ethanporcaro/eric-fulltext-meta huggingface dataset:
Rocking the Cradle: Ensuring the Rights of Parents with Disabilities and Their Children
Author: National Council on Disability
Date: 2012-09-27
Type: Reports - Evaluative
Subjects: Social Integration,Civil Rights,Physical Disabilities,Developmental Disabilities,Mental Retardation,Parent Rights,Parents with Disabilities,Childrens Rights,United States History,Veterans,Barriers,Mental Disorders,Social Discrimination,Attitudes toward Disabilities,Child Rearing,Adoption,Access to Education,Educational Legislation,Access to Health Care,Child Welfare,American Indians,Cultural Relevance,Foster Care,Evaluation Methods,Courts,Pregnancy,Assistive Technology,Social Services,Poverty,Transportation,Housing,Early Intervention,Advocacy,Prevention,Court Litigation,State Legislation,Federal Legislation

Despite a dark history marked by the eugenics movement, increasing numbers of people with disabilities are choosing to become parents. Recent research reveals that more than 4 million parents--6 percent of American mothers and fathers--are disabled. This number will unquestionably increase as more people with disabilities exercise a broader range of lifestyle options as a result of social integration, civil rights, and new adaptive technologies. Likewise, there has been a dramatic increase in the number of veterans who are returning from war with service-connected disabilities, some of whom may already be parents and others who will enter parenthood after acquiring their disability. The National Council on Disability (NCD) undertook this groundbreaking study to advance understanding and promote the rights of parents with disabilities and their children. This report provides a comprehensive review of the barriers and facilitators people with diverse disabilities--including intellectual and developmental disabilities, psychiatric disabilities, sensory disabilities, and physical disabilities--experience when they are exercising their fundamental right to create and maintain families. This report also describes the persistent, systemic, and pervasive discrimination against parents with disabilities. It analyzes how U.S. disability law and policy apply to parents with disabilities within the child welfare and family law systems, and the disparate treatment of parents with disabilities and their children. Examination of the impediments prospective parents with disabilities encounter when adopting or accessing assisted reproductive technologies provides further examples of the need for comprehensive protection of these rights. This report sets forth suggested action to ensure the rights of parents with disabilities and their children. Whether such action is taken at the state or federal level--as an amendment or a new law--the need for action could not be more timely or clear. Appended are: (1) Interviews; (2) State-by-State Analysis of Dependency Statutes and Their Inclusion of Disability; (3) Model Legislation (State or Federal); and (4) Proposed ADA Amendment. (Contains 1329 endnotes.)
A Career in College Unions and Student Activities
Author: Association of College Unions International (ACUI)
Date: 2009-06-00
Type: Guides - Non-Classroom
Subjects: Employment Opportunities,Student Unions,Guides,Career Choice,Career Development,Student Personnel Services,School Activities,Salary Wage Differentials,Occupational Information,Employment Qualifications,Course Descriptions,College Programs

If you are looking for a rewarding career where you can have a positive impact on others, then a career in college unions and student activities may be right for you. The Association of College Unions International (ACUI) created this guide to provide you with a general overview of a career in college unions and student activities. It will introduce you to different career opportunities, and help you gain an understanding of what to expect in a student affairs graduate program.
Sustainability Smarts: Best Practices for College Unions and Student Activities
Author: Stringer, Elizabeth
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Unions,Best Practices,Web Sites,Electronic Publishing,Sustainability,Program Administration,Financial Support,Campuses,Educational Environment,Ancillary School Services,Educational Facilities Improvement,Educational Facilities Planning,School Activities,Exhibits,Energy Management,Sanitation,Institutional Advancement,Orientation

Colleges and universities around the world are enacting sustainable initiatives. Some are signing the American College and University President's Climate Committment, while others are being recognized by STARS (Sustainability, Tracking, Assessment, & Rating System). Despite what level of dedication to sustainability an institution might have, it is important that the administration supports the idea. This publication discusses sustainability in college unions and student activities. Topics covered include sustainability rating systems, college tours, sustainability blogs, fair trade, green cleaning, and so much more.
Theory- and Evidence- Based Intervention: Practice-Based Evidence--Integrating Positive Psychology into a Clinical Psychological Assessment and Intervention Model and How to Measure Outcome
Author: Nissen, Poul
Date: 2011-08-00
Type: Journal Articles
Subjects: Evidence,Evaluation Methods,Intervention,Psychological Evaluation,Personality,Holistic Approach,Theory Practice Relationship,Clinical Psychology,Models,Guidelines,Intellectual History,Psychometrics,Personality Assessment,Personality Measures,Positive Attitudes

