ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Voices: Recommendations for Improving Postsecondary Experiences of Students with Disabilities
Author: Fleming, Allison R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,College Students,Student Needs,Inclusion,Student Attitudes,Academic Accommodations (Disabilities),Accessibility (for Disabled),Student Satisfaction,Student Personnel Services,Academic Support Services,Faculty Advisers,Educational Environment,Online Surveys,Student Surveys,Coding,Content Analysis,Qualitative Research

Students with disabilities represent a growing population on college campuses for whom specific needs and preferences are associated. Student supports have increased in response to these changing student needs and demographics. Yet, campus-wide responsiveness to inclusion and actions that promote self-advocacy are needed to increase the rates of persistence and graduation among this underrepresented student group. For the present study, we asked students registered with the Disability Resource Center (DRC) at three large, public universities to suggest how colleges and universities could better support students with disabilities. Comments from 132 students were downloaded verbatim and analyzed via a content analysis approach by a three-member research team. Students expressed both satisfaction and dissatisfaction with several aspects of their university experiences, including disability and other campus services, faculty and advisors, and their perceptions of inclusion. Recommendations ranged widely, with comments on campus resources, academics, and the more general campus climate and levels of accessibility. These students provide concrete suggestions for colleges and universities who are interested in improving the experiences of students with disabilities and supporting their persistence to completion.
Measuring Self-Advocacy Skills among Student Veterans with Disabilities: Implications for Success in Postsecondary Education
Author: Kinney, Adam R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Veterans,Veterans Education,Disabilities,Self Advocacy,College Students,Student Characteristics,Regression (Statistics),Academic Accommodations (Disabilities),Student Rights,Communication Skills,First Generation College Students,Academic Achievement,Measures (Individuals),Grade Point Average,Statistical Analysis

Veterans of Operation Enduring Freedom, Operation Iraqi Freedom, and Operation New Dawn enrolled in postsecondary education may experience disabilities that impact their successful participation in the academic environment. Accommodations are made available to college students with disabilities to provide opportunities for success in this environment, but in order to receive these accommodations it is essential that the student discloses their disability and informs the institution of their needs. Therefore, it is critical to understand the self-advocacy skills of student veterans with disabilities as a factor that may influence their academic success. The Student Veteran Self-Advocacy Skills Assessment (SV-SASA) is an assessment of self-advocacy skills among student veterans with disabilities. Regression analysis was conducted on a sample of 49 participants in a supported education program for student veterans with disabilities to investigate factors that explain their self-advocacy skills and academic performance, and to evaluate the psychometric properties of the SV-SASA. Results indicated that first-generation status, extent of exposure to a supported education program for student veterans, number of credits attempted, and number of self-reported health conditions explain the self-advocacy skills of student veterans with disabilities. Results also indicated that student veterans with greater self-advocacy skills achieved a higher grade point average. The SV-SASA demonstrated adequate psychometric properties as an assessment of self-advocacy skills in the sample. Implications for service providers in the postsecondary education setting working with this population and suggestions for future research are discussed.
The Effects of Aerobic and Anaerobic Training Programs Applied to Elite Wrestlers on Body Mass Index (BMI) and Blood Lipids
Author: Demirel, Nurcan
Date: 2018-04-00
Type: Journal Articles
Subjects: Exercise Physiology,Athletes,Body Composition,Body Weight,Body Height,Muscular Strength,Training,Randomized Controlled Trials,Comparative Analysis,Metabolism,Athletics,Statistical Analysis

