ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Rewards of Implementing ePortfolios through a Bottom-Up Approach
Author: Luera, Gail
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Case Studies,Program Implementation,Technology Integration,College Faculty,Public Colleges,Adoption (Ideas),Educational Innovation

While there have been multiple studies describing various ways in which administrators at higher education institutions can and should motivate faculty to increase their use of technology as an instructional tool (e.g., Surry &amp; Land, 2000; Gautreau, 2011), very few have focused on cases in which faculty provided the initial and sustained impetus. This article attempts to fill that research gap by reporting on the results of a case study at a public university, where ePortfolios were implemented over a 15-year period using a bottom-up approach. The case study concluded that this approach has both limitations and benefits. The most notable limitation is that typically, faculty are not initially provided with the resources to implement ePortfolios, which results in a slow rate of adoption. Numerous recommendations were also identified that are especially relevant for institutions that utilize a shared governance model.
Voicing the E in WOVE: Improving Reflection in ISUComm Foundation Courses ePortfolios
Author: Blakely, Barbara J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Administrators,Reflection,College Curriculum,Communication Skills,Introductory Courses,College Students,Learning Processes,Epistemology,Curriculum Development,Writing Instruction

Using the literatures of student personal epistemology and approaches to learning, this article describes one WPA's deliberate pursuit of a deep approach to her learning about reflection. Other WPAs and instructors who have encountered an unexpected gap in their programs' or classes' work with reflection can revise documents and re-tune pedagogy so that students are encouraged from the beginning of the course to think of their learning in terms of a narrative and not a container, seeing multimodal communication work in first- and second-year foundational courses as a developing network of understanding and ability rather than as an accumulation of discrete bits of skill and knowledge. We can do this by encouraging students to more meaningfully and concretely understand their learning processes as developing and their reflections as representations of those processes. The ePortfolio can provide the space and the occasion for such an understanding when it functions as more than merely a storage space and when accompanying curricula and pedagogy invite students to become self-aware learners through the powerful potential of their reflective work.
Best Practices in the Transition to Work Services for Students with Intellectual Disability: Perspectives by Gender from Saudi Arabia
Author: Alnahdi, Ghaleb
Date: 2016-00-00
Type: Journal Articles
Subjects: Best Practices,Intellectual Disability,Foreign Countries,Special Education,Special Education Teachers,Teacher Attitudes,Multivariate Analysis,Work Experience,Transitional Programs,Physical Disabilities,Focus Groups,Elementary School Teachers,Secondary School Teachers

Transition to work services are a complex process and can cover an enormous range of practices. This paper examines the literature on best practices in transition to work services and considers teachers' perspectives regarding these practices. Teachers working with students with intellectual disabilities participated in this study (369). The three practices rated highest by teachers were exposing students to work experiences, maximizing opportunities to participate in activities with typically developing peers, and family participation in the development of a transition plan. Perspectives by gender are discussed.
Pre-School Teacher's Attitudes towards Inclusion of Children with Developmental Needs in Kindergartens in Singapore
Author: Nonis, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Learning Problems,Kindergarten,Teacher Attitudes,Attitude Measures,Preschool Children,Positive Attitudes,Inclusion,Special Education,Child Development,Developmental Disabilities,Control Groups,Experimental Groups,Questionnaires,Surveys,Focus Groups,Principals,Student Needs,Interviews,Likert Scales

Including children with learning difficulties and disabilities in regular classrooms continues to be a challenge for teachers. This study investigated the perceptions of kindergarten teachers and learning support educators (LSEd) towards including children with developmental needs and or learning difficulties in pre-schools in Singapore. A total of 50 participants responded to a survey questionnaire and a group interview session. The study concluded that that the teachers were positive towards including children with developmental learning needs into regular kindergartens. This paper provides insights into the concerns of pre-school teachers about training and support that at the time of conducting the research was much needed in the pre-school sector.
Quality Assessment of Special Education Programmes: Listen to the Parents
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Program Evaluation,Disabilities,Foreign Countries,Parent Attitudes,Inclusion,Special Schools,Semi Structured Interviews,Coding,Educational Quality,Children,Qualitative Research,Satisfaction,Educational Environment,Parent Participation,Teacher Competencies,Teamwork,Student Evaluation,Teaching Methods

