ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivational Gaps and Perceptual Bias of Initial Motivation Additional Indicators of Quality for e-Learning Courses
Author: Cação, Rosário
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Electronic Learning,Educational Technology,Student Attitudes,Educational Quality,Bias,Expectation,Learning Motivation,Student Satisfaction,Hypothesis Testing,Student Surveys,Distance Education,Foreign Countries,Online Surveys,Adults,Adult Learning

We describe a study on the motivation of trainees in e-learning-based professional training and on the effect of their motivation upon the perceptions they build about the quality of the courses. We propose the concepts of &quot;perceived motivational gap&quot; and &quot;real motivational gap&quot; as indicators of e-learning quality, which reflect changes in both perceived and real students' motivation. These indicators help evaluate the changes in the trainees' motivation, as well as the bias that occurs in the perceptions about initial motivation. In the sample analyzed, the &quot;real motivational gap&quot; was more negative when the &quot;perceived motivational gap&quot; was negative and not so positive when the &quot;perceived motivational gap&quot; was positive. We found that there is a perceptual bias on initial motivation when the &quot;perceived motivational gap&quot; is not null. This means that, for the sample analyzed, the trainees may have &quot;adjusted&quot; their perception regarding the initial motivation as a function of their final motivation, bringing it closer to the latter and supporting their final status. We also show that these gaps help explain how the trainees' perception of quality is affected: the gaps were minimized at higher levels of perceptions of quality and when they were positive, the perception of quality was higher than average. The two proposed conceptual gaps are useful to measure quality in e-learning and implement specific actions to improve it. The results of our study are useful as they create insights on perceptions of quality in an indirect way, i.e., without asking the trainees to think about what they believe quality is, so that they can quantify it. They also enable training companies to create additional and complementary indicators of quality of e-learning courses that can help explain changes in perceptions of quality.
How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach
Author: Solari, Emily J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Reading Difficulties,Special Needs Students,Special Education,Special Education Teachers,Response to Intervention,Reading Instruction,Reading Skills,Reading Comprehension,Scaffolding (Teaching Technique),Learning Disabilities,Common Core State Standards,Intervention

Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing support to students based on documented student need. This model typically consists of three tiers of intervention, with each tier providing increasingly more targeted and intense instruction (Gersten et al., 2009). In this article the authors present a framework in which classroom teachers and special education teachers can collaborate to provide Tier 1 and 2 instruction. In an MTSS framework, students who do not respond to evidence-based Tier 1 instruction and more intensive Tier 2 instruction then receive Tier 3 instruction. Tier 3 instruction--which reflects the most intensive individualized level of instruction--typically takes place outside the classroom setting and is implemented by a special education teacher; the model that is presented herein focuses on Tiers 1 and 2.
A Meta-Analytic Review: Teachers' Attitudes toward Students with Disabilities
Author: Hoang, Thienhuong
Date: 2007-00-00
Type: Journal Articles
Subjects: Meta Analysis,Teacher Attitudes,Disabilities,Attitudes toward Disabilities,Intention,Intervention,Specialization,Special Education,Teaching Methods,Attitude Change,Change Strategies,Questionnaires,Expectation,Teacher Behavior,Behavior Change,Literature Reviews

A meta-analytic review of published and unpublished intervention studies to change teachers' attitudes and behaviors toward students with disabilities was conducted in order to clarify the concepts of exceptionalities, attitudes, and change. The second objective of this study was to examine the moderating variables that may account for disparate results. The moderators that were examined were the level of intentionality of teachers at the beginning of the interventions, intervention characteristics, measurement characteristics, and teachers' specialization (regular vs. special education). The findings showed that lectures that used an indirect approach to attitude change and that were accompanied by field experience resulted in more change in attitudes. In addition, those studies that used self-report questionnaires showed more attitude change than the studies that used observational measures. Teachers' expectations and beliefs were easier to change than their behaviors and emotions. Conclusions and implications of the findings are discussed.
Paving the Way for Women with Asperger Syndrome
Author: Hurlbutt, Karen
Date: 2007-00-00
Type: Journal Articles
Subjects: Females,Asperger Syndrome,Pervasive Developmental Disorders,Attitude Measures,Interviews,Interests,Interpersonal Relationship,Employment,Coding,Qualitative Research,Individual Characteristics,Behavior,Clinical Diagnosis