The purpose of this study is to analyse the effects of aerobic and anaerobic training programs applied to elite wrestlers on body mass index (BMI) and blood lipids. 20 elite wrestlers, whose average age is (experimental group; 15.20 ± 4.61, n = 10), control group; 15.90 ± 2.08, n = 10), participated in the study and they were randomly divided into two groups. Strength and endurance training programme based on &quot;one day aerobic, one day anaerobic&quot; principles was applied to the experimental group six days a week for eight weeks. The control group went on doing normal routine wrestling technical training. Before and after eight-week training program, BMI, Triglyceride, HDL-C, VLDL, Cholesterol, LDL blood values were taken from the experimental and the control group by body analyser. According to the results of the study, none of the blood lipid indicators of the control group did significantly changed from pretest to posttest. (p&gt;0.05). However, HDL-C, cholesterol and LDL values from blood lipids indicators of the experimental group changed significantly from pretest to posttest. (p&lt;0.05). There were no significant changes in body mass index (BMI), Triglyceride and VLDL. As a result, this study revealed that there was no significant difference in the control group which did exercise routinely, while the training programme with changeable type and volume made significant differences in the experimental group.In statistical analyses, paired- samples t test was used for intra-group comparisons, and independent sample t test was used for inter-group comparisons. The significance level was determined as p&lt;0.05. For all the values, mean and standard deviation were used.
The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study
Author: Gürefe, Nejla
Date: 2018-04-00
Type: Journal Articles
Subjects: Mathematics,Resilience (Psychology),Test Validity,Test Reliability,Measures (Individuals),Positive Attitudes,Turkish,Factor Structure,Factor Analysis,Undergraduate Students,Foreign Countries,Statistical Analysis,Goodness of Fit

Persistent in mathematical studies is an important element allowing students to be successful in their STEM careers, and there is a need for affective measurement instruments to assess persistence in mathematics in spite of problems. For this reason, this study aims to adapt the Mathematical Resilience Scale developed to assess resilience, which is described as having a positive attitude towards mathematics, to Turkish. The fitness of the factor structure of the scale consisting of three factors was investigated using the confirmatory factor analysis. The reliability of the scale and its factors was assessed using the Cronbach's Alpha reliability coefficient. The reliability value was found to be 0.92, 0.80, 0.76, and 0.87 for the value factor, the struggle factor, the growth factor, and the entire scale, respectively. The confirmatory factor analysis validated the factor structure of the scale, and the second-level confirmatory factor analysis was performed to show that the factors of the scale were components of resilience. As a result, it was found that the resilience consisted of three components, namely value, struggle, and growth, and the scale was capable of measuring mathematical resilience of undergraduate students validly and reliably.
Preparation for Adulthood: A Teacher Inquiry Study for Facilitating Life Skills in Secondary Education in the United States
Author: Cassidy, Kelly
Date: 2018-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Secondary School Students,Charter Schools,Action Research,Educational Strategies,Student Interests,Student Surveys,Goal Orientation,Interpersonal Competence,Secondary Education,Small Group Instruction,Outcomes of Education,Semi Structured Interviews

Life skills preparation for adulthood is a crucial, yet often overlooked concept in education. In schools across the United States, young adults graduate from high school with limited knowledge regarding how to navigate through the expectations of the real world. Although many educators feel teaching life skills in the classroom is necessary, the frustration of needing to adhere to state standards and lack of time often interferes with their implementation. This is unfortunate, as research indicates, &quot;life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society, and helps in dealing with issues in a practical manner&quot; (Prajapati, B. Sharma, &amp; D. Sharma, 2017, p. 1). This action research study investigates ways &quot;two teachers implemented realistic life skill lessons, while adhering to district standards.&quot; Strategies investigated include: interest surveys, goal setting and social skills instruction.
The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom
Author: Naylor, Anna Schmidt
Date: 2018-00-00
Type: Journal Articles
Subjects: Intervention,Contingency Management,Time on Task,Student Behavior,Behavior Problems,Grade 1,Elementary School Students,Teaching Methods,Role Playing,Modeling (Psychology),Direct Instruction,Skill Development,Social Behavior,Teamwork,Rewards,Program Evaluation,Program Effectiveness,Behavior Modification,Reinforcement,Immigrants,English Language Learners,Screening Tests,At Risk Students,Positive Behavior Supports,Questionnaires,Observation,Behavior Disorders

