ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing the Next Generation of Higher Education Faculty in Special Education
Author: deBettencourt, Laurie U.
Date: 2014-06-00
Type: Journal Articles
Subjects: Special Education,Teacher Educators,Doctoral Programs,Teaching Skills,Teacher Competencies,Teacher Education Programs,Faculty Development,Educational Research,Theory Practice Relationship,Culturally Relevant Education,Internship Programs,Seminars,Federal Aid

There is a shortage in the number of funded doctoral programs in the field of special education. As a result the number of higher education faculty who are trained in the knowledge and skills necessary to train the next generation of special education teachers is critically low. This article describes a doctoral program funded by the Office of Special Education that is currently in its third of four years. Several key goals of the program address the skills needed by the next generation of special education higher education teacher educators. The goals cover teacher preparation, professional development, and academic research. The objectives of each goal concentrate on the relationships between research and practice related to the development of teacher educators within the special education field. The program of study including the coursework and internships is detailed as it was developed to build the competencies needed by the doctoral students.
The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and Its Effects in Developing Students' Competences
Author: Haolader, Faruque A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Taxonomy,Technical Education,College Curriculum,Curriculum Implementation,Instructional Materials,Student Evaluation,Competence,Teaching Methods,Engineering Education,Behavioral Objectives,Qualitative Research,Statistical Analysis,College Students

Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learning/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of &quot;apply/analyse&quot;. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of &quot;remember&quot;. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.
Qualification of Adult Educators in Europe: Insights from the Portuguese Case
Author: Paulos, Catarina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Educators,Teacher Qualifications,Educational Policy,Educational Practices,Prior Learning,Lifelong Learning,Qualitative Research,Guidelines,Politics of Education,Interviews,Teacher Education,Educational Quality,Teacher Characteristics

This article explores the role of the European Union in defining an adult education policy and the way European countries appropriate those guidelines and implement them in their realities. These policies have been widening and diversifying adult education, creating the necessity of qualifying educational professionals. With the implementation of some adult education political measures, new educational practices were developed and new professional activities were born. This investigation is about the qualification of adult educators working in the processes of recognition of prior learning.
Training Patterns of German Companies in India, China, Japan and the USA: What Really Works?
Author: Pilz, Matthias
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Corporate Education,Training Methods,Vocational Education,Educational Strategies,Human Resources,Interviews,Technology Transfer,Adoption (Ideas),Employer Attitudes,Administrator Attitudes,Semi Structured Interviews,Comparative Education,Comparative Analysis

The transfer of vocational education and training (VET) systems is currently the subject of lively international debate, but there has so far been very little documentation of the process or analysis of how such transfers are achieved in practical terms. This paper therefore considers the potential for transferring Germany's &quot;dual&quot; vocational training system to German subsidiaries abroad, specifically in China, India, Japan and the USA. Using the EPRG typology as a theoretical framework, the paper systematises the range of training strategies deployed by German subsidiaries. It analyses the findings of interviews with training officers and Directors of Human Resources in more than 40 German subsidiaries abroad. These interviews show clearly that local factors in the host country exert such a strong influence that it is not possible completely to transfer the German VET system to another country. What is more likely is that an accommodation is reached with local VET structures, local labour market conditions and other socio-cultural features. The findings suggest that policy borrowing in the area of VET is likely to be only partial and will be strongly influenced by the national characteristics of the host country.
Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion
Author: Monnier, Moana
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Definitions,Emotional Intelligence,Social Development,Interpersonal Competence,Theories,Skills,Measures (Individuals),Evaluation Methods,Intelligence Tests,Social Cognition

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person's ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.
Context-Driven Entrepreneurial Education in Vocational Schools
Author: Sandirasegarane, Sharmila
Date: 2016-08-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Schools,Entrepreneurship,Context Effect,Labor Market,Career Readiness,Transfer of Training,Educational Benefits,Job Skills,Skill Development,Employment Potential,Human Capital,Foreign Countries

Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Examining Barriers to Internationalisation Created by Diverse Systems and Structures in Vocational Education and Training
Author: Shaw, Angela Joy
Date: 2016-08-00
Type: Journal Articles
Subjects: Barriers,Global Approach,Vocational Education,Resistance to Change,National Programs,Outcomes of Education,Educational Philosophy,Performance Factors,Educational Change,Educational Practices,Administrative Organization,Economic Factors,Social Influences,National Norms,Local Norms,Skill Development,Foreign Countries

In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of values to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed.
The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability
Author: Stultz, Sherry L.
Date: 2013-12-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Assisted Instruction,Learning Disabilities,Mathematics Instruction,High School Students,Conventional Instruction,Comparative Analysis,Pretests Posttests,Statistical Analysis,Instructional Effectiveness,Educational Technology

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as other methods of instruction that do not use computers for teaching mathematics to these students. A two-week experimental research study with 36 male and 22 female participants was conducted to determine if a difference existed in the learning of high school students with specific learning disability who were taught using either computer-assisted instruction or instruction using teacher-directed activities. Since there is sparse educational research regarding the effectiveness of using computer-assisted instruction for teaching mathematics to students with specific learning disability, the results of this study provide a starting point for future research on this subject.
A Synthesis of International School-Based Bullying Interventions
Author: Goodman, Jennifer
Date: 2013-12-00
Type: Journal Articles
Subjects: Bullying,Intervention,Elementary School Students,Teacher Education,Interpersonal Competence,Homework,Story Reading,Program Descriptions,Middle School Students,Foreign Countries,Literature Reviews

Bullying is a prevalent problem in school systems in the United States and abroad. This literature review focuses on elementary school-based bullying interventions for students published between 2005-2012. Ten studies reviewed included students from the first grade through the eighth grade from five countries. There were many common themes among successful bullying interventions including: (a) teacher training, (b) school-wide interventions, (c) social skills training in the classroom, (d) homework as a follow up to instruction, and (e) the incorporation of storybooks. Implications for practice and future research directions are shared.
Teacher Needs for Educating Children with Autism Spectrum Disorders in the General Education Classroom
Author: Finch, Kim
Date: 2013-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Elementary School Teachers,Needs,Grade 3,Grade 4,Grade 5,Teaching Experience,Regular and Special Education Relationship,Rural Schools,Case Studies,Inclusion,Teacher Surveys,Teacher Attitudes,Focus Groups,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Needs Assessment,Preservice Teacher Education,Teaching Methods,Teacher Collaboration,Self Efficacy,Teacher Effectiveness

The purpose of this study was to gather information on experiences of general education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). In this case study third, fourth, and fifth grade general education teachers in a rural Southwest Missouri school district provided the data source to keep a narrowed focus on the needs of education teachers for inclusion. The sample accounted for 16 elementary education teachers. Surveys were sent to all third, fourth, and fifth grade general education teachers in the district. Perceptions of general education teachers on proper inclusion training were identified as necessary for the study; comprehensive sampling was utilized as all third, fourth, and fifth grade general education teachers had the opportunity to participate. The surveyed group of teachers had the opportunity to participate in focus groups with their same grade level peers to further elaborate on their experiences. The focus group questions were open-ended and conducted by the researcher. The study found the participants had minimal experience in preservice preparation with minor background knowledge on ASD. Limited knowledge of teaching strategies and experiences in collaboration were also noted. Finally, teacher efficacy was measured through the perceptions of preparedness, confidence, and effectiveness in educating children with ASD. Participants felt low efficacy levels in these areas. An eagerness to increase training for educating children with ASD was widespread.
Determinants of Transfer of Training: A Comprehensive Literature Review
Author: Tonhäuser, Cornelia
Date: 2016-08-00
Type: Journal Articles
Subjects: Transfer of Training,Literature Reviews,Vocational Education,Work Environment,Vocational Evaluation,Training,Instructional Effectiveness,Learning Motivation,Social Support Groups,Measures (Individuals),Statistical Significance,Cognitive Ability,Self Efficacy,Locus of Control,Personality Traits,Goal Orientation

