ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Educational Experiences of Adults with Fetal Alcohol Spectrum Disorder
Author: Duquette, Cheryll
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Educational Experience,Adult Education,Pervasive Developmental Disorders,Fetal Alcohol Syndrome,Interviews,Online Surveys,Parent Attitudes,Student Attitudes,Background,Social Integration,Academic Achievement,Academic Persistence,Student Characteristics,Achievement Need,Barriers,Phenomenology,Educational Diagnosis,Academic Accommodations (Disabilities),Academic Aspiration,Foreign Countries,Qualitative Research

The postsecondary experiences of adults diagnosed with Fetal Alcohol Spectrum Disorder (FASD) were examined in this qualitative research. Tinto's Student Integration Model (SIM) (1975, 1997) provided the theoretical framework that guided the study. Tinto posits that the interplay of background characteristics, academic integration, and social integration affect persistence in postsecondary education. The participants included four adults with FASD (3 males and 1 female) and their parents. In-depth interviews were conducted with the adults with FASD and their parents responded to open-ended questions in an online survey. Only one of the adults completed a postsecondary program. It was found that the background characteristic factor, and specifically having FASD, affected academic and social integration. Suggestions for revisions to the SIM are proposed, recommendations for postsecondary course instructors and academic counselors are made, and factors to consider when selecting a postsecondary program for an individual with FASD are described.
A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers
Author: Abu-Hamour, Bashir
Date: 2013-00-00
Type: Journal Articles
Subjects: Underachievement,Academically Gifted,High School Students,Comparative Analysis,High Achievement,Academic Achievement,Student Motivation,Self Control,Student Attitudes,Foreign Countries,Teacher Attitudes,Surveys,Personality Traits,Mathematics Achievement,Reading Achievement,Classification,Student Characteristics,Correlation,Gender Differences,Incentives,Standardized Tests,Questionnaires

This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in Australia (n=197). Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects English and Mathematics. Participants were asked to respond to two surveys that measured their personality characteristics. The results indicate that math achievement and not language achievement may be used with confidence to classify gifted students; high achiever had higher mean scores than moderate and low achievers on all study variables; intrinsic motivation then extrinsic motivation had the highest correlation with math achievement and can be used to differentiate males and females performance.
The Effects of Video Self-Modeling on Children with Autism Spectrum Disorder
Author: Schmidt, Casey
Date: 2013-00-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Video Technology,Models,Behavior Modification,Intervention,Program Effectiveness,Time on Task,Comparative Analysis,Maintenance,Teacher Attitudes,Pretests Posttests,Middle School Students,Likert Scales,Student Behavior,Hypothesis Testing

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and appropriate transitions. Participants were two children who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. Using an alternating treatment design over a 20 day time period, participants received 10 days of VSM and 10 control days in a random order. Results indicated that for the first child on-task behavior significantly increased on VSM days compared to control days and maintenance was established by the increasing of on-task behavior during the weeks of implementation. For the second child, appropriate transitions significantly increased on VSM days compared to control days but maintenance was not established. Additionally, teachers' ratings of participants' behavior improved from a pre-test given before the intervention to the post-test conducted at the conclusion. Practical suggestions for implementing VSM are provided, in addition to suggestions for future research.
The Relationship between Letter Fluency Measures and Arabic GPA
Author: Al-Hmouz, Hanan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Public School Adult Education,Measures (Individuals),Student Evaluation,Comparative Analysis,Semitic Languages,Reading Difficulties,Phoneme Grapheme Correspondence,Alphabets,Knowledge Level,Naming,Phonemic Awareness,Reading Achievement,Interrater Reliability

This study investigated two widely-used early literacy skill's indicators in reflecting growth in first-grade language achievement skills. It compared two curriculum-based assessments of letter knowledge: Letter Naming Fluency (LNF) and Letter Sound Fluency (LSF) in the Arabic language. A sample of 125 first-grade students, 100 average readers and 25 with reading difficulties, was recruited from two public primary schools in Jordan. These students were administered both assessments 18 times, one each week, during the second half of the first grade. Students' progress for both measures was followed. Although students' LNF progress was higher than LSF, still LSF had a higher correlation with Arabic language achievement than LNF at the end of the first grade. Furthermore, students who were struggling with reading scored significantly lower on Arabic CBM LNF and LSF probes than their peers without disabilities. Implications for Arabic language learning and assessment are discussed.
Comparing Two Story-Writing Mnemonic Strategies: A Randomized Control Trial Study
Author: Dunn, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Improvement,Writing Instruction,Writing Difficulties,Elementary School Students,Mnemonics,Control Groups,Experimental Groups,Comparative Analysis,Intervention,Teaching Methods,Suburban Schools,Student Evaluation,Fidelity,Interviews,Effect Size

