ethanporcaro/eric-fulltext-meta huggingface dataset:
How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children
Author: Darcy, Eloisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Experience,Kindergarten,Young Children,Direct Instruction,Scaffolding (Teaching Technique),Self Control,Self Management,Classroom Techniques,Student Behavior,Preschool Teachers,Questionnaires,Behavior Rating Scales,Measures (Individuals),Pretests Posttests,Statistical Analysis

Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for three months. Data were collected from 19 heterogeneously grouped students in an experimental (N=19) classroom. The effects of self-regulation interventions were administered through an individual pre- and post- student questionnaire on self-regulation. Descriptive statistics for post-test student questionnaires show no statistical significance in emotional regulation, goal setting, and behavioral regulation. Descriptive statistics for the Teacher Child Behavior Rating Scale (CBRS) show a statistical significance in areas assessed by the classroom teacher. The results of this study suggest that the participants increased self-regulation skills due to appropriate interventions. Self-regulated learning positively affected performance.
Mothers&apos; Perspectives and Experiences of Speech Generating Devices
Author: Lee, Yeunjoo
Date: 2017-00-00
Type: Journal Articles
Subjects: Mother Attitudes,Assistive Technology,Augmentative and Alternative Communication,Experience,Disabilities,Mixed Methods Research,Questionnaires,Followup Studies,Telephone Surveys,Parent Surveys,Mothers,Special Education,Special Education Teachers,Program Effectiveness,Parent Student Relationship,Decision Making,Semi Structured Interviews

Families play a critical role in the lives of students who use a speech generating device (SGD). This study address (a) mothers' experiences of having a child who uses a SGD, (b) their perception of the effectiveness of a SGD(s), (c) their perceived impacts of SGDs on their family dynamics, and (d) their perception of decision making process. Data were collected through surveys and individual phone interviews. The results show the mothers' needs for continued support and training in programming and integration of the technology in children's daily lives. Implications for teacher preparation programs are presented.
Status of Elementary Teacher Development: Preparing Elementary Teachers to Deliver Technology and Engineering Experiences
Author: Rose, Mary Annette
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Technology Education,Engineering Education,Teacher Educators,STEM Education,Mixed Methods Research,Elementary Education,Interviews,Questionnaires

For over a century, teacher preparation programs (TPPs) have experienced peaks and valleys in preparing preservice teachers to deliver technology and engineering (TE) experiences in elementary classrooms. Calls to integrate engineering concepts into elementary education (Katehi, Pearson, &amp; Feder, 2009; Kimmel, Carpinelli, Curr-Alexander, &amp; Rockland, 2006)--especially as it relates to the &quot;Next Generation Science Standards&quot; (NGSS; NGSS Lead States, 2013) and science, technology, engineering and mathematics (STEM) education--compels TE teacher educators to evaluate their curricular programs relative to elementary education. To assist teacher educators in this self-assessment, the Teacher Preparation Committee of the Council on Technology and Engineering Teacher Education undertook a mixed methods study, the purpose of which was to identify and characterize the models of teacher preparation programs that prepared preservice elementary teachers to deliver TE experiences in elementary classrooms.
Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study
Author: Love, Tyler S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Science Instruction,Engineering Education,Scientific Concepts,Preservice Teachers,Teacher Education Programs,Preservice Teacher Education,Teaching Methods,Science Teachers,Technological Literacy,Technology Education,Online Surveys,Classroom Observation Techniques

