Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Cross collegial interaction (1)
- ETD (1)
- Eligibility (1)
- Hybrid delivery (1)
- Information literacy (1)
-
- Integrated learning (1)
- Knowledge base (1)
- Learning across the curriculum (1)
- Library partnerships on campus (1)
- Peer evaluation (1)
- Response to Intervention (1)
- School Psychologist (1)
- Special Education (1)
- Specific Learning Disability (1)
- Teaching and library faculty collaboration (1)
- Working groups (1)
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons
Beyond Library Resources: How To Implement Integrated Learning Across The Curriculum With Information Literacy Components Using Hybrid Delivery, Bernadette Maria Lopez-Fitzsimmons
Georgia International Conference on Information Literacy
As an academic librarian at Manhattan College, Riverdale, New York, I collaborate with teaching faculty and academic support centers on campus to provide holistic support to students. In the last year a cross collegial group including teaching faculty, library faculty and Instructional Designers has been created to explore ways in which to provide a “flexible structure” in curriculum across disciplines (e.g., Arts, Science, Engineering, Education, Information Literacy, etc.). Two instructional designers and a faculty member from the English Department lead the monthly in person workshops. After each workshop, scholarly and professional articles are posted in Moodle for all participants to …
Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood
Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood
Electronic Theses and Dissertations
An on-line survey was conducted to investigate the assessment practices and perceptions of 366 practicing school psychologist in the state of Georgia concerning various operational components, and the use of RTI when determining SLD eligibility. Results were analyzed using ordinal logistic regression to determine if psychologists’ perceptions could be predicted based on various explanatory variables. Results revealed that a little over half of the respondents preferred assessment of cognitive processing deficits evidenced through patterns of strengths and weaknesses for establishing SLD classification; while well over two-thirds continue to also value analysis of cognitive ability (IQ) scores. Psychologists’ assessment practices were …