In this paper, a model for assessment and intervention is presented. This model explains how to perform theory- and evidence- based as well as practice-based assessment and intervention. The assessment model applies a holistic approach to treatment planning, which includes recognition of the influence of community, school, peers, family and the functional and structural domains of personality at the behavioural, phenomenological, intra-psychic and biophysical level in a dialectical developmental process. One important aspect of the theoretical basis for preparation of this model is that the child's personality must be understood in terms of the historical development. This assessment and intervention model focuses equally on strength and virtues as well as obstacles against development within the individual and its relations. Finally, guidelines for how to measure outcome are provided. (Contains 6 figures and 35 footnotes.)
Assessing Students' Moral Reasoning of a Values-Based Education
Author: You, Di
Date: 2011-12-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Logical Thinking,Moral Development,Undergraduate Students,Church Related Colleges,Correlation,Philosophy,Public Service

Students' moral reasoning was assessed at a religiously affiliated liberal arts university. Cohort data were collected from undergraduate students who had entered the university as freshmen: 364 students in 2007 and 264 students in 2009. The results indicated that there was a significant increase in students' post-conventional moral reasoning scores between freshmen and seniors and a significant decrease in students' pre-conventional moral reasoning scores between freshmen and seniors. A positive weak correlation was observed between the number of theology and philosophy classes and students' post-conventional moral reasoning scores and between the number of community service hours and students' post-conventional moral reasoning scores. A negative weak correlation was observed between the number of theology and philosophy classes and students' pre-conventional moral reasoning scores and between the number of community service hours and students' pre-conventional moral reasoning scores. No significant difference was observed between seniors who completed the minimum requirement of theology and philosophy classes as well as community service hours and seniors who completed more in terms of moral reasoning. Overall, the findings indicated that enrollment at a religiously affiliated institution fostered students' moral reasoning development. (Contains 2 tables.)
The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure
Author: Drakeford, William
Date: 2012-04-00
Type: Journal Articles
Subjects: At Risk Students,Cooperative Learning,Student Participation,Teaching Methods,College Programs,Program Effectiveness,Males,College Bound Students,Observation,Student Role,Small Group Instruction,High School Students

A multiple baseline design across two subjects was used to determine the effectiveness of cooperative learning techniques on increasing student participation. The study was conducted on two male secondary students attending the upward bound pre-college program. Each student worked in small groups with specific roles, and two observers documented the amount of time each student participated during the cooperative learning activities. The results showed that cooperative learning techniques increased student's participation. (Contains 1 figure.)
The Attitudes and Opinions of Tutees and Tutors Towards Using Cross-Age Online Tutoring
Author: Almassaad, Ahmad
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Tutoring,Online Surveys,Statistical Analysis,Positive Attitudes,Student Attitudes,Cross Age Teaching,Internet,Computer Assisted Instruction,Computer Mediated Communication,Courses,Structured Interviews,Instructional Effectiveness

The research aims to identify the attitudes and opinions of tutees and tutors at King Saud University towards using cross-age online tutoring. An electronic survey and interviews were used to collect the data required for this study. A descriptive analysis was used as a research methodology. Thirty participants in this research were asked to complete a five-point Likert scale survey, which consists of 28 items, classified in three main categories; and two items as probe statements. Also, 17 participants in this research were asked to answer the interview open-ended questions. The validity and reliability of the survey were ensured. Statistical treatments, such as percentages, means, frequencies and analysis of the ANOVA (analysis of variance) variance were also included. The results reflected the positive attitudes of the tutees and tutors towards using cross-age online tutoring. Moreover, results showed no difference in their attitudes towards using the system among the tutees in terms of academic levels or specializations. (Contains 9 tables.) [This work was funded by the Deanship of Scientific Research at King Saud University.]
The Formation of Initial Components of Number Concepts in Mexican Children
Author: Solovieva, Yulia
Date: 2012-07-00
Type: Journal Articles
Subjects: Number Concepts,Control Groups,Experimental Groups,Mexicans,Mathematics Instruction,Elementary School Mathematics,Mathematics Education,Number Systems,Numbers,Pretests Posttests,Teaching Methods,Educational Strategies,Formative Evaluation,Foreign Countries,Instructional Effectiveness,Mathematical Models

The initial formation of number concept represents one of the essential aspects of learning mathematics at the primary school. Children commonly show strong difficulties and absence of comprehension of symbolic and abstract nature of concept of number. The objective of the present study was to show the effectiveness of original method for introduction of elements of concept of number. A pre- and post- test descriptive quantitative and qualitative design was used with an experimental group of Mexican suburban children from Grade 1 of the primary school. The original method for formation of components of concept of number was applied to children from experimental group. The duration of the application was six months in the classroom three days per week. The program included specific training of components of number concept: symbolic, logical, numeric, and spatial. The results of the final assessment indicate positive result in experimental group in comparison with absence of changes in control group. The authors conclude that the method could be useful for organizing pedagogical methodology in Mexican primary schools. (Contains 4 tables and 2 figures.)
The Effect of Training Program for Staff Members to Develop Their Skills of Using Virtual Classrooms at King Saud University
Author: Alotaibi, Khaled Nahes
Date: 2012-05-00
Type: Journal Articles
Subjects: Program Effectiveness,Experimental Groups,Methods,Training Methods,Virtual Classrooms,Staff Development,Skill Development,Instructional Effectiveness,Intermode Differences,Cooperative Learning,Role Playing,Statistical Significance,Performance Based Assessment,Electronic Learning,Foreign Countries,Teacher Education Programs

