ethanporcaro/eric-fulltext-meta huggingface dataset:
Enabling or Empowering? Adaptations and Accommodations for Twice-Exceptional Students
Author: Weinfeld, Rich
Date: 2005-09-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Gifted,Learning Disabilities,Acceleration (Education),Teacher Attitudes,Student Attitudes,Parent Attitudes,Student Empowerment,Data Analysis,Data Collection,Guidelines,Academic Achievement,Surveys

In order for gifted/learning disabled (GT/LD) students to effectively gain access to enriched and accelerated instruction, they often need to have appropriate adaptations and accommodations. Teachers, parents, and students have strong opinions and beliefs that influence which, if any, adaptations and accommodations they believe to be appropriate. As a result of two decades of experience with GT/LD students, the authors recognized that there is a difference in perception regarding the appropriateness of adaptations and accommodations, as well as differing beliefs about whether these adaptations and accommodations enable or empower students. This article addresses the different perceptions that parents, students, and teachers have regarding appropriate accommodations for twice-exceptional students. By collecting and analyzing data on attitudes toward appropriate adaptations and accommodations, the authors have developed guidelines for providing them to GT/LD students and action plans that empower these students to be successful learners. (Contains 7 figures.)
The Language of Labels
Author: Markham, Darcy
Date: 2005-11-00
Type: Journal Articles
Subjects: Labeling (of Persons),Cultural Influences,Social Bias,Disabilities,Attitudes toward Disabilities,Language Usage,Personal Narratives,Classroom Techniques,Teaching Methods

The author describes how the language of labels and her own cultural biases affect how she approaches teaching her students with disabilities. The author examines how the mythopoetic narratives of our past force us to examine the underlying assumptions of our culture that are expressed within our language and how understanding our own linguistic patterns can open our minds up to alternative viewpoints that we may not have otherwise understood.
The Power of Person-Centered Planning
Author: Westgate, Rosanne J.
Date: 2005-11-00
Type: Journal Articles
Subjects: Down Syndrome,Planning,Self Advocacy,Self Determination,Empowerment,Ownership,Photography,Visual Aids

The purpose of this article is to awaken the reader to the possibilities which exist when working on Person-Centered Planning and the individual with intellectual disabilities, specifically, Down syndrome. Although Person-Centered Planning has been in existence for more than two decades, it is viewed in a new way through the experiences documented in this article by individuals, and the use of a new format which includes photography, the computer, and a guide for what questions to ask and how to ask them. The central question of what caregivers can do once the Person-Centered Plan is enacted is posed as well. The Person-Centered Plan is seen as not disability-specific, but a capacity-building process in which the personnel involved are key to linking the individual to the community in order for dreams and personal goals to be realized.
Motivate Me! 20 Tips for Using a MotivAider[R] to Improve Your Classroom
Author: Flaute, Amanda J.
Date: 2005-11-00
Type: Journal Articles
Subjects: Self Management,Classroom Techniques,Learning Motivation,Motivation Techniques,Student Behavior,Teacher Behavior,Change Strategies,Electronic Equipment,Self Motivation,Technology Uses in Education,Guidelines

The MotivAider[R] is a small electronic device that can be set to vibrate at different times to remind people to manage their behavior. The MotivAider[R] can help keep students focused on a task, reduce "nagging" from a teacher, and eliminate the need for constant reminders to the student to stay engaged. This article includes several examples of how the MotivAider[R] can be effectively used in the classroom to manage both student and teacher behaviors. It also provides some common questions--and answers--that teachers have when using a MotivAider[R] in a self-management intervention. (Contains 2 figures and 2 tables.)
Teachers' Orientations towards Selecting Assessment Strategies
Author: Berry, Rita
Date: 2010-05-00
Type: Journal Articles
Subjects: Foreign Countries,Semi Structured Interviews,Student Evaluation,Selection,Evaluation Methods,Decision Making,Teacher Attitudes,Program Effectiveness,Learning Processes

