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The Impact Of Parental Involvement On Preschool Children’S Later Language Development In Low-Income Hispanic English Language Learners, Yanjie Long 2012 University of Nebraska-Lincoln

The Impact Of Parental Involvement On Preschool Children’S Later Language Development In Low-Income Hispanic English Language Learners, Yanjie Long

Public Access Theses and Dissertations from the College of Education and Human Sciences

Previous research has revealed the importance of parental involvement in children’s language development (Raikes, et. al., 2006). However, few studies have focused in detail on the impact of parental involvement on the language development of English Language Learners (ELLs). The purpose of this study is to examine how early and concurrent parental involvement affects preschool children’s later language development in a sample of low-income Hispanic ELLs. More specifically, two aspects of parental involvement will be examined: (1) home support of language and cognitive stimulation; and (2) parent emotional supportiveness. The results indicate that early home language and cognitive ...


Newsroom, Georgia Southern University 2012 Georgia Southern University

Newsroom, Georgia Southern University

Newsroom

No abstract provided.


Designing Assistive Technology Training For Paraprofessionals, Dianne J. Chambers 2012 University of Notre Dame Australia

Designing Assistive Technology Training For Paraprofessionals, Dianne J. Chambers

Dianne J Chambers

With an increase in the number of students with disabilities being included in regular education settings internationally, there has also been a subsequent increase in the number of paraprofessionals supporting these students (Ghere & York-Barr, 2007; Giangreco, Smith & Pinckney, 2006). In many school situations, the paraprofessional holds responsibility for assisting students with special needs to access the curriculum of the classroom, as well as to manage the social and emotional environment (Carter, O'Rourke, Sisco & Pelsue, 2009).


Teacher Preparation For Inclusive Education: Increasing Knowledge But Raising Concerns, Chris Forlin, Dianne Chambers 2012 University of Notre Dame Australia

Teacher Preparation For Inclusive Education: Increasing Knowledge But Raising Concerns, Chris Forlin, Dianne Chambers

Dianne J Chambers

The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range ...


Bullying And The Inclusive School Environment, Chris Forlin, Dianne Chambers 2012 Edith Cowan University

Bullying And The Inclusive School Environment, Chris Forlin, Dianne Chambers

Dianne J Chambers

As Australian education departments and teacher education institutions become aware of international trends, they are keen to implement quickly pedagogical and curriculum changes that are being promoted as best practice for schools of the twenty-first century. One such recent change has been the inclusivity movement. There remain, however, many unresolved issues for teachers that fall outside these new paradigm shifts but still require urgent attention.


Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers 2012 University of Notre Dame Australia

Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers

Dianne J Chambers

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school-based inclusivity framework – a three-faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu ...


Book Reviews, Bruce Haynes, Dianne Chambers, Ken Spencer 2012 Edith Cowan University

Book Reviews, Bruce Haynes, Dianne Chambers, Ken Spencer

Dianne J Chambers

Scott A. and Freeman-Moir J. (Eds), (2000). Tomorrow's Teachers : International and Critical Perspectives on Teacher Education, Christchurch, Canterbury University Press.

Peter Benton & Tim O’Brien (Eds.), (2000). Special Needs and the Beginning Teacher London: Continuum (ISBN 0 8264 4889 5)

Bailey,R. & Macfadyen,T. (Eds.) (2000) Teaching Physical Education 5-11. London: Continuum. (ISBN 0 8264 4842 9


Inclusivity Imperatives And The Australian National Curriculum, Richard G. Berlach, Dianne Chambers 2012 University of Notre Dame Australia

Inclusivity Imperatives And The Australian National Curriculum, Richard G. Berlach, Dianne Chambers

Dianne J Chambers

With work currently being undertaken on formulating Australia's first national curriculum, now seems an opportune time to review the current state of play with regard to how well inclusivity is being represented in the developing documentation. An accurate understanding of “what is” is often the first step in preparing for “what may be” on a much broader scale. Accordingly, this essay addresses three matters, and does so by way of engaging in interpretive documentary analysis. First, the notion of inclusivity in education per se is introduced, and the concept itself defined. Second, an examination is undertaken of how the ...