More information is becoming available about Asperger Syndrome (AS), especially regarding the educational needs of children. There is a lack of available information, however, regarding adults with AS, particularly women. Five women with AS participated in this qualitative research study over a two-year period. The purpose was to investigate and describe their perceptions of their experiences about being a woman on the autistic spectrum. Methods included conducting initial and follow-up interviews via telephone and email. It was determined that the women with AS perceived their interests when growing up as being atypical, struggled with the diagnosis process and with relationships with males, and experienced difficulty with employment. Recommendations to parents and professionals involved in working with girls/women with AS are provided. While more and more information is becoming available regarding Asperger Syndrome (AS) in general, and specifically regarding children with AS, there is not enough information available regarding adults with AS. Information about women with AS is even less scarce, although a few books have been written by these women to help parents, teachers, and professionals learn more about them (Grandin, 1986; Grandin, 1995; Grandin &amp; Duffy, 2004; Holliday Willey, 1999; Miller, 2003; Williams, 1992). These authors are well-known in the autism community and are typically considered to be &quot;successful&quot; women. One of the best ways to learn more about the lives of women with AS, especially those who may not be considered &quot;successful&quot; by others (i.e., who have not published books or other written material), is to talk to these women and allow them the opportunity to share their stories and perceptions of their own lives. The purpose of this preliminary study was to provide an opportunity for women with AS to share their perceptions of their life experiences of being a woman with Asperger Syndrome.
Using a Checkbook Management System to Decrease the Inappropriate Speaking-Out Behaviors of a 14-Year-Old Special Education Student
Author: Smith-Fontenot, Martha
Date: 2007-00-00
Type: Journal Articles
Subjects: Token Economy,Special Education,Early Adolescents,Functional Behavioral Assessment,Contingency Management,Intervention,Behavior Modification,Behavior Problems,Observation,Money Management,Program Effectiveness

The authors utilized Applied Behavior Analysis to examine the effects of using tokens with response cost (the Checkbook Management System) on decreasing the inappropriate speaking-out behaviors of a 14-year-old special education student. After functional behavior analysis indicated that the most likely function of the behavior was attention seeking, an intervention was designed to provide attention and tokens contingent upon the performance of the functional alternative behavior of hand-raising and waiting to be called on. Results showed a 67% decrease in the mean target behavior from baseline to intervention conditions.
Widely Used Disciplinary Options for Aggressive Kids: Are the Current Approaches Effective?
Author: Blankenship, Tracy
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Aggression,Discipline,Suspension,Behavior Change,Program Effectiveness,Interpersonal Competence,Self Esteem,Academic Ability,Racial Differences,Public Schools,Nontraditional Education,Special Schools,Conflict Resolution,Functional Behavioral Assessment,Student Characteristics,Expulsion,Literature Reviews

The question of what to do with aggressive students has plagued schools since mandatory attendance laws were passed. At the present time, many practitioners are using tactics for aggressive students that may not effectively remediate the problem, and research and practice do not seem to be in harmony regarding disciplinary options for aggressive students. While the most widely used options continue to be in-school suspension and out-of-school suspension, the research does not seem to support the efficacy of such measures. However, there are many promising practices within the research that deserve more consideration, and some of these have a stronger research support than suspension.
The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators
Author: Chiasson, Kari
Date: 2007-00-00
Type: Journal Articles
Subjects: Disabilities,Federal Legislation,Phenomenology,Middle School Students,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder,Auditory Perception,Cognitive Processes,Barriers,Time,Teacher Role,Parent Teacher Cooperation,Parent Attitudes,Teacher Attitudes,Qualitative Research,Middle School Teachers,Planning,Interviews,Coordinators,Knowledge Level

This phenomenological study investigated the perceptions of three teachers, four parents, and three Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder, attention deficit hyperactive disorder, or central auditory processing disorder. Analysis of the data gathered revealed that parents and teachers lacked a clear understanding the Section 504 process and often felt frustrated during the development, implementation, or review of a student's Individual Accommodation Plan (IAP). Furthermore, lack of time within a teacher's schedule was a major barrier to collaboration and communication with parents. Based on the findings of this study, the authors make specific recommendations to educators and parents for improving the Section 504 process so that students will receive the greatest benefit.
No Child Left Behind and Paraprofessionals: Are They Perceived to Be Highly Qualified?
Author: Nelson, Heather G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Paraprofessional School Personnel,Special Education,Teacher Attitudes,Attitude Measures,Competence,Compliance (Legal),Teamwork,Surveys,Role,Likert Scales,At Risk Students,Elementary School Teachers,Secondary School Teachers,Individual Characteristics