The present study aims at showing the effectiveness of a suggested training program for staff members at Teachers' College of King Saud University to develop their skills of using virtual classrooms. The research is empirical as it used two experimental groups. The first group is taught how to use the common teaching method and the second group is taught how to use the suggested program which is based on role-playing and collaborative learning. The present research has four hypotheses that are as follows: (1) There are statistically significant differences in the skill performance of both experimental groups in favor of the group that uses the suggested program due to the main effect of the training methods followed; (2) There is a relationship between the individual skill performance of the trainees in the experimental groups and their level of cooperation with their colleagues in the work groups; (3) There is a connection between the mean of the skill performance of the work group members and the performance level of the group as a whole in the skill of giving lessons in virtual classrooms; and (4) There are no statistically significant differences in the skill performance of work groups related to academic specialty. (Contains 4 tables.) [This work was funded by the Deanship of Scientific Research at King Saud University.]
Related Factors of the Influence on Mental Symptoms of the Recruits in the Basic Military Training
Author: Hong-zheng, Li
Date: 2012-04-00
Type: Journal Articles
Subjects: Health Education,Personality Traits,Mental Health,Measures (Individuals),Coping,Path Analysis,Military Training,Performance Factors,Recruitment,Influences,Symptoms (Individual Disorders),Individual Characteristics,Social Capital,Personality Assessment,Personality Measures,Questionnaires,Interaction,Multiple Regression Analysis

The objective of the study is to explore the psychosocial characteristics of recruits for mental health education during the basic military training. A total of 1,366 male recruits were assessed during the basic military training. The psychosocial characteristics, such as effects of LE (life events), mental symptoms, personality trait coping style and social support of the recruits were assessed with LEI-CSLA (LE Inventory for Compulsory Servicemen of Land Army), SCL-90-R, EPQ (Eysenck Personality Questionnaire), SCSQ (Simple Coping Style Questionnaire) and social support scale respectively. Statistical analyses, such as multiple stepwise analyses, interaction analyses and path analysis, were used. Neuroticism trait, negative coping style, objective social support and LE were significant factors in determining the score of mental symptoms, accounted for 64% of the total variance, the absolute value of Beta of each variable was 0.09-0.48. LE and neuroticism had direct effect on SCL-90 symptom index. LE, mental symptoms, personality trait, coping style as well as social support should be taken into consideration when psychological intervention and mental health education are needed in service for recruits in the basic military training. [This study was supported by the Project of Mental Health Research of the People's Liberation Army (PLA), the  Project of Science and Technology Research in Medicine of PLA, the Natural Science Foundation of Guangxi, and the Guangxi Health Department Project.]
Entwining Psychology and Visual Arts: A Classroom Experience
Author: Bahia, Sara
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Art Education,Visual Arts,Rural Schools,Visual Perception,Creative Activities,Imagery,Creativity,Evaluation Criteria,Teaching Methods,Developmental Psychology,Abstract Reasoning

The purpose of this paper is to show how activating perception, imagery and creativity facilitate the mastery of specific skills of visual arts education. Specifically, the study aimed at answering two questions: How can teachers enhance visual and creative expression?; and What criteria should be used to evaluate specific learning of visual arts skills? Based on a literature review on visual language two specific exercises were devised: one concerning the elaboration and meaning attribution of an image and the other the illustration of a concept. The two exercises were applied to 100 13-year-old students of a rural community in Portugal. The exercises were evaluated in terms of fluency, flexibility, originality, elaboration, expressiveness and adequateness. The results reveal statistically significant differences in these dimensions after the completion of second exercise, revealing that it is possible to use elements of the visual code to express ideas in creative ways. (Contains 1 table.)
Auditory Temporal Processing as a Specific Deficit among Dyslexic Readers
Author: Fostick, Leah
Date: 2012-02-00
Type: Journal Articles
Subjects: Dyslexia,Visual Stimuli,Reading Difficulties,Auditory Perception,Short Term Memory,Adults,Auditory Stimuli,Comparative Analysis,Language Processing,Phonology,Correlation,Feedback (Response),Auditory Discrimination,Perceptual Impairments,Cognitive Processes,Foreign Countries

