Education Commons^™

A Formative Experiment To Align Middle-School History Instruction With Literacy Goals, Jamie Colwell, David Reinking

Publications

Background/Context

Recent curricular trends based on new standards emphasize the centrality of reading and studying texts in history instruction. That trend suggests a closer alignment between middle-school history instruction and goals for developing literacy. Yet potential obstacles identified in the literature, particularly a teacher's stance toward teaching history, imply challenges to instantiating that alignment. Relatively little research has addressed how relevant conceptual positions such as disciplinary literacy might be realized in authentic practice.

Purpose/Objective

The objective was to investigate how middle-school history instruction could be transformed to align with the literacy goals addressed in new curricular standards and to better …

Dissertation Abstracts, Helen Slatyer, Vicky Crawley, Yan Ding, Qianya (Thea) Cheng

International Journal of Interpreter Education

No abstract provided.

Interview With Sergio Peña, Multicultural And Multilingual Interpreter And Educator, Marla Robles, Debra Russell

International Journal of Interpreter Education

Sergio Peña is a certified interpreter in ASL, English, Spanish, and Mexican Sign Language (LSM). He is the co-author of Lo que hace a un interprete ser interprete. Técnicas y herramientas para los intérpretes de lenguas señadas y español [What makes an interpreter be an interpreter: Techniques and tools for interpreters working with signed language and Spanish]. Claire Ramsey and he also co-authored “Sign Language Interpreting at the Border of the Two Californias,” which was included in Interpreting in Multilingual, Multicultural Contexts.” (Locker McKee & Davis, 2010). He holds a bachelor’s degree in liberal studies from San Diego State …

Thinking Outside The Black Box: A Theoretical Evaluation Of Adult Learning And The Nvq Pathway To Interpreter Qualification, Brett A. Best

International Journal of Interpreter Education

This article utilizes two popular theories of adult learning as analytical lenses to evaluate the National Vocational Qualification (NVQ) process of accrediting British Sign Language (BSL)/English interpreters in the United Kingdom. Although an NVQ is an assessment, learning opportunities are inherent in the assessment process and in the training which typically precedes it. Behaviorist and constructivist theoretical orientations are applied in this analysis as both are applicable and relevant to the NVQ process. The Level 6 NVQ Diploma in Sign Language Interpreting framework exemplifies a behaviorist orientation, although it also blends in elements of constructivism. It is suggested that training …

Book Review: Introduction To Healthcare For Chinese-Speaking Interpreters And Translators, Yanqiang Wang

International Journal of Interpreter Education

No abstract provided.

Editorial: Travel, Technology And Professional Connections, George Major, Ineke Crezee

International Journal of Interpreter Education

No abstract provided.

The Value Of Knowledge And Relationships, Douglas Bowen Bailey

International Journal of Interpreter Education

No abstract provided.

Becoming Hearing: Describing Co-Construction Of Expert Asl/English Interpreter Deaf-World Cultural Competence, Leah Subak

International Journal of Interpreter Education

This article describes deaf and hearing expert interpreter participants’ perspectives on Deaf-World cultural competence (DWCC). DWCC is a concept explicitly and implicitly embedded in the Conference of Interpreter Trainer’s (CIT’s) mission statement. American deaf and mainstream cultures coexist and interpreters facilitate communication between individuals not sharing a common language. The author completed a qualitative study and dissertation, and relied on expert deaf and hearing participants’ responses given during narrative interviews. Participants described their lived experience entering and maintaining ties to the Deaf-World. The inquiry explored participants’ identity transformations as they came to be described by their deaf-conferred ASL label, …

Link Words In Note-Taking And Student Interpreter Performance: An Empirical Study, Heidi Salaets, Lauren Theys