A modified Reformed Teaching Observation Protocol (RTOP) (Piburn &amp; Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&amp;E) educators' teaching of science, and T&amp;E content and practices, as called for by the &quot;Standards for Technological Literacy: Content for the Study of Technology&quot; (International Technology Education Association [ITEA/ITEEA], 2000/2002/2007) and the &quot;Next Generation Science Standards: For States, By States&quot; (NGSS Lead States, 2013). The modified RTOP presented in this article can help provide feedback to teachers at all grade levels concerning their reformed teaching of science content and practices, and T&amp;E content and practices. The instrument achieved acceptable interrater reliability (&gt; 80%) and was tested in a larger study (Love &amp; Wells, 2017). Results revealed a significant difference among participants' teaching of science and T&amp;E content and practices according to a myriad of variables, such as years of teaching experience, years of experience teaching the Foundations of Technology (FoT) curriculum, length of the FoT curriculum training attended, and select preparation experiences. Research implications suggest that the instrument affords equal applicability for examining science educators' teaching of T&amp;E content and practices and informing pre- and in-service teacher preparation efforts by determining key factors that significantly influence educators' teaching of these concepts.
Wanted for 21st Century Schools: Renaissance STEM Teacher Preferred
Author: Ames, Tyler
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Attitudes,Preferences,Least Squares Statistics,Regression (Statistics),Academic Standards,Teacher Surveys,Educational Practices,Predictor Variables,Elementary Secondary Education,Engineering Education,Statistical Analysis

As education seeks to mold itself to fit the demands of the 21st century, STEM education will continue to be an important consideration. The integrated and crosscutting nature of STEM is incorporated into the &quot;Next Generation Science Standards&quot; in which engineering design is raised to the same level as scientific inquiry and is expected to be taught in science classrooms. This report analyzes a 2014 Utah survey of science teachers to understand how prepared Utah science teachers are to teach engineering design and the relationship between their preparedness and beliefs about whether building prototypes, computer modeling, and mathematical modeling belong in the instruction of engineering design. Ordinary least squares (OLS) regression results indicate that physics teachers are the most prepared to teach engineering design and that science teachers are significantly more prepared to teach an integrated STEM curriculum, such as engineering design, when they agree that modeling techniques from each STEM discipline should be used in instruction. It is recommended that teachers in STEM classrooms be comfortable and fluid in each STEM discipline, instead of representing one single subject expertise with some familiarity with the other three.
Impact of Instructor Teaching Style and Content Course on Mathematics Anxiety of Preservice Teachers
Author: Van der Sandt, Suriza
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Styles,Course Content,Mathematics Anxiety,Preservice Teachers,STEM Education,Teaching Methods,Statistical Analysis,Problem Based Learning,Student Surveys,Mathematics Instruction,Teacher Education Programs,Preservice Teacher Education,Elementary School Teachers,Elementary School Mathematics,Observation

Integrative-STEM methodologies entail integrating multiple disciplines with active design-centric teaching and learning methods. If math anxiety is prevalent, for teachers or students, then both the level of integration and design thinking may be limited. This quantitative study of 160 preservice teachers investigated how math anxiety was impacted by (a) a required math content course, (b) instructor teaching style, and (c) academic and disciplinary major. Significance analyses included t-tests, nonparametric tests, and effect sizes. Two teaching styles were compared: a direct teaching style and a more active, problem-based teaching style. The problem-based teaching style was shown to have substantial beneficial impact on math anxiety.
Relationships between Access to Mobile Devices, Student Self-Directed Learning, and Achievement
Author: Bartholomew, Scott R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Computers,Handheld Devices,Independent Study,Academic Achievement,Middle School Students,Quasiexperimental Design,Portfolio Assessment,Observation,Correlation,Interviews,Teacher Surveys,Teacher Attitudes,Questionnaires,Mixed Methods Research,Regression (Statistics),Pretests Posttests

Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning. In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an open-ended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.
Pre-Service Teachers Assisting the Transition of the Student with Autism from School to Adulthood
Author: Burth, Jeanne Hager
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Secondary Education,Majors (Students),Assignments,Autism,Pervasive Developmental Disorders,Transitional Programs,Student Projects,Relevance (Education),Student Attitudes,Student Needs,Self Efficacy,Program Effectiveness,Qualitative Research,Focus Groups