Educators often use mnemonic strategies as a prime method to help children who struggle with writing. This study analyzed 12 fourth-grade students' stories during their participation in one of three groups. The first group learned the Ask, Reflect, Text (ART) mnemonic strategy with art media in the pre-writing/planning phase. The second group used Think-Talk-Text (T3) to verbalize aloud their story ideas before encoding text. The control group participated only in general education classroom instruction. The results indicated significant differences between the ART and T3 groups for story content; T3 also was significant different for story quality. The effect size scores indicated that ART students performed better with story content and number of words written. T3 students had the largest effect size for story quality.
Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs
Author: Mangope, Boitumelo
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Student Teacher Attitudes,Attitudes toward Disabilities,Inclusion,Disabilities,Regular and Special Education Relationship,Questionnaires,Teacher Competencies,Teaching Skills,Interviews,Statistical Analysis,Knowledge Level,Likert Scales

The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and attitudes using the ATIES Scale was completed by 96 PE student teachers from the University of Botswana. Data on the concerns, and perceived skill needs were collected through interviews and analysed descriptively. Statistic descriptive, t-tests and ANOVA were employed to analyse the quantitative data. The results of the study have shown that PE pre-service student teachers have moderately positive attitudes towards inclusion. Participants were also more concerned about the lack of knowledge and skills required for inclusion and that resources and pedagogical knowledge on inclusion were perceived as the required skills for the success of inclusion in Botswana.
The Use of the Arabic CBM Maze among Three Levels of Achievers in Jordan
Author: Abu-Hamour, Bashir
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Semitic Languages,Grade Point Average,Reading Achievement,Measures (Individuals),Reading Tests,Reading Fluency,Reading Skills,Reliability,Validity,Alphabets,Screening Tests,Reading Difficulties,Scores,Error of Measurement

This study examined the applicability of the Arabic version of the Curriculum Based Measurement Maze (CBM Maze) for Jordanian students. A sample of 150 students was recruited from two public primary schools in Jordan. The students were ranked into high, moderate, and low achievers in terms of their performance in the Arabic course. Then all of them were administered the Arabic CBM Maze probes. The students' scores in the Arabic CBM Maze were less than the previous American studies and norms. The results indicated that the Arabic CBM Maze is a reliable, valid, and cost effective measure. In addition, the Arabic CBM Maze is a good predictor of the Arabic language Grade Point Average. Moreover, it can be concluded that the Arabic CBM Maze may be used with confidence to differentiate the students' levels of reading achievement.
The Impact of Vision Loss on Personality Traits
Author: Papadopoulos, Konstantinos S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,Personality Traits,Correlation,Adults,Questionnaires,Individual Characteristics,Comparative Analysis,Age Differences,Gender Differences,Severity (of Disability)

The aim of this study is to explore the differences in personality traits amongst adults with blindness, adults with low vision and sighted adults. Moreover, the relationship between the four scales of Eysenck&apos;s personality questionnaire and the demographic characteristics of participants with visual impairments was examined. There are no statistically significant differences amongst the three groups in scales P, N and E. However, the sighted adults have a lower score on the L scale. The older individuals with visual impairment reveal less extraversion and greater neuroticism. Moreover, the women with visual impairments show greater neuroticism than the men with visual impairments.
What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process
Author: Gebhardt, Markus
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Standardized Tests,Learning Disabilities,Elementary School Students,Intelligence Tests,Reading Tests,Writing Tests,Mathematics Tests,Questionnaires,Social Integration,Emotional Adjustment,Cultural Capital,Family Influence,Mathematics Skills,Reading Skills,Writing Skills,Regression (Statistics),Arithmetic,Predictor Variables,Clinical Diagnosis,Resource Allocation

Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually seem to have in common is that general cognitive abilities, as measured by standardized IQ tests, are seen as an important aspect of the label. In Austrian schools the diagnosis of LD is largely based on expert opinions provided by special education teachers. The diagnostic procedure is quite unregulated and open to individual interpretation. As a rule, standardized tests are not used in this connection. In the present study the characteristics of children with a diagnosis of LD are evaluated in terms of standardized testing. Thirty-seven pupils diagnosed as having LD and 136 regular school children were assessed at the end of the 5th grade in Austrian schools using standardized tests of intelligence, reading, writing and arithmetic skills and questionnaires regarding social integration in class, emotional integration in school and cultural capital of their families. Compared with a group of pupils without LD, matched for IQ and age, the LD children showed significantly worse basic arithmetic and reading skills, inferior social integration in class and lower familial cultural capital. A stepwise logistic regression analysis indicated that poor basic arithmetic and reading skills were the strongest predictors of having a diagnosis of LD. Other variables, including IQ, had significantly less weight. The results are seen as indication of the fact that precise guidelines for diagnosing LD in the school system and a transition to a system of evidence-based allocation of resources are urgently needed.
Effects of Environmental Stimulation on Students Demonstrating Behaviors Related to Attention Deficit/Hyperactivity Disorder: A Review of the Literature
Author: Vostal, Brooks R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Environmental Influences,Attention Deficit Hyperactivity Disorder,Literature Reviews,Stimulation,Visual Stimuli,Novelty (Stimulus Dimension),Time on Task,Productivity,Auditory Stimuli,Physical Activities,Coding,Intervention

Behaviors characteristic of attention deficit/hyperactivity disorder (ADHD) often interfere with students&apos; and their classmates&apos; learning, and interventions targeting these behaviors may be particularly important in schools. This article reviews studies in which researchers manipulated environmental stimulation during task presentation with school-age students displaying symptoms of ADHD. Using optimal stimulation theory (Zentall, 1975; Leuba, 1955) as a theoretical framework, studies were examined to determine the tasks, intensity, dependent variables, and stimulation topography. Results indicated that the impact of visual stimulation on academic tasks has been the most frequently examined phenomenon in studies meeting inclusion criteria. Stimulation typically improved academic productivity and reduced nonacademic activity; novel stimuli produced initial effects that attenuated during sessions. Implications for intervention and future research directions are suggested.
Recovering the Social Dimension of Reflection
Author: Connell, Martin Thomas
Date: 2014-04-00
Type: Journal Articles
Subjects: Educational Benefits,Reflective Teaching,Catholics,Church Related Colleges,Teacher Education Programs,Role,Criticism,Theory Practice Relationship,Interpersonal Relationship,Teacher Collaboration

Upon its publication in 1983, Schön's &quot;The Reflective Practitioner&quot; became almost instantly influential in the design of teacher education programs in North America. Within eight years of its publication, it was nearly impossible to find a teacher educator not emphasizing the importance of reflection (Erlandson, 2007; Zeichner &amp; Tabachinick, 1981). Despite a paucity of research establishing its benefits, the practice continues to play an important role in teacher education programs, including programs for preservice teacher education located at Catholic colleges and universities. After describing how reflection in teacher education is popularly conceived and after reviewing critiques of the practice as currently understood and commonly promoted in teacher education programs, I will propose in this article an understanding that recasts reflection as a social practice that (1) has experience as its principal object; and (2) takes place in social encounters among teachers.
The Development of Faith Leadership in Novice Principals
Author: Rieckhoff, Barbara Stacy
Date: 2014-04-00
Type: Journal Articles
Subjects: Catholic Schools,Catholic Educators,Statistical Analysis,Novices,Principals,Mentors,Urban Schools,Decision Making,Administrator Attitudes,Religious Education,Moral Development,Spiritual Development,Administrator Role,Institutional Mission,Mixed Methods Research,Surveys,Interviews

This article describes the Catholic School Principal Support Program (CSPSP), a mentoring program for first and second-year Catholic school principals in a large urban diocese, and identifies key challenges, impacts and influences on decision-making. Ten school leaders describe their work and provide the lens by which they reflect on their role as faith leaders. The challenges these principals face along with the various roles they play are discussed. Based on the perceptions and insights of their roles as faith leaders and how that role is situated within other leadership roles, this study seeks to better understand how the faith leadership and its development impacts decisions in novice Catholic school leaders. Qualitative and quantitative data were collected and analyzed with emergent themes identified. These themes include type of leadership training, personal beliefs, descriptions of their own faith life and development, perceptions of faith empowering other roles, the moral imperative of leadership, and understanding the faith development of their teachers. Differences in participant perceptions demonstrated how these leaders made decisions and were empowered in other areas of leadership.
The Catholic School as a &quot;Courtyard of the Gentiles&quot;
Author: Franchi, Leonardo
Date: 2014-04-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Churches,Catholics,Institutional Mission,Humanism,Teaching Methods,Cultural Pluralism,Beliefs,Criticism,Educational Attitudes