Background: The literature suggests two main types of orientations influencing teachers' choice of assessment strategies--&quot;Knowledge acquisition and retention (K orientation)&quot; and &quot;Understanding and Conceptual change (U orientation)&quot; with the former more directly related to surface learning types of assessment strategies and the latter more to do with strategies which encourage deep learning. Aims: The study aimed to investigate what kinds of strategies teachers used to assess their students and how teachers' self-reported assessment strategies reflected the orientations suggested in the current literature. In addition, it identified the governing forces that impacted on the orientations of the teachers in their assessment strategy selection. Sample: Ninety-four Hong Kong teachers from nine primary schools and six secondary schools took part in semi-structured interviews which focused on the strategies they used for assessing their students. Results: The teachers reported using many types of strategies including tests, exams, projects, etc. The results of the study showed that there were forces that drew teachers towards &quot;Knowledge acquisition and retention&quot; orientation while selecting assessment strategies for use. Conclusion: More effort has to be made to encourage teachers to attain a better balance between assessment aimed at measuring knowledge and assessment aimed at learning and understanding. (Contains 1 figure.)
Urban Teacher World: Teacher Recruitment from Theory to Practice
Author: Pastermak, Donna L.
Date: 2010-10-00
Type: Journal Articles
Subjects: Career Choice,Majors (Students),Urban Schools,Teaching (Occupation),Mentors,Teacher Shortage,College Programs,Teacher Recruitment,High School Students,Universities,Disproportionate Representation,College Faculty,Playwriting,Multimedia Materials,Student Diversity

Background: The University of Wisconsin-Milwaukee's (UWM) Urban Teacher World Pre-College Academy works with American high school students to explore what it means to be an educator in the urban context. High school students from underrepresented groups reside at the UWM campus to work with university faculty, staff and students to explore careers in education. In so doing, the participants experience education beyond the traditional classroom. Aims: One of the School of Education's recruitment initiatives, this program encourages students of color to explore potential careers in education. Twenty-one high school students read, wrote plays, created multimedia art, and performed together to investigate what it means to be an educator in the 21st century. Attendees identified potential careers and university majors leading to occupations in the field of education. Arguments: Through close mentoring relationships between high school students, college students, and university faculty and staff, pre-college programs attract underrepresented people to the field education. These relationships support underrepresented people to identify as successful college attendees. Given the teacher shortage and the lack of success to recruit people of color to the ranks of professional educators, pre-college programs are another route universities should consider. Conclusion: This collaboration addressed the School of Education's goal of increasing the diversity of its student body and thereby increasing the diversity of the teaching profession.
A Collaborative Action Research Project in the Kindergarten: Perspectives and Challenges for Teacher Development through Internal Evaluation Processes
Author: Galini, Rekalidou
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Self Evaluation (Individuals),Faculty Development,College School Cooperation,Researchers,Classroom Environment,Action Research,Research Projects,Teacher Collaboration,Parent Teacher Cooperation,Partnerships in Education,Student Participation,Formative Evaluation,Models,Teaching Styles,Educational Change,Learning Processes,Research Methodology

Background: Collaborative action research provides teachers with the framework and methodology to reflect upon their work and take action with regard to specific concerns and situations in their classrooms. Within this approach, internal evaluation could be a useful tool to help teachers develop critical thinking about their work by locating areas of their work that need improvement. Aims: The present study examines an attempt to introduce internal evaluation processes in the kindergarten within the framework of collaborative action research. Sample: The study was conducted by a university researcher in collaboration with 4 kindergarten teachers and 4 parent representatives from 2 kindergarten classes in North-Eastern Greece. 35 children and their parents participated in the project. Method: According to the action research methodology, a combination of methods was used to collect data, such as questionnaires, observations, teacher journals and interviews. Results: Data showed that the restricted social cohesion in the classroom, the high rates of teachers' authoritarian practices and parent-teacher collaboration were the basic areas of concern. Internal and self-evaluation processes were important for locating the problematic areas and supported decision-making for action while formative assessment techniques enhanced participation and learning for all stakeholders. Conclusion: Implementing internal evaluation processes in the kindergarten within the framework of an action research project helped teachers to overcome their preconceptions about evaluation as a controlling practice and use its strengths to reflect upon their work, challenge their practices and conditions in the classroom and improve educational processes. The project showed the necessity of giving the children a central and active role in the evaluation process and revealed a problematic dimension, that of the parent-teacher relationship. (Contains 7 tables and 2 photos.)
Learning Experiences of Male Pre-Service Preschool Teachers in Taiwan
Author: Fu, Ching-Sheue
Date: 2010-10-00
Type: Journal Articles
Subjects: Preschool Education,Foreign Countries,Content Analysis,Preschool Teachers,Males,Child Care,Teaching Methods,Preservice Teachers,Student Experience,Gender Differences,Career Choice,Interviews,Observation,Student Teacher Attitudes

