Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- LSU Health Science Center (76)
- Western Michigan University (14)
- Walden University (8)
- Western Kentucky University (5)
- Kansas State University Libraries (4)
-
- St. John's University (3)
- University of Kentucky (3)
- University of Massachusetts Boston (3)
- University of Nebraska - Lincoln (3)
- University of Northern Iowa (3)
- Utah State University (3)
- William & Mary (3)
- Wright State University (3)
- Georgia Southern University (2)
- Illinois State University (2)
- Liberty University (2)
- Montclair State University (2)
- Selected Works (2)
- University of Dayton (2)
- University of Southern Maine (2)
- Bridgewater College (1)
- California State University, San Bernardino (1)
- Central Washington University (1)
- East Tennessee State University (1)
- Northern Illinois University (1)
- Nova Southeastern University (1)
- Seton Hall University (1)
- Stephen F. Austin State University (1)
- The University of Southern Mississippi (1)
- UMass Global (1)
- Keyword
-
- Graduation Exercises (50)
- Catalog; Bulletin (26)
- Education (6)
- Disability (4)
- Special education (4)
-
- Electronic Journal for Inclusive Education (3)
- Employment (3)
- University of Northern Iowa--Faculty--Workload; Department: University of Northern Iowa (3)
- Wright State University College of Education and Human Services (3)
- Adults (2)
- Autism (2)
- College newsletters (2)
- Disabilities (2)
- Ethics (2)
- IDEA (2)
- International Center (2)
- Mental Health (2)
- Phenomenology (2)
- Preschool (2)
- School Law (2)
- Special needs (2)
- Students with disabilities (2)
- Teachers (2)
- University newsletters (2)
- University of Kentucky (2)
- ASD (1)
- Academic Accommodations (1)
- Academic Accommodations (Disabilities) (1)
- Academic Leadership (1)
- Academic Support Services (1)
- Publication Year
- Publication
-
- Graduation Programs (50)
- Catalog and Bulletin (26)
- Walden Dissertations and Doctoral Studies (8)
- WMU Board of Trustees Meetings (7)
- Prism: Western Michigan University's Newsletter for Academic Affairs (5)
-
- Graduate School (4)
- Adult Education Research Conference (3)
- Dissertations, Theses, and Masters Projects (3)
- Electronic Journal for Inclusive Education (3)
- Institutional Effectiveness & Planning Documents (3)
- Theses and Dissertations (3)
- Administration and Instructional Leadership Faculty Publications (2)
- Archives Registers (2)
- Counselor Education and Human Services Faculty Publications (2)
- Department of Counseling Scholarship and Creative Works (2)
- Dissertations (2)
- Doctoral Dissertations and Projects (2)
- Global Kentucky (2)
- To Improve the Academy: A Journal of Educational Development (2)
- 1991-1996, Friday Report (1)
- 1996-2009, University Reporter (1)
- Academic Chairpersons Conference Proceedings (1)
- All Graduate Plan B and other Reports, Spring 1920 to Spring 2023 (1)
- All Graduate Projects (1)
- All Graduate Reports and Creative Projects, Fall 2023 to Present (1)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (1)
- Christy Moran Craft (1)
- Doctoral Dissertations (1)
- Electronic Theses and Dissertations (1)
- Electronic Theses, Projects, and Dissertations (1)
Articles 1 - 30 of 161
Full-Text Articles in Entire DC Network
“Camp Is A Home”: The Experiences Of Migrant Students In A College Assistance Migrant Program, Lourdes Bastas, Jamie L. Workman, Meagan C. Arrastia-Chisholm
“Camp Is A Home”: The Experiences Of Migrant Students In A College Assistance Migrant Program, Lourdes Bastas, Jamie L. Workman, Meagan C. Arrastia-Chisholm
Georgia Journal of College Student Affairs
The researchers explored how the migrant students characterized their experiences in the College Assistance Migrant Program (CAMP) program at a predominately White institution in Georgia and how they developed identity in this qualitative study. Interviews with seven migrant students were transcribed and coded for themes using Baxter Magolda’s theory of self-authorship as the theoretical framework. Participants developed their identities and established self-authorship as migrant students due to the influences and impacts of CAMP and perceived CAMP support as the nexus to their academic success and overcoming barriers. Other themes emerged from the narratives including disruption of frequent moves, cultural differences, …
Wmu Board Of Trustees Formal Session January 25, 2024, Wmu Board Of Trustees
Wmu Board Of Trustees Formal Session January 25, 2024, Wmu Board Of Trustees
WMU Board of Trustees Meetings
- Acceptance of the Agenda
- Approval of the Minutes
- November 30, 2023 – BOT Meeting