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills, including (a) gaining the teacher's attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through use of an interdependent group contingency, the CW-FIT program, incorporating class teams, awarding points, and rewards for meeting point goals. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the CW-FIT program was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention.
The Effects of Servant Leader and Integrity of Principal Performance in Catholic Senior High Schools in North Sulawesi, Indonesia
Author: Malingkas, Melky
Date: 2018-00-00
Type: Journal Articles
Subjects: Integrity,Principals,High Schools,Catholic Schools,Statistical Analysis,Questionnaires,Leadership Styles,Authoritarianism,Administrator Effectiveness,Job Performance,Hypothesis Testing,Foreign Countries

The aim of this research was to examine the effects of servant leader and integrity on principal performance in Catholic senior high schools in North Sulawesi, Indonesia. This quantitative research used questionnaire-gathered data from 75 teachers at 11 schools. The results of research show that the servant leader approach has significant positive effects on principal performance (sig. = 0,000 &lt; 0,005; R[superscript 2]=0,799); the integrity of a principal can also have an effect on her/his performance in school (sig. = 0,000 &lt; 0,05; R[superscript 2] = 0,758); and then there were noteworthy effects of the servant leader approach and integrity working simultaneously to improve the performance of the principal (R[superscript 2] = 0,788; sig = 0,000). This study shows how servant leader and integrity can support a positive impact on principal performance.
Of Groomers and Tour Guides: The Role of Writing in the Fellowships Office
Author: Bickford, Leslie
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Processes,Writing Skills,Writing Strategies,Writing Improvement,Fellowships,Essays,Higher Education

Making writing less scary for students and focusing on the messy, recursive nature of writing helps students use the writing process to bring forth the thoughts that might otherwise not find their way into essays. Students who revisit their writing also revisit their thinking and are empowered to cultivate and articulate that thinking in clearer and clearer terms. Messy prewriting and overwriting for application essays can help unassuming, hard-working honors students articulate facets of themselves they had never thought were exceptional. In this article, the author discusses how leading students through the process can help fellowships advisors avoid the &quot;groomer&quot; mentality and instead guide students on a journey of self-discovery that has value regardless of the application's outcome.
Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention
Author: Anderson, Cynthia M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Capacity Building,Intervention,Program Implementation,Learning Modules,Grade 4,Teaching Methods,Program Effectiveness,Barriers,Student Needs,Teamwork,Coaching (Performance),Interaction,Social Development,Behavior Problems,Learning Strategies,Peer Teaching

There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and constraints on service delivery systems. Thus, a systematic approach is needed to adapt research-based interventions for use in typical school settings. One way to address these challenges is a modular intervention framework. In this article, we describe how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework.
Socialization Effect of Physical Activity in Students Who Need Special Education
Author: Ilkim, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Socialization,Physical Activities,Special Needs Students,Special Education,Experimental Groups,Control Groups,Foreign Countries,Likert Scales,Statistical Analysis,Pretests Posttests,Scores,Outcomes of Education,Middle School Students

In this study, it was aimed to determine the effect of physical activity on socialization in secondary school students who need special education. The sample of the research is composed of 40 middle school students (n = 20 experimental group and n = 20 control group) who were educated in Malatya Sehit Yuzbasi Hakki Akyuz Secondary School and indicated that they needed special education with the report given by Guidance Research Center. The socialization scale developed by Demirdag (2010) was applied to the parents of the students before and after the 16-week activity program in determining the socialization levels of the students. Statistical analysis revealed that there was a significant difference between the pre-test and post-test scores of the students in the experimental group (p&lt;0.05). The study found that the 16-week physical activity program, which was held at least 3 days a week, contributed to the socialization of middle school students who needed special education.
Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
Author: Hanselman, Paul
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Opportunities,Equal Education,Low Income Students,Minority Group Students,Teacher Effectiveness,Elementary School Teachers,Public Schools,Value Added Models,Educational Benefits,Racial Differences,Achievement Gap,Low Achievement,African American Students,Hispanic American Students,White Students,Socioeconomic Background,Observation,Statistical Analysis