Pre-service teachers, both Early Childhood Education majors and Secondary Education majors, were challenged through an assignment to plan and develop kits for learners with Autism Spectrum Disorder (ASD) to use in preparation for transitioning from school-age to work or independent or group home living. This Project-Based Learning (PBL) experience added relevance to the assignment and assisted pre-service teachers in understanding of the need for transitions. The goal of the study was to assess the pre-service teachers' learning and understanding of the need for transitions for the students with exceptionalities by connecting learning to action with a PBL assignment. Since the assignment was authentic and would be used by students with ASD, pre-service teachers found more relevance and meaning to their learning than they may have with a traditional assignment. Also, by participating in this project, preservice teachers deepened their understanding of the student with ASD and became more confident in their own abilities to teach students with ASD. The practicing teachers, who are preparing students with ASD to transition from school to work or independent living, perceived the transition projects as desirable tools for teaching transition skills.
Variables Affecting the Amputees&apos; Reactions Artificial Limbs in the Kingdom of Jordan
Author: Al-Adwan, Mezyed
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Assistive Technology,Human Body,Questionnaires,Foreign Countries,Gender Differences,Age Differences,Correlation,Responses,Individual Characteristics,Rehabilitation,Statistical Analysis

Amputee reaction to artificial limb is an important issue faces amputated individuals and the team who delivers services to these individuals. Although some individuals using artificial limb accept it, some others do not. There are several factors that may make it difficult to accept the artificial limb for a long time. The aim of this study is to investigate some variables associate with reaction to prosthesis, the relationship between these variables, and the quality of response to the artificial limb by some amputees who own an artificial limb. Data were collected through self- administered questionnaire developed by the researcher, validated by a group of expertise from the University of Jordan, and then handed to individuals with amputation who visited artificial limb centers in Jordan. There are different levels of relationships between the studied variables (gender, age, site of amputation, level of amputation, and type of prosthesis) and reaction to prosthesis. There is a correlation between age and reaction to the prosthesis (r = 0.44) (p&lt;0.001) and there is a strong positive relationship between the type of prosthesis and the reaction of the amputee to the prosthesis (r = 0.99) (p&lt;0.001). A negative relationship is found between, site of amputation, and level of amputation (r =-0.39,-0.01, and -0.30, respectively. There are several factors that affect the reaction to prosthesis. Some variables affect the relationship positively such as tenderness and level of amputation, and some others affect the relation negatively such as age and the location of amputation. Based on the results of the current study, further investigation is needed regarding the relation between acceptance of amputation and other variables, such as social class. It is also suggested to investigate the inferential correlation between variables and the experience with the amputation. The results of the study should be employed in developing rehabilitation programs for individuals with amputation including synthesis for the artificial limbs, and counseling.
Alternative Approaches to IEP Conflict: A Review of the Literature
Author: Sinkonis, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Literature Reviews,Special Education,Conflict Resolution,Student Rights,Court Litigation,Disabilities,Educational Legislation,Educational Quality,Equal Education,Federal Legislation,Arbitration,Meetings,Parents

The originators of special education law anticipated disputes and provided due process hearings as a means to settle the disputes. However, due process proved to be unfair, costly (financially and emotionally), and destructive to school-family relationships. Years later, lawmakers offered mandated mediation along with resolution meetings in attempts to lessen the usage of due process. While the number of due process hearings has decreased, mediation and resolution meetings may occur too late in the resolution process to repair broken trust and communication in relationships between families and school districts. Alternative dispute resolution strategies offer means to end conflicts sooner, less expensively, and with fewer damaged relationships.
Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School
Author: Lopez, Nancy
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Determination,Individualized Education Programs,High School Students,Disabilities,Suburban Schools,At Risk Students,Minority Group Students,Low Income Groups,Low Achievement,Special Education,Participative Decision Making,Student Participation,Goal Orientation,Problem Solving,Self Advocacy,Self Concept,Self Management,Statistical Analysis