- December 14, 2024 – BOT Special Meeting
- Remarks by the Chair
- Remarks by the President
- Updates by the Faculty Senate President
- Updates by the Western Student Association President
- Western Michigan University Employee Graduates
- Haenicke Institute for Global Education Presentation: Journey from Graduate Student to Assistant Professor
- Public Comments Regarding Action Items
Action Items
2024 Western Michigan University Board of Trustee Officer Election
Delegated Authority to Confer Degrees
Consent Items
Curriculum Proposals
Personnel Report
- General Public Comments
Supplemental
Paraprofessional Training Materials, Program Implementation & Review, Breann Brewer
Paraprofessional Training Materials, Program Implementation & Review, Breann Brewer
All Graduate Reports and Creative Projects, Fall 2023 to Present
If ever you enter a special education classroom, you may encounter a few events. You may witness a classroom of impressive, almost automatic interactions, delivered in a way so eloquent that the students and staff seem to be in an effortless dance with one another. Or, you may witness a classroom that feels heavy with needs; needs of more staff, more help, more hands, and more time. This visual exercise demonstrates how the structure of a special education classroom sets the tone for student growth and success.
One pivotal part of a special education classroom is the paraeducators. Paraeducators, also …
Perspectives On Care Coordination For Youth With Tbi: Moving Forward To Provide Better Care, Jennifer P. Lundine, Erika Hagen, Susan C. Davies
Perspectives On Care Coordination For Youth With Tbi: Moving Forward To Provide Better Care, Jennifer P. Lundine, Erika Hagen, Susan C. Davies
Counselor Education and Human Services Faculty Publications
BACKGROUND: Care coordination aligns services and optimizes outcomes for children with traumatic brain injury (TBI), yet numerous obstacles can impede effective care coordination following a TBI.
OBJECTIVE: The goal of this work is to identify barriers and facilitators to care coordination from the perspective of individuals who care for young people impacted by TBI.
METHODS: Twenty-one care providers participated in semi-structured interviews to gather their perspectives on systems of care coordination for youth with TBI and potential areas for improvement. Using reflexive thematic analysis, researchers identified key themes across interviews.
RESULTS: Three themes were identified: 1) gaps in knowledge; 2) …
Shop Talk: Decreasing The School-To-Prison Pipeline For African American Male Students, Treveda Michelle Redmond
Shop Talk: Decreasing The School-To-Prison Pipeline For African American Male Students, Treveda Michelle Redmond
Graduate Research Theses & Dissertations
This dissertation used a plan, do, study, act (PDSA) cycle from improvement science toimplement a tier three intervention for African American male students in a middle school. The students who participated in the intervention were considered at-risk for school failure based upon behavior and grades in the first quarter of the school year. Community members assisted in creating a shop-talk experience for the students where they were able to engage with each other and successful African American male members of the community. Results indicate the shop-talk intervention was successful. Planning for the next PDSA cycle is discussed as well and …
Training Needs And Applications For Special Educators With Paraeducator Supervision Responsibilities, Joanna M. Cornejo
Training Needs And Applications For Special Educators With Paraeducator Supervision Responsibilities, Joanna M. Cornejo
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This project highlights the need for training for paraeducators working in Special Education settings. Duties performed by paraeducators often overlap with teacher duties and much of the direct instruction provided to students in self-contained classrooms is delivered by paraeducators. The tasks of training and supervising paraeducators often falls on the special education teacher, who may not have received training in supervision. The project includes a brief review of the literature on this topic and two project reports. I designed my project with the objective of improving the quality of instruction being delivered to students in my classroom through training of …
Adults With Learning Disabilities, Sami El Ahmadie
Adults With Learning Disabilities, Sami El Ahmadie
Adult Education Research Conference
In this literature review, I seek to shed light on the struggles faced by adults with learning disabilities in two particular areas: Employment and Stigma.