Resistance To Learning In Mandatory Training Contexts: Design And Construction Of A Diagnostic Instrument, Jonathan E. Taylor 2012 University of Tennessee

Resistance To Learning In Mandatory Training Contexts: Design And Construction Of A Diagnostic Instrument, Jonathan E. Taylor

Jonathan E Taylor

The purpose of this study was to design a valid and reliable instrument that contains original scales measuring learning resistance behaviors and cognitions, along with four other hypothetically related factors, resentment, disinterest, overconfidence, and perceived social norms. This process entailed constructing valid items for each of the five included scales; testing those scales for reliability using internal consistency analysis; and validating those scales using external criteria. The multiple scales were tested for intra-correlations to support or disconfirm a series of hypotheses reflecting the hypothetical relationships between learning resistance and the other four included factors. The resultant instrument contains five reliable ...


Engaging In The Scholarship Of Teaching And Learning: A Guide To The Process And How To Develop A Project From Start To Finish, Beth Dietz-Uhler, Cathy Bishop-Clark 2012 Miami University

Engaging In The Scholarship Of Teaching And Learning: A Guide To The Process And How To Develop A Project From Start To Finish, Beth Dietz-Uhler, Cathy Bishop-Clark

SoTL Commons Conference

The purpose of SoTL is not just to make an impact on teaching and learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. The objective of the poster is to provide participants with a framework and some tools for completing a SoTL project. We will illustrate how SoTL has enriched our teaching and our careers. We will provide examples of our own studies as well as those of our peers. Lastly, we will introduce participants to a five-step process of creating their own SoTL project that facilitates movement from an idea to ...


Multiple Case Study Investigation Of E-Reader Devices In Academia, Lauren Scharff 2012 U.S. Air Force Academy

Multiple Case Study Investigation Of E-Reader Devices In Academia, Lauren Scharff

SoTL Commons Conference

E-texts are seen as the imminent direction for education publishers. There are many e-reader devices currently available, leading to a variety of device characteristics that might affect use of the device, and more importantly, impact behaviors that can influence learning (e.g. note-taking and general likelihood to read). For example, some devices are able to display dynamic, colored images and run applications that allow users to interact with the material, possibly leading to increases in reading and enhanced learning. Less positively, small display screens make the more portable e-reader devices unappealing for many disciplines that rely on large, detailed diagrams ...


Fidget Toys In The University Classroom, Don Slater 2012 Georgia Southern University

Fidget Toys In The University Classroom, Don Slater

SoTL Commons Conference

This session reports on summarized and analyzed data that was collected through seven semesters and demonstrate the value of two hundred twenty student self-reported perspectives, values, opinions, and observations using fidget toys in the classroom as a behavior modification technique. A multiplicity of in-class distractions detracts contemporary students from the learning process. The researcher initiated the use of fidget toys in the classroom in order to create a positive distraction to help refocus student attention on in-class topics. The fidget toys used were small, squeezable, spongy, hand-held items. A twelve question Likert Rating Scale survey was used to record data ...


(Much) Older University Students: Their Study Motivations And Experiences, Bronwyn Ellis 2012 University of South Australia

(Much) Older University Students: Their Study Motivations And Experiences, Bronwyn Ellis

SoTL Commons Conference

In an ageing society where retirement may need to be deferred, equity considerations mean that it is important to allow for the inclusion of an under-represented older cohort in higher education. Regional undergraduate students born before 1956 were invited to respond to an anonymous online questionnaire on being a university student in later life. Demographic information was collected – sex, place of residence, age group, any former university study, current study year and mode, and whether full or part time. Open-ended questions investigated study motivations, extra supports and facilities required, highlights of being a university student, negatives or challenges faced, contributions ...


Improving The Experimental Design Of Sotl Research, Patricia Marsh, Neena Gopala, Anna Dickherber 2012 Park University

Improving The Experimental Design Of Sotl Research, Patricia Marsh, Neena Gopala, Anna Dickherber

SoTL Commons Conference

Limitations in previous pseudo-experimentally designed Scholarship of Teaching and Learning studies were addressed by including recent recommendations in the literature (LoSchiavo, Shatz, & Poling, 2008; Smith, 2008). These involved: (a) pre/post tests administered in Social Psychology (SP) courses; (b) random assignment of SP students within the same course, semester, and instructor to one of the two interventions; and (c) the recruitment of students from a participant pool to serve as a group control (i.e., completed the same tests without having taken the course). This presentation focused on results from a 50-items SP exam covering SP topics, including prejudice, aggression, attraction and ...


