ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Biology Teaching Material Based on the Local Wisdom of Timorese to Improve Students Knowledge and Attitude of Environment in Caring the Preservation of Environment
Author: Ardan, Andam S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Biology,Biodiversity,Science Instruction,Material Development,Worksheets,High School Students,Classification,Lesson Plans,Research and Development,Foreign Countries,Grade 10,Knowledge Level,Conservation (Environment),Environmental Education,Student Attitudes,Science Achievement,Maps,Puzzles,Validity,Instructional Materials,Ecology,Textbooks

The purposes of this study were (1) to describe the biology learning such as lesson plans, teaching materials, media and worksheets for the tenth grade of High School on the topic of Biodiversity and Basic Classification, Ecosystems and Environment Issues based on local wisdom of Timorese; (2) to analyze the improvement of the environmental knowledge of students after being given instructional materials, media and worksheets for the tenth grade of High School on the topic of Biodiversity and Basic Classification, Ecosystems and Environmental Problems of East-based local knowledge; (3) to analyze the changes of students attitude after being given the biology learning material such as lesson plans, teaching materials, media and worksheets for the tenth grade of High School on the topic of Biodiversity and Basic Classification, Ecosystems and Environment Issues based on local wisdom of Timorese. This study uses Research and Development (R &amp; D) methods which consists of three phases of research. The first step is the analysis of necessity, the second step is designing and validating the learning product, the third step is the experiment to see the effectiveness of the material in improving the environment knowledge and attitude of students in preservation of the environment. The result shows that: (1) The products such as Lesson Plan (RPP), grade tenth Biology textbook with Local Indigenous of Timorese for teachers and students, Student worksheet (LKS), learning media such as a micro director for Biodiversity materials, power point for each Biodiversity, Ecology and Environmental Science materials, Biodiversity map media and Puzzles ecosystem after being validated and tested-piloted turns valid and practical; (2) The results of the experiment in tenth grade of Bio 2 SMAN 1 Kupang Barat shows that that there is a difference in student achievement before and after the use of learning material are developed; (3) The experimental results for the attitude of the students in the tenth grade of SMAN 1 Kupang shows that there is a difference in students' attitudes before and after the use of learning developed material.
&quot;Liderazgo Familiar Intergeneracional&quot;: Intergenerational Family Leadership as a New Paradigm of Family Engagement
Author: Montemayor, Aurelio M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Leadership Effectiveness,Family Involvement,Parent Participation,Family School Relationship,Adults,Interpersonal Relationship,Partnerships in Education,School Community Relationship,School Community Programs,Mentors,Community Action,Instructional Leadership,Disadvantaged Youth,Parent Teacher Cooperation,Low Income Students,Youth Programs,Community Programs

Title I schools that serve a large population of low-income students often view families through the lens of an outdated paradigm of family engagement in education, assuming parents are mostly uneducated, ill informed, and much in need of training and support to be good parents. &quot;Comunitario&quot; projects in the Rio Grande Valley of south Texas model a new kind of family engagement in education: intergenerational family leadership, or &quot;liderazgo familiar intergeneracional,&quot; which values the participation and collaboration of parents, community members, and youth. The locus is the family and, therefore, requires personal outreach, home visits, multiple settings for meetings, and seeking creative ways to inform families who, because of work and other circumstances, are not able to attend an evening meeting on campus. In this article, the authors focus on the ways that intergenerational family leadership recognizes the contributions of youth in family engagement, offering opportunities for them to serve as mentors to their peers as well as to adults in the community. They explore the ways that investing in true family leadership in this way has allowed them to scale up the &quot;comunitario&quot; approach as they have implemented the federal Investing in Innovation (i3) grant.
Overrepresentation: An Overview of the Issues Surrounding the Identification of English Language Learners with Learning Disabilities
Author: Sanatullova-Allison, Elvira
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Learning Disabilities,Immigrants,Disproportionate Representation,Second Language Learning,Disability Identification,Bias,Misconceptions,Response to Intervention,Student Evaluation,Evaluation Methods,Environmental Influences,Intelligence Quotient,Special Education