Special education programmes must include high quality services to enhance children with disabilities (CWD) in all aspects of their development. This study aims to assess special education programmes (SEP) in Jordan from the perspectives of parents of CWD. Two different SEPs were assessed: inclusive education (IE) in regular schools, and special education centres (SECs) in a segregated setting. A qualitative interpretive methodology was employed which used semi-structured interviews to collect data from 40 parents of CWD. Data analysis followed pattern coding and cross-case analysis methodologies. Two major themes related to the research questions emerged for the findings: the effectiveness of SEPs from the parents' perceptive, and the changes required to SEPs. The results are discussed and suggestions are made for improving the quality of SEPs.
The Voice of Jordanian Parents of Young Children with Disabilities on Involvement in Their Children's Educational Services
Author: Hyassat, Mizyed A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Young Children,Disabilities,Parent Participation,Semi Structured Interviews,Parent Attitudes,Barriers,Coding

Since the literature in the field of special education supports the argument that involving parents in the educational process is more likely to positively influence children's educational outcomes, this research aims at exploring the position of Jordanian parents of young children with disabilities in terms of their involvement. A qualitative design was employed to achieve the study's purpose. 25 semi-structured interviews were carried out with 29 parents of young children with disabilities. Thematic analysis techniques were used to examine the data collected from these interviews. Results revealed that parents generally reported a low level of involvement in their children's education and learning. While some parents spoke about activities that they had participated in, others tended to justify why they did not get involved. This paper eventually hopes to effect such positive change in terms of overcoming involvement barriers that reported by the parents.
The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism
Author: Slim-Topdjian, Lina
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Teaching Methods,On the Job Training,Video Technology,Critical Thinking,Feedback (Response),Reflection,Experiential Learning,Mentors,Young Children,Program Effectiveness,Teacher Competencies,Sustainability,Comparative Analysis,Workshops,Pervasive Developmental Disorders,Preservice Teachers,Control Groups,Experimental Groups,Statistical Analysis,Observational Learning,Imitation,Modeling (Psychology),Females,Participant Observation

The increased prevalence of autism has created an increased challenge for teachers to incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. Providing teachers with educational training opportunities will promote such learning. In the academic world, experiential learning opportunities are used to provide a bridge between didactic coursework and on-the-job practice that fosters skill acquisition and critical thinking. Video self-monitoring (VSM) is one type of learning strategy used in experiential learning environments to develop critical thinking by building on direct experiences, performance feedback (PF), and reflection (R). This study investigated the impact of an experiential teacher training package, consisting of VSM, PF, and R with and without mentoring on sustained and generalized teacher performance of two dependent variables--Learn Unit (LU); Rate of Effective Instruction (ROI). In this exploratory study 6 female teachers instructed seven 3-5 year-old autistic children. Teacher performance on LU and ROI was evaluated three times: Phase 1, after a 2-hour workshop; Phase 2, after training- using the VSM. PF, R with and without mentoring; Phase 3--follow-up with VSM. PF, R and mentoring removed. Findings revealed that while VSM, PF, R appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement was observed among teachers who received mentoring as opposed to those who did not. Practical applications of this experiential learning teacher/educator training package for the advanced education of teachers and health science professionals working with this population are highlighted.
A Case Study on Pupils' Perceptions of Attending a Choral Class: You Get to Know One Another and Reach a Community
Author: Ehrlin, Anna
Date: 2016-11-17
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Singing,Student Attitudes,Music Activities,Elementary School Students,Grade 4,Grade 7,Questionnaires,Interviews,Qualitative Research,Content Analysis

Music activities can have a positive impact on pupils' schooling. It is therefore interesting to obtain more knowledge about pupils' perceptions of different kinds of music activities in school and how these activities affect their schooling. The study was conducted in Sweden at a municipal elementary school where pupils are offered choral lessons three times a week in addition to regular teaching. The aim of the study was to obtain knowledge about pupils' perceptions of attending these choral classes. The results show that the choral singing creates a sense of togetherness. Pupils' learning becomes situated in a practice where everyone is expected to do their best and to contribute to a joint process. These circumstances make the attending pupils to describe their schooling as fun, developing, and instructive.
Teaching the Arts across the Curriculum: Meanings, Policy and Practice
Author: Buck, Ralph
Date: 2016-11-17
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,Elementary School Curriculum,Foreign Countries,Elementary School Teachers,Case Studies,Qualitative Research,Observation,Principals,Curriculum Implementation