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers' success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black-white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students.
The &apos;Push and Pull&apos; Factors of Distributed Leadership: Exploring Views of Headteachers across Two Countries
Author: Dampson, Dandy George
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Participative Decision Making,Leadership Styles,Principals,Educational Improvement,Mixed Methods Research,Semi Structured Interviews,Observation,Questionnaires,Administrator Attitudes,Teamwork,Trust (Psychology),Leadership Effectiveness,Professional Autonomy

Governments and other stakeholders in education are beginning to recognize the important roles school leaders can play in school development and efforts are being made to allow them to become more involved in managing schools. However, despite these efforts, head teachers are challenged with the perfect leadership style to improve schools. Many scholars have lauded the positives of distributed leadership as one if not the best leadership for school improvement. This study sought to explore distributed leadership across primary schools in Accra-Ghana and Northampton-UK. The study adopted the explanatory sequential mixed method design. In this design, face-to-face interviews and non-participants observations were employed while closed ended questionnaires were given to 65 head teachers and 10 out of the 65 head teachers were sampled and interviewed. Two schools were purposive sampled and observed. The findings of the study revealed that head teachers from both countries understood the concept of distributed leadership as giving leadership opportunity to other teachers to meaningfully accept and take full responsibility for their leadership roles. Despite these findings, head teachers from the two countries have their own style of distributing leadership in the school. Admittedly, head teachers echoed that team work and trust is a necessity for effective and successful distributed leadership in schools. Notwithstanding these benefits of distributed leadership, head teachers from both Northampton and Accra are confronted with some challenges such as who should be involved and to what extent. The researchers recommend that head teachers should find ways of giving freedom to teachers who have the requisite expertise and ready to lead particular areas of the school even if it is for a shorter time. Additionally, a well-structured programme of high quality in-service training should be developed and offered to every head teacher and teacher in order for every school to develop appropriately.
Factors That Explain the Attitude towards Statistics in High-School Students: Empirical Evidence at Technological Study Center of the Sea in Veracruz, Mexico
Author: Rojas-Kramer, Carlos
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Statistics,Motivation,Positive Attitudes,Self Esteem,Anxiety,Vocational High Schools,Correlation,Test Validity,Statistical Analysis,Factor Analysis

The aim of this paper was to analyze attitude towards statistics in high-school students using the SATS scale designed by Auzmendi (1992). The sample was 200 students from the sixth semester of the afternoon shift, who were enrolled in technical careers from the Technological Study Center of the Sea (Centro de Estudios Tecnológicos del Mar 07 CETMAR 07, for its acronym in Spanish) in Veracruz, México. The participants were selected using a non-random sampling by convenience. The procedure followed was the statistical exploratory factorial analysis by García-Santillán, Venegas-Martínez and Escalera-Chávez (2013), while the data analysis was made using the SPSS Statistics 19 software to analysis the information. The results provide significant evidence to ascertain that there is a component which explains the attitude towards Statistics of high-school students and it has three dimensions: liking, confidence and usefulness. The former leads us to think that there is a factor with an affective, a behavioral and a cognitive part. Hence, the affective component is present when they like working with Statistics; confidence is a behavioral component associated with the disposition and security a subject has when facing Statistics and finally, usefulness as a cognitive component involving beliefs, that is to say, the value a student places on the knowledge of Statistics.
The Relationships between Positive and Negative Perfectionisms, Self-Handicapping, Self-Efficacy and Academic Achievement
Author: Akar, Hüseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept Measures,Self Efficacy,Correlation,Academic Achievement,Structural Equation Models,Personality Traits,Personality Measures,Path Analysis,Models,Foreign Countries,Measures (Individuals),College Students,Student Attitudes,Student Behavior

This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rifat Education at Kilis 7 Aralik University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.