This paper addresses the serious and pervasive problem of the mis-identification of English Language Learners (ELLs) as Learning Disabled (LD). Recent increases in immigration make this problem all the more urgent. The paper outlines problems with current methods of differentiating between learning disabilities and language acquisition processes. These problems come in part from apparent similarities between learning struggles and language struggles and in part from insufficient or biased methods of identifying learning disabilities in ELLs. Misunderstanding, bias, and poor structuring and implementation affect both assessment-based evaluations and the Response to Intervention evaluation process. The paper goes on to suggest more effective methods that include consideration of the home and learning environments in addition to evaluation of the individual learner.
Outcomes of a Cross-Cultural Seminar on Increasing the Perceived Self-Efficacy of Teachers in Tahiti
Author: Hoffman, Jamie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Self Efficacy,Seminars,Cross Cultural Training,Teacher Surveys,Qualitative Research,Inservice Teacher Education

When educating international special education teachers, teacher self-efficacy should be evaluated to better understand the effectiveness of training and the delivery of services to students with disabilities. Professionals in the field of disability services, from the United States, conducted a five-day seminar with special education teachers in Tahiti. Participants were self selected teachers from the islands of Tahiti. The purpose of this study was to evaluate the self-efficacy previous to and after the five-day seminar. Teachers self-efficacy was determined through self-reported surveys. Results proved that cross-cultural seminars are beneficial for increasing the self-efficacy, as well as the knowledge base of international teachers in Tahiti. In addition, findings add to a limited research base for education of international teachers as well as the data collected in French Polynesia.
Young Adult Books: Helping to Prepare Teachers for Augmentative Alternative Communication
Author: Donne, Vicki
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Materials,Graduate Students,Special Education Teachers,Teacher Education Programs,Qualitative Research,Disabilities,Assistive Technology,Augmentative and Alternative Communication,Teaching Methods,Fiction,Books,Literature,Journal Writing,Group Discussion,Action Research

Many educators have reported limited education in their training or preparation programs on assistive technology and communication devices. The present study reported on action research conducted in this area using book study groups. Participants included graduate students enrolled in a face-to-face course required within their special education teacher preparation program. Qualitative data were collected via participants' reading reflections and indicated that use of young adult literature facilitated constructing new knowledge regarding disabilities, assistive technology, and augmentative alternative communication devices and builds on their reflective practices. Furthermore, these future special educators may extend use of the book study with K-12 students.
Implementing Portfolios Using Tk20: An Educational Assessment System
Author: Zhang, Jie
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Teacher Education Programs,Educational Assessment,Preservice Teachers,Electronic Publishing,Outcomes of Education,Professional Development,Standards,Inclusion

The purpose of this paper is to share results of collaborative effort introducing special education portfolios into an inclusive teacher education program using the Tk20 assessment system. Tk20 is an assessment system for both providing evidence of educational skills and achieving that evidence in such a way as to demonstrate growth of teacher candidates. This is not only important for the teacher candidates as they push themselves professionally, but it is also a crucial aspect of accreditation requirements for teacher education programs. Therefore, the focus of the paper is on the usefulness of standards based, working and exit electronic special education portfolios in teacher education. The three instructors report teacher candidates' learning outcomes and professional development by analyzing data in a special education portfolio via Tk20 from special education courses in three phases of a teacher preparation program prior to student teaching practicum. We describe the lessons learned and focus on victories and challenges in our planning and implementation process. We also suggest recommendations for others to implement the interdisciplinary efforts for effective collaboration into a college wide, electronic educational assessment system in order to track the performances of teacher candidates over time.
Content Validation of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC)
Author: Nishimura, Trisha Sugita
Date: 2016-00-00
Type: Journal Articles
Subjects: Attitude Measures,Teacher Attitudes,Content Validity,Test Validity,Inclusion,Item Analysis,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Special Education Teachers,Teacher Educators