Investments in training measures can only be considered effective if the transfer of the learned contents to practical situations is continuously successful. In this context the scientific and professional discourse regarding the effectiveness of further education, especially regarding training transfer, has intensified considerably. This analysis provides a systematic and comprehensive overview of the current state of international empirical research regarding major influencing factors of learning transfer in the context of formalized further vocational training. Our review of literature differentiates the most important influencing factors on the micro-level of the specific individual characteristics of the participants, the meso-level of measure-specific characteristics of the field of learning, as well as institutional characteristics of the work environment at the macro-level. Decades of transfer research brings forth a wealth of information regarding factors which influence the learning transfer. The current analysis systematizes these results and clarifies that the current state of research regarding the determinants of the process of learning transfer shows clear trends. But there are also some inconsistent findings. Thus the question of which factors positively influence the success of learning transfer is well-studied for the micro-level in particular. The article shows that there is still a research deficit concerning the major determinants of learning transfer at the meso- and macro-level. Finally, in this context this article identifies promising directions for future research.
Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms
Author: Stephens, Geralyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Alternative Teacher Certification,Credentials,Teaching Skills,Teacher Qualifications,Knowledge Base for Teaching,Teacher Background,Secondary School Teachers,Tenure,Familiarity,Teaching Methods,Learning Activities,Evaluation Methods,Teacher Surveys,Teacher Placement,Teaching Experience,Educational Attainment,Correlation

Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.
Twenty Years of Basic Vocational Education Provision in Spain: Changes and Trends
Author: Marhuenda-Fluixá, Fernando
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Trends,Educational Change,Delivery Systems,Skill Development,Political Influences,Comparative Analysis,Program Development,Mixed Methods Research,School Statistics,Youth Employment,Graduation Rate,Enrollment Rate,Remedial Programs

Our contribution attempts to review basic vocational education programmes in Spain over the past 25 years. We intend to compare the evolution of these programmes in terms of conception and conditions of delivery in order to find out how different they are as skill-formation and remedial systems, as well as analysing how different political views have an impact upon such provision. We will focus on the current programmes in two regions in Spain where tourism is the main economic strength and source of employment. The authors have been working on several research projects investigating these issues since the late 1990s and we are currently working on two of them.
Ecological Factors in Social Skill Acquisition: High School Students with Emotional and/or Behavioral Disorders
Author: Anderson, Sarah K.
Date: 2012-04-00
Type: Journal Articles
Subjects: Grounded Theory,Social Influences,Ecology,Skill Development,Emotional Disturbances,Behavior Disorders,Communication Skills,Social Development,Inclusion,Environmental Influences,High School Students,Focus Groups,Action Research,Questioning Techniques,Coding

The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified as having EBD had difficulty in learning and utilizing a new social skill; (b) a completely inclusive school setting for students with EBD was ineffective to meet student needs; and (c) surface behaviors were addressed instead of the causes of emotional and/or behavioral disorders. Recommendations were made for those involved in the educational process of students with EBD and for those interested in conducting further research.
Postsecondary Students with Learning Disabilities: Can We Do More?
Author: Floyd, Kim
Date: 2012-04-00
Type: Journal Articles
Subjects: Learning Disabilities,College Students,Equal Education,Literature Reviews,Academic Accommodations (Disabilities),Assistive Technology,College Readiness,Transitional Programs,High School Students,Disabilities,Educational Legislation,Federal Legislation,Civil Rights Legislation

Despite the large increase of students with learning disabilities entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop a more cohesive and comprehensive planning of accommodations for postsecondary students with learning disabilities. The purpose of this review is to synthesize information and research on postsecondary accommodations to examine if more can be done to meet the unique needs of this population. Following the background discussion, relevant themes will be presented. Discussion focuses on the lack of empirical research in efficacy of postsecondary accommodations; promising practices for the use of alternative media; and implication for future research.