Education Commons^™

Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis

EKU Faculty and Staff Scholarship

Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of …

Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke

EKU Faculty and Staff Scholarship

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.

The Effectiveness Of Occupational Therapist Guided Remediation Through Handwriting Home Programs, Cindy W. Poole Mrs.

Occupational Therapy Doctorate Capstone Projects

Objective: The purpose of the study was to examine the effectiveness of an occupational therapist guided, parent-taught home handwriting instruction program for alphabet letter mastery and as a potential school system service delivery model.

Methods: Sixteen teacher referred students participated in this two-group pre-test posttest design using the Test of Handwriting Skills-R and parent survey data to determine summer remediation program effectiveness.

Results: Parent survey support correlated to statistically significant intervention group THS-R mean change standard scores in alphabet letter formation from pre-test (M = 89.57, SD = 12.12) to posttest (M =101.4, SD = 10.39), t …