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Full-Text Articles in Education
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo
Is Service-Learning The Answer? Preparing Teacher Candidates To Work With Ells Through Service-Learning Experiences, Sandra Rodriguez-Arroyo
Scholarship of Metropolitan Mission
In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students’ reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront …
Engagement Differences For 2-Year-Olds Identified As Late Talkers, Brianna Hendrickson, Shari L. Deveney
Engagement Differences For 2-Year-Olds Identified As Late Talkers, Brianna Hendrickson, Shari L. Deveney
Special Education and Communication Disorders Faculty Proceedings & Presentations
This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions.
Comparison Of Two Word Learning Techniques And The Effect Of Neighborhood Density For Late Talkers, Shari L. Deveney, Cynthia J. Cress, Robert Reid
Comparison Of Two Word Learning Techniques And The Effect Of Neighborhood Density For Late Talkers, Shari L. Deveney, Cynthia J. Cress, Robert Reid
Special Education and Communication Disorders Faculty Publications
The investigators compared two techniques for teaching expressive vocabulary to late talkers: modeling with an expectant pause and modeling with an evoked child production. They also explored the influence of neighborhood density on children’s real word learning. Three late talkers (ages 25–33 months) received two alternating vocabulary treatments (expectant pause and evoked production) in the home. Two participants were identified as having an expressive language delay, and one participant was identified as having an expressive and receptive language delay. During the expectant pause treatment, the clinician paused several seconds after each target word model, looking at the child expectantly. In …
Engagement Differences For 2-Year-Olds Identified As Late Talker, Brianna E. Hendrickson, Shari L. Deveney
Engagement Differences For 2-Year-Olds Identified As Late Talker, Brianna E. Hendrickson, Shari L. Deveney
Special Education and Communication Disorders Faculty Publications
The investigators compared engagement in language-rich activities for 2-year-olds identified as late talkers and their typically developing peers. Participants included twelve 2-year-old children ranging in age from 24- to 33-months of age (M = 27 months; SD= 2.906), three were identified as being typically developing, five were identified as having expressive-only language delay, and four were identified as having expressive and receptive language delay. From videotaped interactions, child behaviors were coded as unengaged (e.g., uninvolved with any specific people, objects, or symbols), onlooking (e.g., watching researcher or parent activity, but not taking part), person engaged (e.g., involved solely …