As arts educators, we are concerned that the teaching and learning of the arts is remaining static within New Zealand primary school classrooms. Despite acceptance of research promoting the importance of arts education for students; a clear and valued arts curriculum in New Zealand since 2000; and, UNESCO policy strongly advocating for the role of arts education, there remains a relatively minimal implementation of arts education in New Zealand primary classrooms. Our research examines a proposition that in order to provide the benefits of an arts education to children in what is a crowded curriculum, generalist teachers may need to focus on teaching the arts across the curriculum. Informing this proposal is the ongoing government policy focus on literacy and numeracy. This article documents a research project that examined how the arts were and were not being taught across the curriculum by one teacher in one primary school in New Zealand.
An Encounter with Fleeting Moments through Transitional Space
Author: Ryoo, Anna
Date: 2016-11-17
Type: Journal Articles
Subjects: Phenomenology,Case Studies,Film Study,Foreign Countries,Films,Student Projects,Interviews,Change

This paper is based on a phenomenologically oriented exploratory case study. It focuses on Bea, one of the many fascinating individuals the author met at a unique educational site who had an invaluable impact not only on the refinement of the initial guiding question of inquiry, but also on the author as an educator and educational researcher. Through the notion of transitional space in particular, as well as the interpretation and analysis of Bea's short film and the interview, the author invites the interested readers to contemplate on our own assumptions about youth as well as those we teach, what constitutes a &quot;finished&quot; product, and what we consider to be the site and practices of education.
An A/r/tographic Inquiry of a Silenced First Nation Ancestry, Hauntology, G(hosts) and Art(works): An Exhibition Catalogue
Author: Cloutier, Geneviève
Date: 2016-11-17
Type: Journal Articles
Subjects: Indigenous Populations,Art Products,Exhibits,Genealogy,Educational Research,Autobiographies,Documentaries,Photography,Sculpture,Personal Narratives

As a hauntological artist, I deconstruct my silenced First Nation Wolastoqiyik (Maliseet) ancestry and look towards the intergenerational narratives of my grandmother, mother, and I. Employing the methodology of a/r/tography, the intersection of autobiography and art-making, I utilize diverse art forms to find that g(hosts) reside amongst spaces of liminality. Supported by the methodology of a/r/tography and drawing upon works, which blur the boundary between past and present, self and other, I deconstruct the silencing of my First Nation lineage by creating three art(works). These art(works) are placed within an exhibition catalogue and inquire into 1) the specters that loom between the evocative objects of our narratives, 2) how script-writing and the script's performance can reveal ghosts in spaces of liminality, and 3) how sculptures facilitate spectral movement. Each individual art(work) plays a role in breaking the silence. A(wake), specters arise.
Theoretical Model of Development of Information Competence among Students Enrolled in Elective Courses
Author: Zhumasheva, Anara
Date: 2016-00-00
Type: Journal Articles
Subjects: Elective Courses,Competence,Information Literacy,Undergraduate Students,Student Characteristics,Teaching Methods

The current study focuses on the research topic of creating a theoretical model of development of information competence among students enrolled in elective courses. In order to examine specific features of the theoretical model of development of information competence among students enrolled in elective courses, we performed an analysis of formation of the concept &quot;information competence of students.&quot; We investigated and provided theoretical substantiation for meaningful characteristics of information competence of students. We developed and validated the theoretical model of development of information competence among students enrolled in elective courses, including criteria, parameters and efficiency levels of this process. We recommend to implement the theoretical model of development of information competence among students enrolled in elective courses for development of higher educational programs.
Relationship of Non-Structural Forms of Social Interaction with Problems of Social and Psychological Adaptation of Students Prone to Chemical Addictions
Author: Gilemkhanova, Elvira N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Interaction,Interpersonal Relationship,Addictive Behavior,Student Surveys,At Risk Persons,Adjustment (to Environment),Coping,Psychological Patterns,College Students,Drug Abuse,Alcohol Abuse