The purpose of this study was to examine the content validity of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment analysis indicated that the wording and content of several items were not aligned with current practice or IDEIA. Suggestions for revision of the instrument are offered.
Investigating the Impact of School Administrator's on the Frequency of Physical Restraint in K-12 Schools
Author: Dowell, Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Disabilities,Discipline,Behavior Modification,Behavior Problems,Educational Administration,Educational History,Educational Legislation,Equal Education,Federal Legislation,Public Schools,Principals,Assistant Principals,Administrator Surveys,Incidence,Administrator Attitudes,Safety,Attitudes,Program Effectiveness,Regression (Statistics)

The purpose of a physical restraint is to control the behavior of a student. It can involve physically holding a person immobile against his or her will to using chemical or mechanical devices to control a person. This study was designed to contribute to the paucity of existing research literature in regards to a school administrator's impact on the physical restraints utilized in public schools. To date, there are no national standards for the use of these procedures in schools. The current investigation examines frequency of physical restraints, behaviors that lead to the use of restraints, the application of physical restraint and the administrator's attitude and efficacy regarding its use. Significant findings and implications for educational leaders were discussed.
Examining the Attitudes and Concerns of the Kenyan Teachers toward the Inclusion of Children with Disabilities in the General Education Classroom: A Mixed Methods Study
Author: Odongo, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Mainstreaming,Teacher Attitudes,Foreign Countries,Regular and Special Education Relationship,Elementary School Teachers,Elementary School Students,Teacher Surveys,Teaching Experience,Familiarity,Special Education Teachers,Questionnaires,Mixed Methods Research

The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 Primary School teachers from 10 Primary Schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. The overall findings indicate that teachers have a positive attitude towards inclusion of children with disabilities in regular classrooms. Overall, the study showed that attitudes, perceptions, and concerns of the teachers influence their acceptance and commitment to the implementation and success of inclusive education.
Creating Trans-Inclusive Schools: Introductory Activities That Enhance the Critical Consciousness of Future Educators
Author: De Pedro, Kris Tunac
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,School Culture,Sexual Identity,Violence,Consciousness Raising,School Safety,Role Playing,Interviews,Teacher Attitudes,Teacher Role,Undergraduate Study,College Faculty,College Students,Social Bias,Social Influences,School Policy,High Schools

The Lawrence King murder and other tragedies surrounding transgender youth have prompted a national discussion about the need for schools to be more supportive and inclusive of transgender students. In this multi-authored reflection, the authors describe a series of three introductory activities in an undergraduate educational studies course aimed at cultivating critical consciousness about transgender students. The instructor and students discussed their viewing of televised interviews featuring transgender individuals and participated in a gallery walk and a role-playing activity. These activities cultivated students' critical awareness of the experiences of transgender students and strategies for creating trans-inclusive classrooms and schools.
The Effects of a Music and Movement Program on Gait, Balance and Psychological Parametres of Adults with Cerebral Palsy
Author: Efraimidou, Vasiliki
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Education,Movement Education,Control Groups,Psychomotor Skills,Intervention,Males,Athletes,Physical Activities,Simulation,Auditory Stimuli,Statistical Analysis,Motor Development,Cerebral Palsy,Clubs,Foreign Countries

The purpose of this investigation was to examine the effect of a music and movement intervention program on gait, balance and psychological parameters of 10 male athletes in throwing events (ball and disc) with Cerebral Palsy (CP) (spastic hemiplegia), all coming from a sport club in Thessaloniki. Participants were divided randomly by methodical selection into two groups, the Intervention Group (IG) (n = 5) and the Control Group (CG) (n = 5). The IG participated in a music and movement program of 16 sessions (8 weeks, with a frequency of 2 times/week for 50 minutes per session), which designed on the base of the theory of Rhythmic Auditory Stimulation (RAS) method. Audit results showed differences on gait, balance and psychological parameters were statistically significant (p=0.05) prior and after the intervention program for the IG, but not for the CG (p&gt;0.05). In conclusion, the application of a music and movement program designed on the base of the theory of RAS method had a positive and significant influence in motor and psychological skills.
Primary to Post-Primary Transition for Students with Special Educational Needs from an Irish Context
Author: Foley, Tom
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Questionnaires,Semi Structured Interviews,Bullying,Anxiety,Comparative Analysis,Foreign Countries,Special Needs Students,Elementary School Students,Secondary School Students,Student Adjustment,Student Attitudes,Teacher Attitudes,Principals,Special Education Teachers,Administrator Attitudes,Educational Experience,Mixed Methods Research