International Journal of Interpreter Education

The note-taking technique (NTT) is an essential tool for consecutive interpreting. Several experts developed guidelines to help interpreters develop their own personal note-taking techniques, one of which is noting down link words. In this article, the authors discuss the findings of an empirical study which compared the note-taking and interpreting performance of 13 Belgian spoken-language student interpreters in the first year of their master’s degree in interpreting. The study aimed to explore the effectiveness and influence of (not) noting down links between ideas as per the guidelines in the literature (Jones, 2002; Gillies, 2005; Rozan, 1956) on spoken language interpreting …

Dynamic Dialogue In Interpreter Education Via Voicethread, Stacey Webb, Suzanne Ehrlich

International Journal of Interpreter Education

This paper provides a glimpse into the use of interactive dialogue to increase and improve interactivity among interpreter education students via Voicethread. The focus of the paper is primarily drawn from experiences in the education of signed language interpreting students, however, it is also relevant to spoken language interpreting students. While this article aims to explore the use of Voicethread (also known as MyThread) as a dynamic digital tool to enhance dialogue, the concepts highlighted go beyond tools to demonstrate how improved connectivity and dialogue can serve as a strong foundation for community building in eLearning environments. Both theory and …

Full Issue

International Journal of Interpreter Education

No abstract provided.

Characterizing Teaching Assistants’ Knowledge And Beliefs Following Professional Development Activities Within An Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, Brooke A. Whitworth

Publications

The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants’ (TAs’) content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs implementing a guided inquiry approach to general chemistry laboratory instruction. TAs engaged in ∼20 h of presemester PD and ∼30 h of weekly follow-up PD during the semester. The study utilized a multiple-methods approach within a social constructivist framework to assess changes in the TAs. Participants included eight graduate TAs and …

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell, Brooke A. Whitworth

Publications

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = −0.075. Results …

Examining The Influence Of Whiteness On The Group Of Socialization Process Of College Men In The Traditionally White Fraternity System, S. Brian Joyce

All Dissertations

Recent national examples demonstrate the incongruence between the traditionally White fraternity system and race. A 2014 racially and sexually suggestive email led to the suspension of a Kappa Sigma fraternity member at the University of Maryland (Associated Press, 2015, March 14). In December 2014, the Clemson University chapter of Sigma Alpha Epsilon hosted a gang-themed and racially offensive party, titled “Cripmas”, near the holiday season (WYFF, 2014, December 9). Members of Sigma Alpha Epsilon at the University of Oklahoma chanted racist songs on a bus in 2015 (Associated Press, 2015, April 3).

The purpose of this study is to understand …

Dissertation Abstracts, Sophia Ra, Xin Liu

International Journal of Interpreter Education

No abstract provided.

Interpreter Intervention And Participant Roles In Witness Examination, Eva Ng

International Journal of Interpreter Education

The court interpreter code of ethics in general requires interpreters to restrict their function strictly to interpreting and to refrain from clarifying ambiguity with the speaker, especially with the witness. The code usually suggests that permission be sought from the court if interpreter intervention is unavoidable. Empirical studies show, however, that departure from this ethical code is commonplace. Drawing on an authentic courtroom trial in the High Court of Hong Kong, and using Goffman’s (1981) participation framework as the analytical tool, this article aims to illustrate how the court interpreter changes her participant role in the court proceedings by initiating …

Interview With Kim De Jong,Interpreting And Translation Service Manager, Delys Magill

International Journal of Interpreter Education

No abstract provided.

Lost In The Shuffle: Deaf-Parented Interpreters And Their Paths To Interpreting Careers, Amy Williamson

International Journal of Interpreter Education

Deaf-parented individuals have experiences as child language brokers (Napier, in press) and as native and heritage users of signed language (Compton, 2014) prior to engaging in a formal interpreter education program or seeking training to become an interpreter. Anecdotally, deaf-parented interpreters say that educational opportunities do not meet their specific needs and skill sets but instead are designed for the L2 user of signed language. A goal of this study was to expand the limited research that currently exists in the field of interpreter education as it relates to L1 users of American Sign Language (ASL)—specifically, deaf-parented individuals. This study …

Book Review: The Routledge Handbook Of Interpreting, Sabrina Schulte

International Journal of Interpreter Education

No abstract provided.

