Volume 29, Issue 2, Fall 2018
Co-Editors: Bob Ives, Rod E. Case, and Peter Cobin
Changes in Beliefs Towards Children, Personality, and Future Social Studies Teachers: An Analysis of Survey Data
Peter D. Wiens, University of Nevada, Las Vegas
Abstract: For many years, teacher education has focused on the centrality of the learner in the educational process. This study examined how preservice teachers’ beliefs regarding children changed over the course of a teacher education program. It also examined the role of personality indicators in that change. Preservice social studies teachers were administered surveys in each year of a teacher education program to assess participants’ beliefs towards children and their personality type. Participants’ beliefs about children became more child-centered and personality type was a predictor of these beliefs.
Reference: Wiens, P. D. (2018). Changes in beliefs towards children, personality, and future social studies teachers: An analysis of survey data. Educational Research: Theory and Practice, 29(2), 1-17.
Understanding the Mental Health Issues of International Students on Campus
Gwendolyn M. Williams, Auburn University
Rod E. Case, University of Nevada, Reno
Carter Roberts, Dekalb County Schools
Abstract: This paper will describe the research surrounding the challenges that international students face when they study abroad at American universities. After an overview of faculty obligations regarding the mental health issues of students, the article will explore the stressors of language, academics, and cultural adjustment. Then the article will address the barriers that may prevent international students from receiving the mental health services that they need. The article will conclude with strategies to address the obstacles of obtaining mental health services.
Reference: Williams, G., Case, R. & Roberts, C. (2018). Understanding the mental health issues of international students on campus. Educational Research: Theory and Practice, 29(2), 18-28.
What Educators Should Know About iPads and Students with Autism
Shanon Taylor, University of Nevada, Reno
Amanda Urguhart, Washoe County School District
Abstract: Anecdotal evidence shared by teachers appears to support the iPad as a useful tool for working with children with autism. However, there are thousands of possible applications, known as “apps”, available in the Apple iTunes store for download and trying to decide what would be most useful for students can be daunting. This article will review the limited research currently available on usage of iPads with students with autism and share information about apps currently used, as well as information on peripherals and basic iPad accessibility features teachers may find useful in the classroom.
Reference: Taylor, S., & Urquhart, A. (2018). What educators should know about iPads and students with Autism. Educational Research: Theory and Practice, 29(2), 29-38.
Roma and non-Roma Views About Their Children’s Learning Difficulties
Bob Ives, University of Nevada, Reno
Brian M. Lee, University of Nevada, Reno
Abstract: Roma have been described as the most hated minority in Europe. Particularly in Southeastern Europe (SEE), this bias is reflected in how Roma children are treated and segregated in schools. Anecdotal evidence shows that Roma parents may give permission for their children to be included in segregated programs in order to benefit from payments, food and other compensations. This pattern may explain the overrepresentation of Roma children in segregated settings for children with disabilities in the region. In this analysis of parent survey data from ten SEE countries, with oversampling of the Roma minority, we found that Roma parents were no more likely to report that their children had learning difficulties than non-Roma parents. Instead, books in the home was the strongest single predictor of whether parents in either group reported that their children had learning problems.
Reference: Ives, B., & Lee, B. (2018). Roma and non-Roma parents’ views about their children’s learning difficulties. Educational Research: Theory and Practice, 29(2), 39-53.
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