Exploring The Impact Of Learning Contracts On Student Commitment And Academic Performance, Timothy Frank 2012 U.S. Air Force Academy

Exploring The Impact Of Learning Contracts On Student Commitment And Academic Performance, Timothy Frank

SoTL Commons Conference

It is not uncommon for students with high potential to underperform in the classroom. With many activities competing for a student's time, success comes with commitment. This project studied the effect of individualized, voluntary learning contracts on student commitment and academic performance. Scores on the first exam were compared with scores on the final exam to determine any change in academic performance. Additionally, feedback forms were collected to determine self-reported student commitment. Students in the experimental group who performed poorly on the first exam were counselled one-on-one and offered the chance to sign a learning contract. When comparing those ...


Is Anyone There? Using Interaction Behaviors To Enhance Online Discussion Forums, Denise Peterson 2012 South Dakota State University

Is Anyone There? Using Interaction Behaviors To Enhance Online Discussion Forums, Denise Peterson

SoTL Commons Conference

Discussion forums in online courses are the vehicles in which much student interaction occurs. The interactions range from individuals who post constantly to those who get on once, meet the minimal requirements (if that) and log out. Our study focuses on the interactions within the discussion forums and how those interactions define the social presence of individuals. Social presence is defined by Garrison as “the ability to project one's self and establish personal and purposeful relationships” (2007). The behaviors that contribute to perceived social presence that have been coded in this study include asking questions, sharing personal examples, and ...


Online Tools For Engaging Undergraduate Business Students, Wallace Lockhart 2012 University of Regina

Online Tools For Engaging Undergraduate Business Students, Wallace Lockhart

SoTL Commons Conference

Description: As we move toward online course management and blended learning, are we keeping up with student expectations? The 2010 ECAR survey raises concerns. The Study : A single platform (moodle) is used for class co-ordination. Students were exposed to a blend of traditional and online tools for engagement and assessment. Paper was eliminated. The study covered ten courses over two years. Surveys asked perceived difficulty and benefits of online vs traditional tools, and what is most important to student's overall learning experience. Results : Student response to online tools was initially luke-warm, but improved over time as we learned to ...


Ways For Cooperating Teachers To Build A Positive Relationship With Student Teachers, Hsiu-Lien Lu 2012 Georgia Southern University

Ways For Cooperating Teachers To Build A Positive Relationship With Student Teachers, Hsiu-Lien Lu

SoTL Commons Conference

The purpose of this session is to explore what cooperating teachers can do to build a positive relationship with student teachers to help foster a successful internship. Working with student teachers over 10 years, I have seen great successes in the relationship between the cooperating teacher and the student teacher; I have also seen others not as successful. To motivate at the beginning of the session, attendees will be asked to reflect upon their experiences, positive or negative, working as a student teacher, a cooperating teacher, and/or a program supervisor. Throughout the session, an interactive model will be utilized ...


The Adult Student Priorities Surveytm: An Analysis At A Private Central Appalachian University, Jack McCann, Daniel Graves 2012 Lincoln Memorial University

The Adult Student Priorities Surveytm: An Analysis At A Private Central Appalachian University, Jack Mccann, Daniel Graves

SoTL Commons Conference

The purpose of this session is to present the results of the Adult Student Priorities SurveyTM conducted at a private university school of business in central Appalachia. In this session, attendees will learn what adult learner participants found to be important and the reported level of satisfaction with a full range of experiences in their educational program. A description of the study, major findings, and the implications for colleges and universities will also be presented in this session. In addition, recommendations are included for further research, so that these results may be used by schools to help improve existing policies ...


Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote 2012 University of South Carolina Aiken

Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote

SoTL Commons Conference

The first year of college is a critical time in the cognitive development of students, a time when students experience measurable gains in learning (Reason, Terenzini, & Domingo, 2006). Through the implementation of a 1-credit hour required Critical Inquiry (CI) course, faculty at one institution are encouraging this development by engaging first semester first-year students in deeper learning that applies critical inquiry knowledge and skills. In this session, the presenters will draw from collective experiences developing and implementing the CI course, and related faculty development to: a) communicate strategies that have been used to get students engaged in the critical inquiry process; b) share examples of student work on activities and assignments that encourage deeper thinking and learning; c) explain the methods used to evaluate critical thinking and inquiry skills through student learning outcomes measurement and a common CI Portfolio; d) present findings related to the authentic portfolio assessment; and e) facilitate a discussion with the audience about how they can adapt activities and assignments in their courses to promote deeper learning.


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