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The Scenario Of A Learning Society Model Toward Promoting A Positive Paradigm Shif For Communities, John A. Henschke EdD, Suwithida Charungkaittikul 2011 Lindenwood University

The Scenario Of A Learning Society Model Toward Promoting A Positive Paradigm Shif For Communities, John A. Henschke Edd, Suwithida Charungkaittikul

IACE Hall of Fame Repository

This study uses a prospective qualitative approach. The Ethnographic Delphi Futures Research (EDFR) technique is used to propose a learning society model. The data include a review of the peer-reviewed literature, a field study visit and observation of five best practices communities in Thailand, in-depth interviews to gain experts’ perspectives, mini-Delphi techniques questionnaires, focus group discussions, and model evaluation. Qualitative data were transcribed and analyzed using content-analysis. Forty-two individuals (e.g., policy makers, practitioners from public and private agencies, educational personnel, and community leaders) were involved in the data collection effort. Results revealed essential elements for development of a learning ...


Andragogy And Transformative Learning: Imigration Meets Ratioalism In College Classrooms, John A. Henschke EdD 2011 Lindenwood University

Andragogy And Transformative Learning: Imigration Meets Ratioalism In College Classrooms, John A. Henschke Edd

IACE Hall of Fame Repository

Although Andragogy and Transformative learning (TL) are highly prized concepts in Adult Education, many scholars are critical of their principles and often confusing strategies. While educators immerse themselves quite successfully in the nuances of theory, they remain puzzled over how to apply them in the classroom. A robust and dynamic approach that can capture the meaningfulness of these ageless paradigms is greatly needed. Therefore in this session we will identify some of the illusive elements that obfuscate the application of Andragogy and TL in university classrooms – undergraduate, graduate, doctoral and post-doctoral.


Organizational Learning And Employee Retention: A Focus Study Examining The Role Of Relationships Between Supervisors And Subordinates, John A. Henschke EdD 2011 Lindenwood University

Organizational Learning And Employee Retention: A Focus Study Examining The Role Of Relationships Between Supervisors And Subordinates, John A. Henschke Edd

IACE Hall of Fame Repository

Focusing on the relationship between supervisors and subordinates, the purpose of this research was to study the causal relationship among seven exogenous variables (Supervisor empathy with subordinates, Supervisor trust of subordinates, Planning and delivery of instruction, Accommodating subordinate uniqueness, Supervisor insensitivity toward subordinates, Subordinate-centered learning process, and Supervisor-centered learning process) and two endogenous variables (Employee’s job satisfaction and Employee’s intention to remain in the company). The study was based on the belief that the seven factors, which were beliefs, feelings, and behaviors of supervisors in helping adults learn, based on andragogical principles of learning, are not only methods ...


Maximizing The Effectiveness Of Reading Aloud In The Preschool Classroom, Katherine Zimmer, P. Carpenter 2011 Kennesaw State University

Maximizing The Effectiveness Of Reading Aloud In The Preschool Classroom, Katherine Zimmer, P. Carpenter

Katherine Zimmer

No abstract is currently available.


Supporting Artists In The Gallery: The Role Of The Museum Educator At An Art College, India N. Clark 2011 Skidmore College

Supporting Artists In The Gallery: The Role Of The Museum Educator At An Art College, India N. Clark

Master of Arts in Liberal Studies (MALS) Student Scholarship

Campus museums are uniquely positioned to enhance student learning and support faculty in achieving course objectives. By tapping the potential of objects, exhibition themes, and the gallery environment, museum professionals can empower faculty and students to make meaningful and relevant connections to curriculum content. Inspired by the successes in such endeavors of revered teaching museums at elite liberal arts colleges, but frustrated by the challenges of transferring model practices to the context of an art college, I set out to investigate what was possible at my own place of employment, the nation's only publicly funded art college, Massachusetts College ...


General Education Elementary Teachers' Perceptions Of Developing "Interventionist" Beliefs And Practices, Michelle Pompeo 2011 The University of Western Ontario

General Education Elementary Teachers' Perceptions Of Developing "Interventionist" Beliefs And Practices, Michelle Pompeo

Electronic Thesis and Dissertation Repository

This thesis investigates how “Interventionist”, “general education” (GEN) teachers, (or “core” teachers, as opposed to special educators) in the elementary stream, in Ontario, have learned inclusive beliefs and practices that have been considered effective for teaching and including children with exceptionalities in their classrooms. 10 GEN elementary teachers, consisting of 3 men and 7 women, from 2 local school boards, were interviewed to determine if they were “Interventionist” (Stanovich & Jordan, 1998). From this sample, 6 GEN teachers; 2 men and 4 women, were found to be “Interventionist”. Classroom observations and follow-up interviews were used to gain insight into the development of their beliefs and teaching practices. Effective teacher ...