The changes in contemporary social and cultural environment determine the necessity to increase the efficiency of adaptive mechanisms, especially for those categories of people who are subject to social risks. One of those categories is students prone to chemical addictions. To study the relationship of forms of social interaction with problems of social and psychological adaptation of students prone to chemical addictions, whereas the readers are offered to consider the author's point of view on the analysis of the phenomenon of social and psychological adaptation. The leading method to the study of the problem is the method of cross-sectional and comparative analysis. The article presents the results of an empirical survey of 300 students (17% of them are prone to chemical addictions), reveals the key features of their social and psychological adaptation and coping strategies as well as establishes and analyzes the relationship of non-structural forms of social interaction and the problems of social and psychological adaptation of students prone to chemical addictions. The article is of practical value to teachers and psychologists at the stage of development of preventive programs for the educational cycle in higher education institutions. The article also helps to improve efficiency of social and psychological adaptation of students in the period of their study at university. The article may also be useful for the development of additional professional training programs for those employed in the university's psychological aid services, and for experts on educational work.
Social Mechanisms in Elaborating Russian Educational Policy: Legal Monitoring
Author: Gostev, Aleksandr N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Legislation,Social Influences,Policy Formation,Social Responsibility,Economic Factors,Politics of Education,Legal Responsibility,Surveys

The article presents the results of legal monitoring and those of a sociological research on the efficiency of social mechanisms in Russian Federation education policy. The data obtained substantiates: the need for systematic improvement of Russian legislation in the education sector; revised notions and content of social mechanisms in Russian education policy; the significance of social activity ensuring educational security in Russia; education policy implementation issues. The research also focuses on the content and state of control, awareness raising, transparency, traditions and other mechanisms in the areas of law, economy, social responsibility, politics and society.
The Research of the Personality Qualities of Future Educational Psychologists
Author: Dolgova, V. I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Psychology,Psychologists,Personality Traits,College Students,Experimental Groups,Control Groups,Comparative Analysis,Foreign Countries

In this article, the authors substantiate the existence of the personality qualities of future educational psychologists (PQFEP) that are, in fact, a sum of knowledge, skills, abilities, socially required qualities of personality allowing the psychologist to solve problems in all the fields of professional activities. A model of PQFEP predicts the formation of emotion-based, communicative, gnostical, motivational, practical and reflexive components. The achievement of the goal is provided by the realization of functions of propaedeutic, adaptive, prophylactic, correctional development nature, as well as by the program of PQFEP formation in which the interconnection of all forms of psychologist's work (lectures, seminars, trainings, correction psychology work, etc.) along with the further controlling on four levels (inadmissible level, critical level, acceptable level and desirable level) is included. The process of the PQFEP-formation is provided in five stages: targeting, positive attitude formation, theoretical prerequisites formation, trial and frontal adoption. The task of each stage is decomposition of the general goal of the whole process. The result of work is an increase of the formation level of the PQFEP-components which are the following: communicative level (leadership, communication ability), gnostical level (knowledge of psychologist's professional activity; the ability of creative usage of professional experience; psychologist's abilities and skills; intellectual power, smart mind and creative thinking), emotion-based level (empathy; emotional resistance; independent decision-making ability), reflexive level (ability for adequate self-rating and self-regulation), motivational level (aggressiveness) and practical level (task-oriented mind).
The Influence of Modern Adolescents' Vision of Life on Their Perception of Art
Author: Torshilova, Elena M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescent Attitudes,Art,World Views,Questionnaires,Interviews,Aesthetics,Perception,Values,Personality Traits,Adolescent Development,Art Appreciation,Foreign Countries

During The aim of the multi-year study, conducted by the authors of present article, is to reveal the characteristics of social-cultural portrait of 9-16-year-old children, who grow up in the XXI century, along with the influence of modern children's vision of life on their perception of art. In order to solve the problem, the authors used the results of the survey and testing of two types: questionnaire survey and test tasks in the conditions of an in-depth interview. As a result of the study, the authors revealed three types of mutual influence of axiological orientations of the modern social-cultural environment and aesthetical advantages of art perception. The first stage of child's art perception actualizes a relative harmony between author's solution to the work of art and its perception by a recipient. A child perceives an integral content of work and does not contradict its aesthetic essences. In the second type of perception, a child assigns the axiological pathos, therefore narrowing the aesthetic essences of the work but accepting it emotionally. The third type implies the choice of other life values (wealth, career, external beauty), which replace aesthetic essences of the classical art by the mass culture's criteria. The types of social-cultural environment influence on the art perception of children, who grow up in the XXI century, have been revealed for the first time.