The present study focuses on examining the hypothesis that auditory temporal perception deficit is a basic cause for reading disabilities among dyslexics. This hypothesis maintains that reading impairment is caused by a fundamental perceptual deficit in processing rapid auditory or visual stimuli. Since the auditory perception involves a number of mechanisms and temporal processing is only one of them, in the current paper, we tested, in addition to auditory temporal processing, also auditory intensity and spectral processing among dyslexic and normal readers. In addition, we examined whether poor performance of dyslexic readers in auditory temporal processing tasks results from a difficulty in working memory, by testing differences in auditory processing, controlling for working memory. Thirty-seven adult dyslexic readers and 40 adult normal readers performed a battery of tests measuring auditory temporal processing (gap detection and dichotic temporal order judgment), auditory intensity processing (absolute threshold and intensity discrimination), auditory spectral processing (spectral temporal order judgment) and working memory (backward digit span). Performance on auditory spectral and temporal processing task was poorer among dyslexic readers, as compared to normal readers, even after controlling for working memory, but no difference was found in intensity processing tasks. These results suggest that dyslexic readers exhibit a specific deficit in auditory temporal processing, which cannot be attributed either to general perceptual deficit in auditory processing, or to working memory. (Contains 2 tables, 3 figures, and 1 footnote.)
Auditory Temporal Processing and Working Memory: Two Independent Deficits for Dyslexia
Author: Fostick, Leah
Date: 2012-05-00
Type: Journal Articles
Subjects: Dyslexia,Reading Ability,Auditory Perception,Time Perspective,Short Term Memory,Adults,Reading,College Students,Foreign Countries

Dyslexia is a neuro-cognitive disorder with a strong genetic basis, characterized by a difficulty in acquiring reading skills. Several hypotheses have been suggested in an attempt to explain the origin of dyslexia, among which some have suggested that dyslexic readers might have a deficit in auditory temporal processing, while others hypothesized that dyslexia origins from a deficit in working memory. The current study was designed to test whether working memory and/or auditory temporal processing can predict reading ability in normal and dyslexic readers. Fifty-three adults were diagnosed with phonological dyslexia and 46 normal reading adults were tested on reading regular words, auditory temporal order judgment, and backward digit span. The results are that: For dyslexic readers, both auditory temporal processing and working memory are correlated with reading, even after controlling for their covariance. However, no correlation between reading measures, temporal processing and working memory are found for normal readers. The conclusions are that: (1) Both auditory temporal processing and working memory are significantly involved in reading among dyslexic readers; and (2) Dyslexic readers might use more different reading strategies than normal readers do, who apparently are not involved in auditory temporal processing and working memory while reading. (Contains 3 tables and 2 figures.)
The Impact of Curiosity and External Regulation on Intrinsic Motivation: An Empirical Study in Hong Kong Education
Author: Hon-keung, Yau
Date: 2012-05-00
Type: Journal Articles
Subjects: Statistical Analysis,Student Motivation,Personality Traits,English (Second Language),Foreign Countries,Gender Differences,College Students,Educational Environment,Surveys,Student Attitudes,Second Language Learning,Language of Instruction,Competition,Academic Achievement

The purposes of this paper are to identify: (1) the factors affecting the intrinsic motivation of university students in Hong Kong; and (2) gender differences in the perception of intrinsic motivation in Hong Kong higher education environment. The factors of curiosity and external regulation with intrinsic motivation are taken into investigation in this study, because these factors and intrinsic motivation of the local university students have seldom been examined. This study adopting a survey of 162 sampled students, was conducted in a local university in 2011. Findings showed that students with curiosity could lead to their higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation. In addition, there are no gender differences on the level of intrinsic motivation. (Contains 4 tables and 1 figure.)
&quot;Now You See Me, Now You Do Not&quot;: Dialogic Loopholes in Authorship Activity with the Very Young
Author: White, E. J.
Date: 2011-12-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Early Childhood Education,Young Children,Student Evaluation,Evaluation Methods,Preschool Teachers,Interpersonal Communication,Infants,Toddlers,Video Technology

The genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are generated through eavesdropping tactics. The central argument made is that what can be seen and interpreted, when language is not shared between dialogic partners, and is always and only an ontologic endeavor and never an epistemological truth. Seen in relation to the very young child, this tenet invites the potential to &quot;see&quot; more and move beyond narrow definitions of learning as an outcome of authorial intervention on the part of the teacher, embrace uncertainty and difference as a central pedagogical stance and re-vision the infant as polyphonic hero in their own adventure plots. [Paper presented at symposium: &quot;Bakhtinian Dialogic Pedagogy. Opportunities and Challenges,&quot; ISCAR Congress, Rome, Italy, Sep. 5-10, 2011.]