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Articles 1 - 5 of 5
Full-Text Articles in Education
Development Of A School Boredom Proneness Scale For Children, Taylor Carrington
Development Of A School Boredom Proneness Scale For Children, Taylor Carrington
Educational Specialist, 2009-2019
One common phrase heard from students is, “I’m bored.” However, there is no real understanding of what this actually means. In this study, elementary-age students were asked to respond to a newly developed School Boredom Proneness Scale (SBPS) including questions relating to a five-factor model of boredom. Students were also asked to rate how often they become bored at school and how bored they seem compared to classmates. In addition to student responses, parents and teachers were asked to rate how bored they thought the student was, and teachers were additionally asked to rate students’ level of work completion. The …
An Initial Development Of A Hardiness Scale For Elementary School Students, Stephen Ferrara
An Initial Development Of A Hardiness Scale For Elementary School Students, Stephen Ferrara
Educational Specialist, 2009-2019
There are limited studies that have investigated levels of hardiness in children. There is even less information on finding hardiness scales that have been normed on children in elementary school. The purpose of this study was to test the validity and reliability of the Hardiness Scale for Children (HSC), which assesses the three subscales of hardiness: Challenge, Control, and Commitment. 121 elementary school students (2nd-5th grade) were selected to complete the HSC. Their parents were also asked to complete a three-item scale to measure their child’s hardiness. The results indicated that older children tended to give themselves …
The Application Of The Specific Learning Disability Exclusionary Clause As Practiced By Virginia School Psychologists, Kaitlynn Carter
The Application Of The Specific Learning Disability Exclusionary Clause As Practiced By Virginia School Psychologists, Kaitlynn Carter
Educational Specialist, 2009-2019
When special education eligibility is being determined under Specific Learning Disability, the exclusionary clause needs to be carefully considered. The current study was concerned with the exclusions of cultural factors, environmental or economic disadvantage, and limited English proficiency. The study used a semi-structured interview to explore when and how the exclusionary clause is considered by school psychologists in Virginia and what type of impact it has on eligibility decisions. Ten school psychologists were contacted via the email database of the Virginia Department of Education and completed a phone interview. Grounded theory was used to investigate the themes and ideas regarding …
The Effect Of Font Type On Sight Word Reading Performance Of 4th And 5th Grade Students With Reading Disabilities, Denton S. Warburton
The Effect Of Font Type On Sight Word Reading Performance Of 4th And 5th Grade Students With Reading Disabilities, Denton S. Warburton
Educational Specialist, 2009-2019
Reading interventions are a crucial component to combat barriers associated with reading difficulties. Within the education realm, nearly 50% of students who receive special education supports have a Specific Learning Disability (Gargiulo, 2006). As a result, the development and implementation of effective and targeted interventions is critical. Christian Boer developed a font called Dyslexie to help remediate reading difficulties of individuals with Dyslexia (Boer, 2011). However, studies by de Leeuw (2010) and Pjipker (2013) provide inconsistent supportive evidence, regarding the effectiveness of Dyslexie. The current study sought to examine the effectiveness of Dyslexie as compared to Arial on sight word …
Analysis Of African American And White American Cognitive Profiles For Language And Cultural Influences, Nicole Jones
Analysis Of African American And White American Cognitive Profiles For Language And Cultural Influences, Nicole Jones
Educational Specialist, 2009-2019
Abstract
One of the most concerning aspects of special education is the overrepresentation of African American minority youth receiving special education services. Samuel Ortiz and colleagues considered the issue of the representation of the Latino, English Language Learner (ELL) population in special education services based on cognitive performance in relation to the mainstream population. To target this concern they determined an estimated level of expected cognitive performance of ELL’s and impact of language and cultural differences to help eligibility teams more appropriately interpret and place students with the aid of the Culture-Language Interpretive Matrix (C-LIM) model they developed. The current …