How Do Parents Of Typically Developing Children Perceive And Interact With Children With Exceptionalities?, Zurisaday N. Decker
How Do Parents Of Typically Developing Children Perceive And Interact With Children With Exceptionalities?, Zurisaday N. Decker
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to examine how parents with children displaying typical development, perceive and interact with children who have exceptionalities or disabilities and explore parents’ openness to having discussions about exceptional children in inclusive classrooms. Given that parents function as foundational sources of knowledge to children in their early childhood years, understanding parents’ perceptions of and interactions with children with disabilities may help to understand how these parents’ children will, in-turn, perceive and interact with classroom peers with disabilities. This line of inquiry is supported by Bronfenbrenner’s ecological systems theory, which views microsystems such as the family, …
Faculty Perception Of Inclusive Instruction At Three South-Central Community Colleges, Karen R. O'Donohoe
Faculty Perception Of Inclusive Instruction At Three South-Central Community Colleges, Karen R. O'Donohoe
Graduate Theses and Dissertations
Enrollment rates for student with disabilities in higher education continue to rise, particularly in 2-year colleges, but graduation rates have not kept pace due to barriers not addressed by traditional disability supports (Black et al., 2014; NCES, 2019; Smedema et al., 2015). Inclusive instruction is a low-cost, high-impact solution that can be implemented on any campus (Black et al., 2014; Lombardi et al., 2013; Roberts et al., 2011). This quantitative study utilized a cross-sectional descriptive non-experimental research design that explored faculty self-reported attitudes and actions associated with inclusive instruction at three of the largest degree-granting, two-year institutions in a single …
The Implementation Of The Iva-2 And Neurofeedback As Supplementary Support For Elementary Students, Cynthia Elizabeth Britt Dr.
The Implementation Of The Iva-2 And Neurofeedback As Supplementary Support For Elementary Students, Cynthia Elizabeth Britt Dr.
Electronic Theses, Projects, and Dissertations
Many general education students within the public-school setting are struggling to meet the rigorous academic demands of current school systems. The lack of specificity in school-based assessments and interventions impedes an accurate determination of how students with auditory and visual processing difficulties are learning. As a result, students are being misidentified or are receiving supports that do not meet their needs. Public schools across California implement systems of supports Response to Intervention (RTI), Multi-Tier Systems of Supports (MTSS), and Positive Behavior Intervention (PBIS) for all students to make adequate academic progress and experience behavioral and social-emotional needs. Based on student …
Rg 14/1 Media Relations / Office Of The Director – 3, University Of Southern Maine
Rg 14/1 Media Relations / Office Of The Director – 3, University Of Southern Maine
Archives Registers
No abstract provided.