Promoting self-determination in students with disabilities is recognized as an integral component of education today. For most students with disabilities, self-determination should be addressed through instruction and in the Individualized Education Program (IEP). Yet, IEPs are rarely evaluated to determine if goals targeting self-determination are present. This report focuses on one such evaluation. Specifically, an evaluation was conducted to assess whether the IEP goals for 286 high school students with disabilities attending a suburban high school in the Midwest included components of self-determination. The purpose of this report is to describe the evaluation process, identify the outcomes of the evaluation, and provide a discussion of the results in relation to current research. Limitations and implications for practice are presented.
Examining Elementary School Students&apos; Transfer of Learning through Engineering Design Using Think-Aloud Protocol Analysis
Author: Kelley, Todd
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Transfer of Training,Engineering Education,Design,Protocol Analysis,Engineering,STEM Education,Pretests Posttests,Grade 5,Grade 3,Grade 4,Grade 6,Mathematical Concepts,Scientific Concepts,Science Activities

The introduction of engineering practices within the &quot;Next Generation Science Standards&quot; provides technology educators with opportunities to help STEM educators infuse engineering design within a core curriculum. The introduction of teaching engineering design in early elementary grades also provides opportunities to conduct research investigating how young students use engineering design as a way to solve problems. There is a need for research to assess how students experience engineering design as a pedagogical approach to learning science. This article will feature research on elementary students' cognitive strategies used during engineering-design science activities. We adopted the concurrent think-aloud (CTA) protocol analysis method to capture how students conceptualize design and enhance science learning. During the 2012-2013 school year, we video recorded 66 CTA sessions, and this study examines six of those sessions. NVivo (Version 10) was used to code each video using common cognitive strategies categorized by Halfin (1973). Research findings indicate that participants increased the amount of time spent on mathematical thinking by 34% when given a math-specific design task. Pre- and post-tests showed that participants gained significant science content knowledge. However, we also confirmed that participants struggled with applying accurate mathematical and scientific knowledge to solving the given design problem.
The Occupational Expectations of Undergraduate Students in the Conservatory Piano Majors
Author: Çevik Kiliç, Deniz Beste
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Undergraduate Students,Majors (Students),Occupational Aspiration,Expectation,Semi Structured Interviews,Musical Instruments,Foreign Countries

An expectation is the belief that a certain action will lead to a given outcome. It is noteworthy to reveal individuals' expectations from their future occupations. The quality and success of education are undoubtedly related to meeting their occupational expectations in the future. In this regard, it is of critical importance to investigate the occupational expectations of undergraduate students in the conservatory piano majors. Therefore, this study aims to reveal the occupational expectations of these students. Semi-structured interviews were conducted with seven students in the study. Based on the results, some suggestions were made for eliminating the elements negatively affecting the occupational expectations of undergraduate students in the conservatory piano majors at least in the education process.
From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class
Author: Erasmus, Mianda
Date: 2017-00-00
Type: Journal Articles
Subjects: Supplementary Education,Large Group Instruction,Action Research,Intervention,Psychology,Feedback (Response),Multiple Choice Tests,Grading,Student Evaluation,Evaluation Problems,Teaching Models,Student Surveys,Achievement Gains,Student Attitudes,Student Satisfaction,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Foreign Countries

Large classes are a reality in many tertiary programmes in the South African context and this involves several challenges. One of these is the assessment process, including the provision of meaningful feedback and implementing strategies to support struggling students. Due to large student numbers, multiple-choice questions (MCQs) are often used in tests, even though researchers have found possible negative consequences of using MCQs. Giving appropriate feedback has been identified as a strategy to remedy some of these negative consequences. This paper reports on action research in which an intervention strategy was implemented in a large first year Psychology class where Supplemental Instructors (SIs) were used to give detailed feedback to students after assessments. The lecturer first modelled how to give feedback by discussing the MCQs in detail with the SIs and identifying possible errors in their reasoning and meta-cognitive processes. The SIs subsequently repeated this feedback process in their small-group sessions. After each assessment, students who performed poorly were advised to attend a certain number of SI sessions before the next test, and their attendance, even though voluntary, was monitored to determine the effectiveness of the intervention. Students' performance in subsequent tests was compared and the results seem to indicate that attending SI sessions was mostly associated with improved test results. This strategy also appears to encourage attendance of SI sessions. In addition, students' responses in a feedback survey indicate an overall positive perception of this practice. These results can inform other lecturers teaching large classes and contribute to quality enhancement in assessment and better support for students.