Effect Of Response Cards On Academic Outcomes, Ellen L. Duchaine 2011 Georgia State University

Effect Of Response Cards On Academic Outcomes, Ellen L. Duchaine

Communication Sciences and Disorders Dissertations

ABSTRACT

EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH

SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL

STUDENTS WITH DISABILITIES WHO EXHIBIT

CHALLENGING BEHAVIORS

by

Ellen L. Duchaine

Response cards (RC) support effective teaching strategies such as maintaining a brisk

pace of instruction, increased opportunities to respond, immediate and frequent corrective

feedback, and high rates of behavior specific praise statements; all of which have been

effective in increasing student engagement for students with and without emotional and

behavioral disorders (E/BD) (Emmer & Stough, 2001; Simonsen et al., 2008; Sutherland,

Wehby, & Copeland, 2000). RC during academic instruction are successful in decreasing

disruptive behavior, increasing student participation, and increasing academic

achievement from the elementary school level to the university level. This study

examined teacher implementation of RC at the high school level for students without

disabilities and students with disabilities with a history of challenging behaviors (i.e.,

students with a disability and a behavior intervention plan) in general education classes

required for high school graduation. The purpose of this study was to evaluate the effect

of RC compared to hand raising (HR) in inclusive general education classrooms. An

alternating treatment design was implemented to examine the potential functional relation

between the use of RC, student engagement, and academic achievement. RC (i.e., 8” x

11” laminated write

-on cards) were randomly alternated with the more traditional method

of HR which allows one student to respond to each question asked by the teacher.

Intervals of time on-task, attempted responses, next day quiz scores, and bi-weekly probe

scores were measured and analyzed for target students without disabilities and target

students with disabilities. In addition, individual scores of all students in the class were

calculated to provide a class mean, allowing further analysis. All sessions were conducted

by classroom teachers during daily reviews of academic content. The findings from this

study support prior research indicating RC increases student engagement by increasing

intervals of time on-task and attempted responses for the majority of students. In one

class, three of four target students increased daily quiz scores by 10% or more using RC;

and in the second class the mean for daily quiz scores was ...


Evaluating The Relationship Among Parents' Oral And Written Language Skills, The Home Literacy Environment, And Their Preschool Children's Emergent Literacy Skills, Nicole A. Taylor 2011 Georgia State University

Evaluating The Relationship Among Parents' Oral And Written Language Skills, The Home Literacy Environment, And Their Preschool Children's Emergent Literacy Skills, Nicole A. Taylor

Communication Sciences and Disorders Dissertations

Studies have examined the impact of parents’ educational level on their child’s emergent literacy skills and have found positive associations (Korat, 2009). However, a review of the literature indicates that previous studies have not investigated whether parents’ oral and written language skills relate to their child’s emergent oral and written language skills. This is important in light of the fact that parents’ educational level does not provide a complete picture of their academic skills (Greenberg, 1995). In addition to parental characteristics, the home literacy environment (HLE) is seen as important in the growth of children’s emergent literacy ...


Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson 2011 Brigham Young University - Provo

Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson

Theses and Dissertations

Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who became the focus of ...


The Effects Of Wilson Reading System And Guided Reading On The Reading Achievement Of Students With Learning Disabilities, Rachel Ricci 2011 Rowan University

The Effects Of Wilson Reading System And Guided Reading On The Reading Achievement Of Students With Learning Disabilities, Rachel Ricci

Theses and Dissertations

The purpose for this study was based on Millville Public School's need for students to meet annual yearly progress in language arts literacy according to state standards. This study evaluated the results of the use of the Wilson Reading System compared to a Guided Reading program on the reading achievement of students with learning and reading disabilities using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) first grade assessment data. DIBELS was used to assess the students on nonsense word fluency, whole words read and oral reading fluency. Combining all of the DIBELS skill areas assessed, the students ...


Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack 2011 University of Nevada, Las Vegas

Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack

UNLV Theses, Dissertations, Professional Papers, and Capstones

Many students, specifically those with learning disabilities, struggle to master foundational computation skills such as addition with regrouping. With this in mind, the purpose of this research was to examine the effects of strategy instruction that involved the use of the concrete-representational-abstract teaching sequence on the addition with regrouping computation and word problem-solving skills of students with learning disabilities. This study involved the use of a multiple probe across participants design with two replications. The participants included nine second through sixth graders who had been identified as having a learning disability and were demonstrating mathematics difficulties. There were three females ...


A Special Education Teacher's Use Of Progress Monitoring, Louise V. Burgio 2011 The College at Brockport

A Special Education Teacher's Use Of Progress Monitoring, Louise V. Burgio

Education and Human Development Master's Theses

This study explored my use of progress monitoring in order to find the most effective ways to organize and gather data to support two of my students' literacy development. I investigated the purpose and reliability of my use of assessment. I have chosen the three participants based on their individual needs for literacy instruction and their quality of attendance, yet two of the three students participated. The design of this study enabled me to authentically and systematically reflect on my use of progress monitoring and the impact it had my individual students.