The No Child Left Behind Act (NCLB) of 2001 introduced new requirements for paraprofessionals, specifying criteria for them to achieve &quot;highly qualified&quot; status. This article describes a study which explored the perceptions of teachers and paraprofessional teams as to whether the paraprofessionals would be considered &quot;highly qualified&quot; and more specifically whether they were trained for and competent in carrying out various instructional duties. The results of the study suggest that the NCLB requirements may be poorly understood; even by some of those who already meet the requirements. Furthermore, results indicate that teacher-paraprofessional pairs do not necessarily agree on the extent to which the paraprofessionals are considered trained and competent.
Recruitment and Retention of Assessment Personnel
Author: Simpson, Cynthia G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Special Education,Rural Schools,School Districts,Evaluators,Educational Diagnosis,Personnel Needs,Labor Turnover,Recruitment,School Personnel,Public Schools,Administrators,Related Services (Special Education),Administrator Surveys

With a national shortage of special education personnel, including assessment personnel (Caranikas-Walker; Shapley, Cordeau, 2006; Karr, 2005), rural communities face serious challenges in retaining and recruiting highly qualified special education staff due to limited access to university training programs (Hausman &amp; Hausman, 2003; Knapczyk, Chapman, Rodes, &amp; Chung, 2001). This article presents research-based methods that rural school districts can use to recruit and retain assessment personnel. Many of the steps that are helpful for recruiting and retaining assessment personnel are either not utilized or underutilized (Caranikas-Walker et al.; Simpson &amp; Lynch, 2005). Factors for assessment personnel that influenced their decision to accept a position and to stay in their positions are discussed.
The Effects of Functional Communication Training on the Appropriate Behavior of a Student with Emotional and Behavioral Disorders
Author: Jolivette, Kristine
Date: 2007-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Functional Behavioral Assessment,Intervention,Grade 3,Elementary School Students,Communication Skills

Functional analysis is used to generate and test hypotheses, specific to an individual's appropriate and inappropriate behaviors, by directly manipulating antecedent and consequent events within natural or analog environments. In the case that a function(s) was not determined or the behavior has multiple motivations during the functional analysis, interventions that can address multiple functions may be implemented. One intervention which is flexible to address multiple functions maintaining target behaviors is functional communication training (FCT). The purpose of this study was to assess whether FCT, when implemented to address the traditional functional communicative responses of attention, escape, and tangible, would affect the appropriate behavior of a student with emotional and behavioral disorders during regularly scheduled independent academic activities. During assessment, the functional analysis results suggested that attention was the primary functional variable; however, both tangible and escape functional variables also were effecting the target behavior. The results of the FCT intervention suggest that FCT positively affected his appropriate behavior and influenced the rate of unprompted appropriate communications.
Educational Implications for Children in Homeless Shelters and Beyond: Implications for All Educators and Child Advocates
Author: Warsi, Sadia
Date: 2006-00-00
Type: Journal Articles
Subjects: Children,Emergency Shelters,Homeless People,Family Needs,Family Relationship,Child Advocacy,Depression (Psychology),Federal Legislation,At Risk Students,Emergent Literacy,Teacher Student Relationship

This article discusses a number of administrative dilemmas faced by homeless families. For example, homeless families are often prevented from enrolling their children in public schools due to their inability to provide age, health, and educational records. Another administrative dilemma faced by homeless families is providing the school with an address, phone number, and emergency contact information. Many parents are also unwilling to tell school officials about their homelessness out of fear that the child might be stigmatized in school. Therefore, the parents falsify information. This has its own risks. In addition, these children show signs of depression, low self-esteem, and anger. Depression is common among children who are homeless (Nunez, 1994). These problems are aggravated by the lack of parental support these children receive at school. Topping it all off is the fact that schools simply are not designed with homeless children in mind. While the McKinney Act has attempted to remove some obstacles to education for a growing population of homeless children and while there have been efforts to study various aspects of homelessness, there is an urgent need for better understandings on how best to serve children in shelters. The remainder of the article discusses directions for the future including restructuring shelter programs, introducing shared book reading sessions, creating opportunities for personal narratives, and educational implications for teachers.
Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities
Author: Dupuis, Bonnie
Date: 2006-00-00
Type: Journal Articles
Subjects: Inclusion,High School Students,Student Surveys,Disabilities,Correlation,Statistical Analysis,Student Attitudes,Regular and Special Education Relationship,Grade 9,Grade 10,Grade 11,Grade 12