Rg 14/2 Office Of University Relations / Director Of Publications – 13, University Of Southern Maine
Rg 14/2 Office Of University Relations / Director Of Publications – 13, University Of Southern Maine
Archives Registers
Includes: Media & University Relations / Publications
Photographs
An Introduction To The Culturally Responsive Education Model (Crem): A Personal And Professional Journey To Reflective And Transformative Pedagogy, Monica R. Manns
An Introduction To The Culturally Responsive Education Model (Crem): A Personal And Professional Journey To Reflective And Transformative Pedagogy, Monica R. Manns
Virginia English Journal
The Culturally Responsive Education Model (CREM) is a framework by which educators can recognize, digest, and implement cultural responsiveness in their classrooms and school communities. Based on the research of James Banks, Gloria Ladson-Billings, Zaretta Hammond, Marva Collins, Bell Hooks, Geneva Gay, James Comer, and Paulo Freire, the CREM serves as a tool, a practitioner’s guide to culturally responsive teaching and learning, with specific focus on content integration (the curricular and programmatic expansion to celebrate and acknowledge the contributions of diverse groups); knowledge construction (helping students understand how people create beliefs based on their diverse biographies while validating students’ funds …
Building A Strength-Based Support Program For College Students With Autism, Deann Lechtenberger, Wesley H. Dotson, Eriko Fukuda, Rebecca Beights, Jennifer Hamrick, James Williams, Barry Lovelace
Building A Strength-Based Support Program For College Students With Autism, Deann Lechtenberger, Wesley H. Dotson, Eriko Fukuda, Rebecca Beights, Jennifer Hamrick, James Williams, Barry Lovelace
Journal of Human Services: Training, Research, and Practice
Abstract
Social Participation In College Students With Chronic Pain, Karen Mccarthy, Megan Chamberlain, Megan Chinn, Jennifer Pineda, Camille Santiago, Jamie Spitzer, Patricia Tran
Social Participation In College Students With Chronic Pain, Karen Mccarthy, Megan Chamberlain, Megan Chinn, Jennifer Pineda, Camille Santiago, Jamie Spitzer, Patricia Tran
The Open Journal of Occupational Therapy
Background: College students with invisible disabilities, including chronic pain, often experience difficulty engaging in social occupations, both on and off campus, because of stigma, misconceptions, or social exclusion. Previous research has examined the use of academic accommodations to address these concerns or focused on the physical barriers to participation, failing to address the psychosocial and holistic impact of pain. Chronic pain can affect a variety of occupations, including social participation, which is a significant occupation for college students. This research explores the lived experience of chronic pain for college students and the impact of pain on social participation from …
Is Special Education A Life Sentence? Examining Disproportionality In The Declassification Rates Of Students Of Color In An Urban School District, Rasheed Bility
Theses and Dissertations
Federal law states that any student suspected of having a disability must meet initial eligibility requirements to qualify for special education services. Furthermore, an individual education program (IEP) team is required by federal law to re-evaluate each student with a qualified disability tri-annually to assess his or her ongoing need for such services. The pathway toward initial eligibility is explicitly outlined within federal legislation; however, the law does not explicate an avenue for declassification or exiting from special education. As a result, many students may remain in special education and are labeled as students with a disability when they may …
New Perspectives On Faculty Stress: Its Relationship With Work Engagement, Teaching Effectiveness, And Program Preferences To Manage Stress, Rocio Alvarenga
New Perspectives On Faculty Stress: Its Relationship With Work Engagement, Teaching Effectiveness, And Program Preferences To Manage Stress, Rocio Alvarenga
Open Access Theses & Dissertations
The purpose of the study was to analyze faculty stress with three interrelated parts. First, the study examined the relationship between work engagement, stress factors, stress outcomes, and faculty characteristics. Next, the study analyzed the relationship between students' perception of faculty stress, faculty teaching effectiveness, class size, and student classification. Finally, the study investigated faculty preferences for health and wellness programs in the workplace. The study used two anonymous online questionnaires to collect data from 45 faculty participants and 119 student participants from a U.S. public, four-year research university. For faculty, the results demonstrated statistically significant strong relationships between all …
A Qualitative Examination Of College Disability Services For Students With Traumatic Brain Injuries, Susan C. Davies, Michael R. Crenshaw, Elana R. Bernstein
A Qualitative Examination Of College Disability Services For Students With Traumatic Brain Injuries, Susan C. Davies, Michael R. Crenshaw, Elana R. Bernstein
Counselor Education and Human Services Faculty Publications
Adolescents and young adults are at relatively high risk for sustaining traumatic brain injuries (TBIs). These injuries can result in persistent disabilities, including a range of cognitive, physical, and social-emotional deficits that can be particularly challenging for college age students. This qualitative study explored disability services for college students with TBIs through interviews with directors of 18 college Offices of Disability Services (ODS). Respondents provided general information regarding their service model, the most common disabilities served, as well as the number of students with TBI served, and more specific information pertaining to services for students with TBI. Results indicated ODS …
Department Chair As University Change Agent: A Practitioner-Researcher Leadership Model, Robbie J. Steward Ph.D.
