Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Education
Teaching Conversation Skills To Adults With Developmental Disabilities Using A Video-Based Intervention Package, Kaitlyn Rayne Osborne
Teaching Conversation Skills To Adults With Developmental Disabilities Using A Video-Based Intervention Package, Kaitlyn Rayne Osborne
Theses and Dissertations
Social skills deficits may hinder learning, terminate relationships, and impede employment. Individuals with autism and intellectual disability are often characterized with difficulties in social judgement, emotions, and interpersonal relationships, all of which can lead to disruptive and aggressive behaviors. Explicit instruction, video modeling, and video feedback are research-based practices that have been used to teach conversation skills to individuals, particularly children with developmental disabilities and social impairments. This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching six adults ages 18-20 with autism and intellectual disability skills for initiating a conversation. A multiple …
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Janelle Wertzberger
When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Education Faculty Publications
When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
Theses and Dissertations
This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and …
Examining The Operant Function Of Feedback: Evaluation Of The Temporal Location Of Feedback, Elian Aljadeff-Abergel
Examining The Operant Function Of Feedback: Evaluation Of The Temporal Location Of Feedback, Elian Aljadeff-Abergel
Dissertations
Despite the common use of feedback in most training settings, it is not yet clear what behavioral function feedback serves. Most researchers consider feedback to function as a consequence and advocate for its immediate delivery in the form of “on the spot” supervision or after-session conferencing. The literature suggests that when compared, “on the spot” supervision is found more effective than after session conferencing. In spite these findings, most supervisors are still implementing after-session conferencing. This is probably due to the limited feasibility of performing “on the spot” supervision when supervising teachers implementing whole class or small group instruction. One …
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Instructional Technology and Learning Sciences Faculty Publications
Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double-blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory-based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) …