This research focused on verifying the impacts of Inclusion on both students with disabilities (SWDs) and their Regular Ed classmates. High school students (n = 364) within inclusive classes completed surveys reflecting their perceptions of the effectiveness of the learning environment and the attitudinal impacts of Inclusion. Results documented significant positive attitudinal and self-reported learning impacts of Inclusion for both SWDs and Regular Ed peers. SWDs reported higher self-concept, liking of school and teachers, and greater motivation to work and learn. Unexpectedly, Regular Ed student responses followed the same patterns, reflecting significantly higher attitudes across the board and perceived academic achievement, as well as higher tolerance for SWDs. The importance of anonymity for SWDs is discussed in light of significantly higher attitudinal ratings among Regular Ed students most aware of the presence of SWDs. Implications for the future of Inclusion are discussed.
The Perspectives and Assumptions of Pupil Appraisal Professionals in the Identification Process for Students with Behavioral Concerns
Author: Janz, Janice Rutledge
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Experience,Urban Schools,Rural Schools,Specialists,School Psychologists,Social Work,Caseworkers,Semi Structured Interviews,Attitude Measures,Behavior Problems,Emotional Disturbances,Student Evaluation,Clinical Diagnosis,Environmental Influences

The purpose of this study is to describe the perspectives and underlying assumptions of Pupil Appraisal (PA) Professionals (i.e., education diagnosticians, certified school psychologists, qualified school social workers) at key decision points in the identification process for students with behavior problems (pre-referral and eligibility determination). The study attempts to understand the lived experiences (how people react and interact) of the evaluators as they are involved in this identification process. Two sites were used in the study. One site was an urban school district with more than 60,000 students and a Pupil Appraisal staff of more than 70 PA Professionals (Louisiana Department of Education, 2001). The other was a rural school district with approximately 10,000 students and a Pupil Appraisal staff of fewer than 25 appraisal professionals (Louisiana Department of Education, 2001). In the urban district three specialists from each profession--school psychologist, educational diagnostician, and social worker--were recruited, and in the rural school district, one person was recruited from each of the three disciplines. Appraisal professionals were interviewed using a semi-structured interview format. Questions were posed to elicit opinions on issues surrounding referrals and evaluations within the identification process. Data analysis involved data reduction, data displays, and conclusion drawing. The appraisal professionals in this study did not operate on the basis of only one theoretical perspective in their actual practices. At times they based decisions on whether or not to identify a student with Emotional Disturbance on what they considered to be objective or unbiased measures. At other times, they considered the impact of the environment on the student's behavior and acknowledged its consequences. And yet at other times, they pondered the impact of the various inequities on the appraisal process existing in a school system. In fact, the appraisal professionals in this study operated from a combination of perspectives. Detailed findings and conclusions are discussed.
Special Education Professionals and Assistive Technology: Requirements for Preparation in a Digital Age
Author: Peterson-Karlan, George R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Assistive Technology,Technology Uses in Education,Specialists,Leaders,Role,Professional Development,Teaching Methods,Knowledge Level,Technological Literacy,Standards,Models

This article presents contextual background for the preparation of teachers to effectively use assistive technology (AT) with students with disabilities. A brief description of student uses of technology is presented, noting how students have changed in their understanding and use of information technologies. The role of AT is then presented, linking the role of special education professionals in today's schools with current teacher preparation practices. Discrepancies are noted between what is needed to best serve Digital Age students in the schools, and the manner and extent to which teachers are prepared. Using existing standards and addressing emerging AT training needs, the authors propose three distinct levels of preparation: an AT (a) practitioner, (b) specialist, and (c) leader. Specific roles of each of these personnel are delineated. The instructional potential use of hybrid models of professional development classroom instruction combined with computer-based learning) is recommended as particularly promising approach.