Background: The percentage of male teachers in preschools in Taiwan is very low, and thus they have become the disadvantaged minority in preschool teacher training classrooms. Consequently, it is worth investigating the experience of such individuals, and whether the training they receive is both appropriate and adequate. Specifically, should they be taught with teaching methods that are more suited to their educational backgrounds? Or do they have to passively accept the concept that &quot;real&quot; preschool teachers are female? Aims: The aims of this study are to explore the reasons why males decide to study early childhood care, and to discuss their learning experiences. Sample: Three male pre-service preschool teachers in Taiwan were selected as the research subjects for this study. Method: The data collected for this study included records from official and unofficial interviews and observation notes, to which content analysis was applied. Results: The main reasons why males are willing to enter the realm of preschool education include to start their own business and to get a degree, but interest in the topic itself is not a motivating factor. In their learning experiences, they tend to constantly doubt the value of their jobs as preschool teachers. However, if these men are able to re-position their jobs and develop second specialties, their learning attitudes can become more positive, and they can start to enjoy their careers. Conclusion: There are far more female than male professionals in the field of preschool education. It is thus necessary to provide male preschool teachers with appropriate levels of support, so that they can feel both confident and appreciated in their work, as they still often face considerable resistance from the wider society.
Domain-Specificity of Self-Concept and Parent Expectation Influences on Short-Term and Long-Term Learning of Physics
Author: Yeung, Alexander Seeshing
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Self Concept,Student Surveys,Science Instruction,Secondary School Science,Physics,English Language Learners,English (Second Language),Parent Student Relationship,Expectation,Learner Engagement,Academic Aspiration,Structural Equation Models,Intellectual Disciplines,Academic Achievement,Path Analysis

Background: Students' academic self-concepts are known to be domain specific. Researchers have also identified two related components of self-concept:cognitive (how competent students feel about a subject domain) and affective (their interest in the subject). This paper examines whether both components are domain specific. Research has also shown that parents tend to influence children's academic behaviours and choices, but it is unclear whether parent influences would also be domain specific. Aim: This paper examined whether both the cognitive and affective components of self-concept in learning were domain specific with regard to learning physics and whether students' perceived parent support in learning physics would have short-term and long-term influences. Sample: A sample of secondary 1 students (7th graders) in Singapore responded to 29 items in a survey about their self-concepts in learning physics (competence and interest), self-concepts in English (competence and interest), perceived parent expectations in physics, engagement in learning physics (a short-term outcome), and aspiration to learn physics in future (a long-term outcome). Method: Structural equation modelling was conducted to establish the 7 factors. Path analysis examined the relations of physics self-concepts to engagement (a short-term outcome) and aspiration (a long-term outcome). The paths from parent expectations were also examined. Result: The cognitive and affective components of self-concept were highly correlated, but only within respective domains. Physics self-concepts were uncorrelated with English self-concepts. The path from competence in physics to engagement was statistically significant, but not the path to aspiration. Paths from interest in physics to both outcomes were positive. Competence in English did not have positive relations with outcomes in physics, but interest in English had a positive relation with engagement in physics. Parent expectations had positive influences on both engagement and aspiration. Conclusion: The results provided partial support for the domain specificity of both the cognitive and affective components of self-concept. Parental influences tended to be strong even when the impacts of self-concepts are controlled. (Contains 1 figure and 3 tables.)
Perceived Causes of Job Stress among Special Educators in Selected Special and Integrated Schools in Nigeria
Author: Adeniyi, S. O.
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Well Being,Mental Health,Anxiety,Teaching Conditions,Teacher Surveys,Teaching (Occupation),Disabilities,Attitudes toward Disabilities,Severity (of Disability),Psychology,Research Methodology

Background: Efficient and effective performance on any job depend largely on good psychological well being of the workers as well as other factors such as conducive environment, good interpersonal relationship, adequate communication among staff and between staff and management, work load, remuneration and other physical and psychological boosting treatments. Aim: To examine the perceived causes of job stress among special educators in selected special and integrated schools in the West and North Central parts of Nigeria. Sample: The sample for the study consisted of fifty (50) special education teachers from 10 special and integrated schools in two geo-political zones of the country. Method: Surveys were conducted. Four research questions were generated and tested using descriptive statistics of frequency count, percentage, mean and standard deviation. The instrument used for data collection was the adapted Job Stress Inventory by Akinboye (1999). Results: The results of the research questions tested revealed moderate and extreme stress pattern among special educators. Conclusion: Based on these findings, it was suggested that there should be immediate review of condition of service, provision of adequate instructional facilities, proactive approach to service delivery, and training and retraining of special educators to meet the immediate needs and challenges of the various special needs of children in the Nigerian society. (Contains 5 tables.)
An Interdisciplinary Approach to Art Appreciation
Author: Law, Sophia S. M.
Date: 2010-10-00
Type: Journal Articles
Subjects: Art Appreciation,Interaction,Art Expression,Art Products,Cultural Context,Interdisciplinary Approach,Aesthetics,Anthropology,History,Social Studies,Sciences,Art History,Art Education,Comparative Analysis

