birjandi, Parviz
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,College Entrance Examinations,Foreign Countries,High School Students,Secondary School Teachers,Questionnaires,Teacher Attitudes,Second Language Instruction,Language Tests,Testing Problems,High Stakes Tests,Language Teachers,English (Second Language),Teaching Methods,Statistical Analysis

Large scale tests have been considered by many scholars in the field of language testing and teaching to influence teaching and learning considerably. The present study looks at the effect of a large scale test (Konkoor) on the attitudes of teachers in high schools. Konkoor is the university entrance examination in Iran which is taken by at least one million candidates of entering Iranian universities. The data for the study comes from a questionnaire answered by high school teachers in Iran. Analyses of the results indicate that Konkoor influences teachers' attitudes regarding different aspects of the language teaching program in Iran.
The Role of Interest Enhancement for L2 Learners
Author: Rix, Samantha
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Interviews,English for Academic Purposes,Language Teachers,Language Tests,Role,Metacognition,Feedback (Response),Oral Language,Likert Scales,Surveys,Assignments,Student Attitudes,Classroom Environment,Goal Orientation,Qualitative Research,Student Motivation,Action Research,Learning Strategies,Intensive Language Courses,College Students,College Faculty

This pilot study examines the role of metacognitive awareness as a motivational strategy in second language learning. The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon &quot;interest enhancement&quot; as a particular strategy that influences motivation and self-confidence. In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program. Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention's outcome. During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors' techniques for test review because they did not see the value of it beyond the scope of the test. To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion . Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics: 1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback. Results from the survey demonstrated an increase in participants' self-reported levels of interest enhancement after the instructor's modifications. The paper will conclude with specific qualitative comments taken from the instructor's post-intervention interview that suggest that the students' motivation increased as a result of metacognitive interest enhancement techniques.
ELT and Consciousness-Raising
Author: Al-Jardani, Khalid Salim Saif
Date: 2012-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Concept Formation,Language Acquisition,Language Usage,Metalinguistics,Grammar,Behavioral Objectives,Learning Activities,English Instruction,English Language Learners,English (Second Language),Teaching Methods,Educational Practices,Educational Strategies,Foreign Countries,Grade 7

The paper highlights the concept of consciousness-raising. It relates it to different aspects of ELT such as explicit teaching, language awareness, language acquisition and practice. How these terms are related to the concept of consciousness-raising within the English Language teaching. Its main aim is to help learners to notice for themselves how the language is used naturally is highlighted as well as that C-R is mainly seen as getting learners to notice the grammar features, by applying them in tasks. C-R can be considered as different degrees of explicit teaching of grammar, the first step of the language acquisition process and language awareness. The paper also shows two examples of using this and their implications into the classroom. These were conducted in a class of grade 7 aged between 12-13 years old, in an Omani school. The paper highlights how pupils feet about doing the activities which allow them to practice the language more. This stresses that pupils can work on more than one structure at a time. Therefore, it helps to save time and effort instead of presenting each item in a lesson. On other hand, it also attempts to raise the pupils' awareness of the target grammar which may lead to independent learning later on.
Efficacy of Self Regulated Strategy Instruction in Planning and Organization of Opinion Essays of ESL/EFL Writers at Tertiary Level
Author: Vaddapalli, Maruthi Kumari
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Essays,Grammar,Task Analysis,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Writing Processes,Intervention,Writing Strategies,Instructional Effectiveness,Cues,Rating Scales,Writing Improvement,Teaching Methods,Writing Instruction,Vocabulary Development

Writing is an essential academic skill. Effective writing is a complex process requiring the skillful use of techniques and strategies (Zimmerman and Reisemberg,1997). Unlike skilled writers, struggling writers lack certain strategies and techniques that could help them become effective writers. The present study investigates the effectiveness of SRSD with struggling EFL/ESL writers at the tertiary level. A classroom-based intervention study aimed to determine whether simplifying the writing task by automatizing certain mechanical elements through strategy training using SRSD reduces students' cognitive load, allowing them to engage in higher order thinking processes. The study was conducted at a university in Oman. Baseline, terminal and maintainance probes were administered to determine participants' relative gains in task achievement, organization, lexis and grammar. The essays were evaluated using a conventional 9 point scale and the results were analyzed. The results revealed considerable gains in organization and lexis indicating that automatization of the more mechanical elements of the writing process enabled students to write better quality essays. These results indicate that SRSD can be an effective method of instruction for stuggling/underprepared EFL/ESL writers at the university level.
The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL
Author: Roozafzai, Zahra Sadat
Date: 2012-00-00
Type: Journal Articles
Subjects: Cartoons,Reading Materials,English (Second Language),English Language Learners,Reading Ability,Reading Improvement,Reading Strategies,Reader Text Relationship,Reading Comprehension,Control Groups,Experimental Groups,Reading Tests,Statistical Analysis,Picture Books,Instructional Material Evaluation,Instructional Effectiveness,Teaching Methods,Coding,College Students,Foreign Countries,Role Perception

Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated the impact of comic reading materials on reading comprehension. Six general texts and pictures were given to the control group and six comic materials were presented to experimental group in usual English classes during 20 sessions. At the end, a general reading comprehension test was administered to both groups and the results were subjected to relevant statistical analysis, t-test. The findings of this study revealed that teaching reading ability through comic texts and pictures is more efficient than teaching it through general texts and pictures.
Interactional Metadiscourse in Turkish Postgraduates' Academic Texts: A Comparative Study of How They Introduce and Conclude
Author: Akbas, Erdem
Date: 2012-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Countries,Academic Discourse,Turkish,English (Second Language),Second Language Learning,Native Language,Writing (Composition),Masters Theses,Discourse Analysis,Computer Software,Language Usage,Guidelines,Audience Awareness,Graduate Students,Computational Linguistics,Statistical Analysis

This study explores interactional metadiscourse resources in master's dissertations (introductions and conclusions) of Turkish students written in Turkish and English. Interactional resources were identified according to Hyland and Tse's (2004) framework by using WordSmith Tools (5.0). A statistically significant difference between two groups of writers was found in their introductions in terms of overall five subcategories whereas their uses of interactional metadiscourse in conclusions were statistically insignificant. Further analysis showed that Turkish writers of English predominantly used hedges, attitude markers and self-mentions. It is interesting to note that Turkish writers, while writing in their mother tongue, tended to build a strong relationship with their target readers in both of the sections by employing approximately twice engagement markers compared to their peers writing in English.
Construct Validity in Formative Assessment: Purpose and Practices
Author: Rix, Samantha
Date: 2012-00-00
Type: Journal Articles
Subjects: Construct Validity,Formative Evaluation,Scores,Tests,Faculty Development,Test Interpretation,Test Validity,Testing Programs,Teachers,Administrators,Decision Making

This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these scores and states that how the scores are used, instead of the actual score itself, is integral for conveying the two parts of the General Validity Theory; actions and structures. The paper continues by intertwining the idea that validation can eventuate only if evidence is being supported by different sources. Finally, the paper concludes by providing examples of how educators can prevent misinterpretation and deter bias whilst using the validity argument when conducting formative assessments.