Department Chair As University Change Agent: A Practitioner-Researcher Leadership Model, Robbie J. Steward Ph.D.
Academic Chairpersons Conference Proceedings
This symposium describes the leadership of department chair, who assumes the position as an institutional change agent by implementing strategies associated with leadership using the practitioner-researcher model. Positive outcomes and unanticipated consequences and implications will be discussed.
The Self-(Un)Identification Of Disability In Higher Education, Katherine C. Aquino, Joshua D. Bittinger
The Self-(Un)Identification Of Disability In Higher Education, Katherine C. Aquino, Joshua D. Bittinger
Administration and Instructional Leadership Faculty Publications
Use of the self-identification process and accommodation services can, in theory, positively contribute to student success; however, students with disabilities may be negatively impacted if they perceive others viewing them as less significant members of the college community. This study identifies the number of students with self-identified disabilities within higher education and the change in self-identification cases over the course of postsecondary enrollment. Utilizing data from the Beginning Postsecondary Students Longitudinal Study, findings indicate that, 59% of students who self-identified during the first year of postsecondary education, unidentified by the first follow-up and, of those who identified as having a …
Communication Between Home And School For Parents Of Children With Chronic Illness, Keri Edwards
Communication Between Home And School For Parents Of Children With Chronic Illness, Keri Edwards
Theses and Dissertations
A child with chronic illness has a physical or behavioral condition that affects the child’s daily functioning, lasts longer than three months, and requires medical intervention such as medication, hospitalizations, and/or home care (Newacheck, McManus, & Fox, 2001). Chronic illness interferes with all areas of development, including physical, social, emotional, and cognitive development, and a growing number of children with chronic illnesses are attending school. Effective communication between parents and educators is essential so that accurate information about the nature and extent of the impact of chronic illness on children’s learning experiences and schooling can be shared and appropriate supports …
Deaf / Hard Of Hearing Preschool Students’ Acquisition Of Language Through Dyadic And Triadic Communication Contexts, Molly S. Herman
Deaf / Hard Of Hearing Preschool Students’ Acquisition Of Language Through Dyadic And Triadic Communication Contexts, Molly S. Herman
Theses and Dissertations
The purpose of this study was to investigate the effectiveness and efficiency of using dyadic communication with a teacher of the deaf (ToD) and a Deaf/Hard of Hearing (D/HH) student compared to a triadic communication with a general education teacher, sign language interpreter, and D/HH student. Four participants in a self-contained D/HH early childhood classroom participated in both comparison groups using dyadic and triadic communication to acquire vocabulary language skills for communication while playing a preschool game. An adapted alternating treatment design (AATD) for single case research was used to rapidly alternate comparison groups using equivalent games and counterbalanced across …
How Involved Should They Be? Students With Asd In Postsecondary Settings And Their Family Members, Bryan Dallas, Julie Ramisch, Alyssa Ashmore
How Involved Should They Be? Students With Asd In Postsecondary Settings And Their Family Members, Bryan Dallas, Julie Ramisch, Alyssa Ashmore
The Qualitative Report
We investigated the need for family member involvement for students with Autism Spectrum Disorder (ASD) in postsecondary settings. We also looked at the perceived needed and fulfilled roles of family members and if family member involvement resulted in positive outcomes for postsecondary students with ASD. We surveyed 211 postsecondary Disability Support Professionals (DSPs) through the AHEAD organization. Using a mixed methods approach including inductive content analysis, results primarily indicated that there is a need for family members to be involved non-academically with students with ASD. We discuss roles that DSPs think family members should fulfill versus roles that DSPs think …
The Predictors Of Juvenile Recidivism: Testimonies Of Adult Students 18 Years And Older Exiting From Alternative Education, La Toshia Palmer
The Predictors Of Juvenile Recidivism: Testimonies Of Adult Students 18 Years And Older Exiting From Alternative Education, La Toshia Palmer
Dissertations
Purpose: The purpose of this descriptive, qualitative study was to identify and describe the importance of the predictors of juvenile recidivism and the effectiveness of efforts to prevent/avoid juvenile recidivism as perceived by previously detained, arrested, convicted, and/or incarcerated adult students 18 years of age and older exiting from alternative education in Northern California. A second purpose was to explore the types of support provided by alternative schools and the perceived importance of the support to avoid recidivism according to adult students 18 years of age and older exiting from alternative education.