Background: Under the challenge of many post-modern theories and critics on art and art history, the boundaries and definition of art has becoming more diverse. Conventional art appreciation no longer covers all the debates and issues arising from the complex meaning of art in the modern world. Art education today must widen students' vision of art appreciation. Focus of discussion: The experience central to art appreciation relates one to a broad spectrum of interdisciplinary exposure. This paper aims to elucidate the close relationship between art and other disciplines including aesthetics, anthropology, history, social studies, and even science. It demonstrates how such integrated perspective can be conveyed to the students of different levels. Art appreciation, in many ways, is the study of human behaviours and experience, both past and present. Cross-disciplinary knowledge and comparative studies of various art help understand the meaning of art both in its microscopic and macroscopic levels. Arguments: Conventional art education focuses on the intrinsic values of art, having well defined objects to study for their artistic qualities and theoretical bases. Today, the world of art has lost much of its autonomy. The paper argues that we can take art as a way of seeing and therefore will be better understood by relating art to its social, historical and cultural context. An interdisciplinary approach to art appreciation will widen students' perspective of and sensitivity to the meaning of art, and could be attained by students of different levels. Conclusion: The interdisciplinary vision of art appreciation accords with the vision of Liberal Studies. It enhances students' analytical and critical thinking, broadens their world of ideas, and hones their judgement of cultural products and related issues. (Contains 16 footnotes.)
Kindergarten Teachers' Perceptions of an Inquiry-Based Science Teaching and Learning Professional Development Intervention
Author: Furtado, Leena
Date: 2010-10-00
Type: Journal Articles
Subjects: Kindergarten,Public Schools,Preschool Teachers,Elementary School Science,Science Curriculum,Science Instruction,Inquiry,Faculty Development,Teacher Surveys,Teacher Attitudes,Intervention,Statistical Significance,Thinking Skills,Protocol Analysis

Background: Scholars and education reformers alike have re-ignited the importance of teaching science in the elementary grades of the public schools of America by disputing the traditional belief that K-4 learners are too young to learn and function within the nature of science learning and experimentation. The consideration rests on the findings that young learners exposed to inquiry-science skills can develop thinking skills which cultivate analytical, evaluative and problem-solving abilities required for advanced grades. This study examines the impact of a 5-day professional development (PD) for Kindergarten teachers in inquiry-science teaching. Aims: The 5-day PD was designed to provide a comprehensive experience of inquiry-based science concepts and pedagogy. Two follow-up 1-day PDs were conducted for additional support. Sample: It was attended by 42 kindergarten teachers in the Los Angeles Unified School District, CA, USA. Method: All participants attended the 5-day PD and responded to an 11 item pre- and post-PD survey addressing teachers' perceptions of their confidence levels and their concerns and interests in implementing the Full Option Science System (FOSS) inquiry-based science curriculum. Results: The difference of means, paired-samples t tests and correlation measures show that the 5-day PD helped increase teacher confidence in teaching a science curriculum, reduced anxieties over a new teaching pedagogy, diminished doubts on resource-availability, and stimulated an increased desire to learn how to assess students' learning in science. Ten of the eleven queries showed statistical significance at the 0.01 level suggesting a high level of success attained in meeting the inquiry-science teaching and learning goals of this PD. Conclusion: Two follow-up 1-day PDs were conducted at three and six month intervals. The 1-day return PDs showed a marked increase in the level of teacher confidence, peer collaboration, and ease in implementing inquiry-based science pedagogy within a new science curriculum. (Contains 5 tables and 4 footnotes.)
Developing Teachers at the Pinnacle of Profession: The Singapore Practice
Author: Lim, Lee Hean
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Master Teachers,Faculty Development,Experienced Teachers,Educational Needs,Expertise,Teacher Education Programs

Background: Master teachers in Singapore have been recognised on the basis of their invaluable contribution in their field of teaching, and are deemed to be at the pinnacle of their career. A national programme for incumbent and potential master teachers, Advanced Senior Teachers Programme (ASTP), was inaugurated in 2005. Conducted by the National Institute of Education, an institute of the Nanyang Technological University of Singapore, it serves to address the professional development needs of this special group of senior teachers. Aim: The aim of this paper is to present the practice and experiences with regard to the professional development of incumbent and potential master teachers in Singapore. Comments: Three cohorts of participants successfully completed the professional development programme. There was country-specific involvement by the university and the ministry of education. Based on feedback and intensive professional engagement, measures were taken to rectify mistakes and also improvements made for the subsequent two cohorts since the initial commencement of the programme. Conclusion: The Singapore practice has offered a formal professional development platform for incumbent and potential master teachers. Policy makers and practitioners alike could benefit from the Singapore experiential practice of providing such a programme, and could better pre-empt problems and deliver training needs appropriate for their existing educational contexts.