The setting up of the Courtyard of the Gentiles by Pope Benedict XVI has provided the Catholic Church with an official forum for dialogue with atheists. The intellectual energy surrounding this initiative can be harnessed to focus on how the contemporary Catholic school addressed its responsibilities to the Catholic community while offering a good education to people of other religious traditions. The Courtyard initiative is an opportunity for the Catholic educational community to re-consider its purpose as an ecclesial agent in a plural society. This article argues that the distinctive content and pedagogy it employs in this endeavor is a bold manifestation of contemporary radicalism in education.
Forming the Whole Disciple: A Guide to Crafting a Truly Holistic Catholic Religious Education
Author: Manning, Patrick R.
Date: 2014-04-00
Type: Journal Articles
Subjects: Religious Education,Catholic Schools,High School Students,Holistic Approach,Self Concept,Curriculum,Christianity,Teaching Methods,Teaching Experience

It is a commonplace for Catholic schools to claim that they educate the &quot;whole&quot; person in the faith, yet exactly what this means and how to accomplish it is harder to say. Though these matters of holistic formation and Catholic identity are always important, they are especially so at present given ongoing efforts to implement the U.S. bishops' Framework for a high school religion curriculum. With these concerns in mind, this article aims to offer a traditionally-grounded, actionable answer to the questions, &quot;Whom do we hope our students will become, and how do we help them towards that goal?&quot; The first half of the paper identifies and describes in detail four anthropological dimensions that have emerged as constants in Christians' attempts to articulate what we mean by the &quot;whole&quot; person. The latter half of the paper draws upon the work of a host of educational authorities and the author's personal classroom experience in order to suggest general pedagogical keys that might guide teaching practices and development of student formation outcomes.
Tensions between Catholic Identity and Academic Achievement at an Urban Catholic High School
Author: Fuller, Carrie
Date: 2014-04-00
Type: Journal Articles
Subjects: Case Studies,Benchmarking,Self Concept,Teacher Attitudes,Administrator Attitudes,Educational Administration,Instructional Leadership,Urban Schools,Catholic Schools,High Schools,Academic Achievement,Spiritual Development,Religious Factors,Student Attitudes,College Admission,High School Students,Secondary School Teachers

Through a secondary analysis of a case study on successful school leadership, this study inquired into the lived experiences and understandings of Catholic identity from the perspectives of administrators, faculty, staff, and students at one urban Catholic school in the northeastern United States. Participants generally spoke about Catholic identity in terms of its explicit or implicit nature. Specifically, explicit Catholic identity relating to campus ministry, faith formation of students, and community service were noted to be areas for improvement. The analysis showed that tensions concerning the school's Catholic identity were sidelined in the pursuit of academic excellence as measured by standardized tests, benchmarks, and college acceptance rates. We argue that embracing and taking seriously, rather than avoiding, the tensions concerning Catholic identity in a Catholic school might contribute to vital community dialogue, invigorating learning, and consequent spiritual and academic growth.
Transforming Catholic Education through Research: The American Educational Research Association Catholic Education Special Interest Group
Author: Martin, Shane
Date: 2014-04-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Educational Policy,Economic Factors,Educational Research,Professional Associations,Organizations (Groups),Educational History

Catholic schools in the United States and abroad face numerous financial, cultural, and structural challenges due to contemporary education policies and economic trends. Within this climate, research about Catholic education is often conducted and leveraged in efforts to serve schools' most immediate needs. To be certain, research aimed at finding solutions to pressing problems is important--indeed, essential--to Catholic schools' survival. However, it is also important that research on Catholic education connect to larger questions, issues, and discourses in education--both private and public--in order to contribute important insights and bring otherwise marginalized voices to bear in contemporary educational debates.
Culturally Responsive Caring and Expectations for Academic Achievement in a Catholic School
Author: Dallavis, Christian
Date: 2014-04-00
Type: Journal Articles
Subjects: Cultural Awareness,Immigrants,Cultural Activities,Caring,Catholic Schools,Culturally Relevant Education,Teaching Methods,Ethnography,Qualitative Research,Academic Achievement,Teacher Attitudes,Student Attitudes,Parent Attitudes,Expectation,Urban Schools,Interviews,Elementary School Students,Elementary School Teachers,Religion,Self Concept

This article draws from a larger dissertation study that applied ethnographic and historical research methods to explore the intersection of culturally responsive pedagogy and Catholic schooling in immigrant communities. In particular, this article presents qualitative data analysis to describe student achievement expectations at a contemporary urban Catholic elementary school. By examining teacher, student, and parent perspectives on academic achievement, the article explores the degree to which the caring demonstrated at the school is/is not consistent with a notion of &quot;culturally responsive caring&quot; in the scholarly literature surrounding theories of culturally responsive pedagogy.