Methodology: This qualitative, descriptive research design identified …
Academic Role And Professional Identity Development In Counselor Education, Seth Scott
Academic Role And Professional Identity Development In Counselor Education, Seth Scott
Walden Dissertations and Doctoral Studies
Professional identity development occurs during graduate training through mentoring, modeling, and academic training by counselor educators. If counselor educators are to transmit this professional identity, they must possess a robust professional identity themselves. Professional identity development theory suggests that the strength of this professional identity may be threatened by a lack of belonging in academia for nontenured or contingent faculty. A correlational research design using a purposeful convenience sample was used to examine the relationship between academic role, employment status, years of experience, and professional identity among counselor educators. The participants (n=50) were counselor educators who subscribe to the CESNET-Listserv. …
Parents' Perceptions Of Transition And Postsecondary Services For Their Children With Disabilities, Elizabeth Joyce Strong
Parents' Perceptions Of Transition And Postsecondary Services For Their Children With Disabilities, Elizabeth Joyce Strong
Walden Dissertations and Doctoral Studies
Students with intellectual and other disabilities who age out of transition programs or graduate from high school may experience marginalization as young adults. There exists scant literature on the perceptions of parents about access to employment and services for their adult children with disabilities. The purpose of this qualitative study was to explore how parents perceived educational services, financial burdens, social isolation, and lack of access to employment for their children with intellectual and other disabilities. Critical disability theory and transformational theory constituted the study's conceptual framework. The research questions concerned how parents perceived access to services related to financial …
Wmu Board Of Trustees Formal Session November 1, 2017, Wmu Board Of Trustees
Wmu Board Of Trustees Formal Session November 1, 2017, Wmu Board Of Trustees
WMU Board of Trustees Meetings
- Acceptance of the Agenda
- Approval of the Minutes
- Remarks by the Chair
- Remarks by the President
- Comments by the Faculty Senate Vice President
- Comments by the Western Student Association President
- Comments by the Graduate Student Association President
- Research, Discovery, and Student Engagement Presentation
- Smart Zone Update
- WMU Presentation
- Public Comments Regarding Action Items
Biennial Faculty Activities Report To The Board Of Regents, State Of Iowa, 2017, University Of Northern Iowa, University Of Iowa, Iowa State University
Biennial Faculty Activities Report To The Board Of Regents, State Of Iowa, 2017, University Of Northern Iowa, University Of Iowa, Iowa State University
Institutional Effectiveness & Planning Documents
Report of faculty activity broken down by rank and compared to the other Regents institutions.
Wmu Board Of Trustees Formal Session April 27, 2017, Wmu Board Of Trustees
Wmu Board Of Trustees Formal Session April 27, 2017, Wmu Board Of Trustees
WMU Board of Trustees Meetings
- Acceptance of the Agenda
- Approval of the Minutes (March 15, 2017 and April 12, 2017 Meetings)
- Remarks by the Chair
- Remarks by the President
- Comments by the Faculty Senate President
- Comments by the Western Student Association President
- Comments by the Graduate Student Association President
- Presidential Scholars Presentation
- Public Comments Regarding Action Items
- Action Items
- Student Room and Board Rates 2017-2018
- Five Year Capital Outlay Plan
- Naming of Western Heights and Heritage Hall South Conference Room
- Consent Items
Advising Doctoral Students In Education Programs, Christy M. Craft, Donna Augustine-Shaw, Amanda Fairbanks, Gayla Adams-Wright