This paper explores primary to post-primary transitions for students with Special Educational Needs (SEN) within mainstream schooling in an Irish context. A questionnaire was distributed to a cohort of sixth class students (n = 58) from four different primary schools in advance of their transfer and results were then compared with a similar cohort of first year students (n = 63) from two post-primary schools following the transfer. The perspectives of the key stakeholders involved in the transition process were gained through questionnaires (n = 10) and semi-structured interviews (n = 5). Findings indicate that while a minority of first-year students experience transition difficulties, students with SEN encounter greater obstacles during this crucial time of transfer with increased anxiety and are more vulnerable and prone to bullying than their typically developing peers. Schools should place greater emphasis on transitions involving those with SEN due to their increased vulnerability.
Parents' Perceptions of Integrated Education in Poland
Author: Bragiel, Józefa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Integrated Curriculum,Nontraditional Education,Disabilities,School Segregation,Educational Benefits,Satisfaction,Program Effectiveness,Outcomes of Education,Mainstreaming

Integrated education in Poland has been implemented since 1993. This alternative form of education very quickly resulted in an increased number of integrated classes in mainstream schools and a decreased percentage of students with disabilities in segregated education. Research indicates that the process of &quot;opening of society to disability&quot; is progressing. Despite the fact that the functioning of individuals with disabilities in the system of integrated education was investigated mainly through research conducted among teachers and students, there were not many studies indicating parents' attitudes towards the implementation of that idea. Therefore, the main purpose of this paper is to describe the results of research on parents' perceptions of integrated education in Poland. The presented article illustrates parents' points of view regarding benefits of integrated education for children with disabilities as well as their peers without disabilities. Moreover, it depicts levels of parents' satisfaction with integrated education. Findings revealed that 92 percent of parents, whose children had disabilities, were &quot;very satisfied&quot; and 8 percent of them were &quot;fairly satisfied&quot;. On the other hand, 84 percent of parents with children without disabilities were &quot;very satisfied&quot; and 16 percent were &quot;fairly satisfied&quot;.
Learning through the Variation Theory: A Case Study
Author: Cheng, Eddie W. L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Management Development,Teaching Methods,Knowledge Management,Generalization,Concept Formation,Business Administration Education,Transfer of Training,College Students,Learning Theories,Qualitative Research,Observation

The variation theory stems from the concept of phenomenography. Although some applications of the theory can be found, the theory is not well known in the field of education, especially with respect to the teaching of business and management subjects. The aim of this paper is to explore the use of the variation theory for teaching management concepts. A case of designing an educational setting for learning two easily confused theories of knowledge management was presented. With the intended object of learning, the educational setting was divided into three parts, based on which students experienced the four patterns of variation (i.e., contrast, separation, generalization, and fusion) by using their own generated examples. The theory helps students draw upon their personal experiences and discern learning from different perspectives.
Strategies for Scaling Up: Promoting Parent Involvement through Family-School-Community Partnerships
Author: Hayakawa, Momoko
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Participation,Family School Relationship,Creativity,Student Diversity,Early Intervention,Preschool Children,Elementary School Students,Program Implementation,Program Descriptions,Barriers,Economically Disadvantaged,Resource Teachers

Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse range of communities. Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse range of communities. Established in 1967 and initially implemented in Chicago, the Child-Parent Center (CPC) is a center-based early intervention that provides comprehensive educational and family-support services to economically disadvantaged families from preschool through third grade. Each CPC is located within or near an elementary school building. Receiving a federal Investing in Innovation (i3) grant in 20121 allowed further expansion of the CPC P-3 model across thirty-seven schools in four urban and suburban communities of various sizes in Illinois and Minnesota. In the work implementing the Child-Parent Center Preschool to Third Grade (CPC P-3) program, there have been a variety of barriers, along with strategies to overcome these challenges. As intervention researchers and implementers of the Midwest expansion of CPC P-3, the authors have worked with schools across diverse demographics and have identified some major barriers frequently experienced by schools, which are presented in this article.