Preparing Elementary Teachers To Teach Students With Disabilities A Comparison Of Program Structures & Elements Across Teacher Preparation Institutions, Jessica Close 2011 University of Central Florida

Preparing Elementary Teachers To Teach Students With Disabilities A Comparison Of Program Structures & Elements Across Teacher Preparation Institutions, Jessica Close

HIM 1990-2015

Students with disabilities have the right to the least restrictive environment (IDEA, 2004). Elementary teachers are teaching more of these students in the inclusive classroom because of this right. Elementary teachers are willing to take on this responsibility, but most feel they are not prepared to do so. In order to address this concern, elementary teacher preparation at the institution level must be addressed. This is a descriptive thesis which identifies and compares methods that different institutions across the country use to prepare teachers to teach students with disabilities. Institutions chosen for this thesis were recognized by either the U ...


Quantifying Articulatory Distinctiveness Of Vowels, Jun Wang, Jordan R. Green, Ashok Samal, David B. Marx 2011 University of Nebraska-Lincoln

Quantifying Articulatory Distinctiveness Of Vowels, Jun Wang, Jordan R. Green, Ashok Samal, David B. Marx

Special Education and Communication Disorders Faculty Publications

The articulatory distinctiveness among vowels has been frequently characterized descriptively based on tongue height and front-back position; however, very few empirical methods have been proposed to characterize vowels based on time-varying articulatory characteristics. Such information is not only needed to improve knowledge about the articulation of vowels but also to determine the contribution of articulatory imprecision to poor speech intelligibility. In this paper, a novel statistical shape analysis was used to derive a vowel space that depicted the quantified articulatory distinctiveness among vowels based on tongue and lip movements. The effectiveness of the approach was supported by vowel classification accuracy ...


A Comparison Of Video Modeling And Social Stories To Decrease Inappropriate Behaviors, Caitlin Peluszak 2011 Rowan University

A Comparison Of Video Modeling And Social Stories To Decrease Inappropriate Behaviors, Caitlin Peluszak

Theses and Dissertations

The purpose of this research was to determine which type of social intervention is more efficient when comparing Video Modeling and Social Stories when attempting to decrease inappropriate social behaviors. Two children were chosen because they both displayed inappropriate mouth noises at various points throughout their time in the self contained classroom. Three baseline data collection periods were held and alternated with two intervention periods. A personalized peer modeling video and a personalized Social Story with photographs of the child was made for each child. These interventions were shown the children across separate five-day periods at a decreasing frequency, and ...


The Effects Of Concrete-Representational-Abstract Sequenced Instruction On Struggling Learners Acquisition, Retention, And Self-Efficacy Of Fractions, Elizabeth Hughes 2011 Clemson University

The Effects Of Concrete-Representational-Abstract Sequenced Instruction On Struggling Learners Acquisition, Retention, And Self-Efficacy Of Fractions, Elizabeth Hughes

All Dissertations

A growing body of research supports instructional strategies, such as concrete-representational-abstract (CRA) sequence, to teach mathematics to students at risk of failure, including those with disabilities. This study extends the current body of CRA research by analyzing the effects of CRA sequence of instruction on student achievement, and retention, and self-efficacy of performance on computations of fractions. Thirty-five students participated in this study. A series of repeated measures ANOVAs were performed to assess main effects and interaction effects for performance and self-efficacy of students in a control group who received traditional fractions instruction and a treatment group who received CRA ...


Proposal Project To Improve Greeting Skills Of An Adult With Disabilities Using Social Stories, Jamie Dawn Palmer-Ormsby 2011 Utah State University

Proposal Project To Improve Greeting Skills Of An Adult With Disabilities Using Social Stories, Jamie Dawn Palmer-Ormsby

All Graduate Plan B and other Reports

Mike is a 22 year-old adult with CHARGE Syndrome and autism spectrum conditions. Mike often struggles to greet and interact appropriately when people come to visit him and his family at his house. The purpose of this project was to help Mike improve his greeting and overall social skills. One event that seems to provoke problem behavior in people with autism is sudden unannounced schedule changes. Advanced warning of schedule changes have been used to prepare people with disabilities similar to Mike’s to teach social and behavioral skills. Social stories have also been used as an intervention to give ...


Creating And Evaluating Teacher Training Modules In Applied Behavior Analysis, Summer Lynn Navarrete 2011 Utah State University

Creating And Evaluating Teacher Training Modules In Applied Behavior Analysis, Summer Lynn Navarrete

All Graduate Plan B and other Reports

The use of applied behavior analysis (ABA) in the treatment of young children with autism has been shown to be effective in increasing their developmental trajectory. Many teachers, however, are unfamiliar with these teaching techniques. In training individuals to implement ABA interventions, didactic training should be paired with activities such as supervised practice and immediate feedback. The purpose of this project was to evaluate the effectiveness in the use of computerized training modules to teach specific information related to implement ABA programming with children with disabilities.


Book Review Of Global Perspectives On Adult Education, Deborah K. Sterner 2011 University of South Florida

Book Review Of Global Perspectives On Adult Education, Deborah K. Sterner

Deborah K Sterner

No abstract provided.


Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred 2011 Boise State University

Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred

Michael Humphrey

This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.


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