Editorial: Research Underpinning And Informing Interpreter Education, Ineke Crezee, George Major

International Journal of Interpreter Education

No abstract provided.

Understanding The Work Of Designated Healthcare Interpreters, Laurie Swabey

International Journal of Interpreter Education

Interpreters who work regularly with a deaf health professional are often referred to, in the U.S., as designated healthcare interpreters (DHIs). To date, there have not been any systematic studies that specifically investigate the work of DHIs, yet the number of deaf people pursuing careers in the health professions continues to grow (Zazove et al., 2016), and the number of qualified DHIs to work with these professionals is insufficient (Gallaudet University, 2011). Before educational programming can be effectively developed, we need to know more about the work of DHIs. Using a job analysis approach (Brannick, Levine, & Morgeson, 2007), we …

Full Issue

International Journal of Interpreter Education

No abstract provided.

Exploring The Perceptions Of Campus Climate Among Mixed Race Students Attending A Predominantly White Institution, Catherine Team Sturm

All Dissertations

This narrative inquiry intended to capture the lived stories told by nine, full-time, undergraduate students, who self-identified as two or more races, to better understand their perceptions of campus climate at a predominately white institution (PWI). The conceptual framework consisted of the study of multiraciality, Renn’s Ecological Theory of Mixed Race Student Identity Development, perceptions of campus climate at a PWI, and the relationships between perceptions of campus climate and individual differences.

A written prompt activity and background questions elicited written and verbal responses that assisted with identifying ecological factors and identity patterns of each study participant. Each study participant …

The Writing Attitude Scale For Teachers (Wast), Anna H. Hall

Publications

This study examines the psychometric properties of the Writing Attitude Scale for Teachers (WAST) using scores of preservice teachers to gather evidence of content, internal structure, response processes, reliability/precision, and correlations with external variables. Four contending models were compared using CFA, but the unidimensional model was championed. The WAST was further refined using IRT to 10-items and shown to have high precision across most of the latent continuum. The WAST was shown to have incremental evidence relative to the Writing Apprehension Test when predicting attitudes towards attending a professional development workshop on writing instruction and time devoted to writing instruction.

We Need The "How" - Exploring Ways To Prepare Students For Ipas, Stephanie M. Madison

Publications

No abstract provided.

Investigating What Matters For Writing Instruction In South Carolina Elementary Schools: Teachers’ Perceptions Of Effective Writing Strategies And Barriers To Implementation, Anna H. Hall

Publications

Research has demonstrated a variety of instructional strategies that effectively support young children’s writing, yet little is known about how often teachers use these strategies. The purpose of the present study was to identify instructional strategies for writing that teachers deem effective, how often they use them, and what they perceive as barriers to implementation. The sample included approximately 100 randomly selected elementary school teachers (grades K-5th) from across the state of South Carolina. Survey results indicated teachers use a variety of effective practices to teach their young writers, notably use of modeling and mini-lessons. However, teachers reported having little …

Intentional Process For Intentional Space: Higher Education Classroom Spaces For Learning, Taimi Olsen, Stanley Guffey

Publications

This chapter addresses the confluence of theory and practice in developing and using “flexible” classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help overcome initial resistance to change, bridge understanding, and drive a successful change from lecture-based teaching to growing use of active learning pedagogies. At the University of Tennessee, Knoxville, co-creation was central to planning, conducting, and sustaining a renovation of space into flexible, technology-enhanced classrooms and changing classroom pedagogy.

Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample

Publications

This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers …

Stem Learning In Your Own Backyard, Brooke A. Whitworth, Stephanie Beyea, Melora Purell

Publications

No abstract provided.

Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample

Publications

This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers …