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Full-Text Articles in Education

Taming The Hydra: A Triangulation Approach To Assessing An Interdisciplinary Core Curriculum, Brenda Thomas, Tracy Lightcap, Linda Rosencranz Sep 2005

Taming The Hydra: A Triangulation Approach To Assessing An Interdisciplinary Core Curriculum, Brenda Thomas, Tracy Lightcap, Linda Rosencranz

Essays in Education

The development of interdisciplinary core curricula has mushroomed in recent years as the need to accommodate general education to an explosion of knowledge cutting across disciplines and increased global interdependence has emerged. This trend has not been accompanied, however, by new methods of assessment. In this paper we describe the use of triangulation strategies for evaluating interdisciplinary core programs, then present a case study of an assessment plan based on triangulation drawn from experience at our institution. We conclude with some recommendations concerning establishing triangulation assessments of interdisciplinary core programs.


Efficacy And Perception Of Inclusion At The Secondary Level For Students With Mild Disabilities: A Review Of The Literature, Tracy Blankenship Ph.D., Cecil Fore, Iii Ph.D., Richard T. Boon Ph.D. Jan 2005

Efficacy And Perception Of Inclusion At The Secondary Level For Students With Mild Disabilities: A Review Of The Literature, Tracy Blankenship Ph.D., Cecil Fore, Iii Ph.D., Richard T. Boon Ph.D.

Electronic Journal for Inclusive Education

The purpose of this article is to provide a review of the published literature on the efficacy and perception of inclusion for students with mild disabilities at the secondary level. In this review, ten studies were obtained, reviewed, and synthesized. The studies reviewed indicated mixed results have been found regarding the differential efficacy of an inclusive environment to a resource environment on a number of different dependent variables. Further concerns and challenges are raised regarding aspects of implementation of inclusive programs. Future research issues and implications for both teachers and students with mild disabilities at the secondary level are discussed.


A Study Of School Headship In The Context Of Inclusion Of Learning Disabled Students As Perceived By School Staff In Mainstream Secondary Schools In Israel, Tsafi Timor Ph.D. Jan 2005

A Study Of School Headship In The Context Of Inclusion Of Learning Disabled Students As Perceived By School Staff In Mainstream Secondary Schools In Israel, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The study aims to investigate staff perceptions of school headship in relation to the inclusion of learning-disabled students. The main question is whether head teachers perceived to be leaders develop an inclusive vision towards learning-disabled students more than those who are perceived to be managers. The study relies on the perceptions of head teachers, counselors and teachers in five secondary schools in the Tel-Aviv area, Israel. The method of enquiry that was applied was the interpretive approach which allowed for an analysis via interviews, and elements of the survey approach and documentary analysis. The analysis and conclusion indicated that an ...


Inclusion: Where We've Been, Where We Are, Where We're Going, Marie S. Farmer Ph.D. Jan 2005

Inclusion: Where We've Been, Where We Are, Where We're Going, Marie S. Farmer Ph.D.

Electronic Journal for Inclusive Education

In 2001 No Child Left Behind (NCLB) was enacted and its pressure to have all students achieve academically has caused many teachers and administrators to reconsider whether mentally retarded children should be included in regular classes. The purpose of this study was to survey experienced professionals in the field of special education to get their insight about the future role of inclusion for students with mild intellectual disabilities. Members of the Georgia Council on Exceptional Children members were surveyed to find out their expectations for the future of the education of mentally retarded children in the next ten years. While ...


General Education Teachers' Attitude Regarding The Use In Their Classes Of Assistive Technology By Students With Learning Disabilities, Kimberly D. Garcia, Randy L. Seevers Ph.D. Jan 2005

General Education Teachers' Attitude Regarding The Use In Their Classes Of Assistive Technology By Students With Learning Disabilities, Kimberly D. Garcia, Randy L. Seevers Ph.D.

Electronic Journal for Inclusive Education

The purpose of this study was to determine the general education teachers’ attitude regarding the use in their classes of assistive technology by students with learning disabilities. A five-point Likert scale was used for this study. The participants were general education teachers from elementary and secondary schools in a southwest region on the Gulf Coast of Texas. The survey helped gather information to determine the attitudes of general education teachers regarding the use of assistive technology by students with learning disabilities in their classes. The hypothesis was that general education teacher’ attitudes would be positive towards students with learning disabilities ...


Diversity And Special Education: Korean Inter-Agency Network (Kin), Cam Cobb Jan 2005

Diversity And Special Education: Korean Inter-Agency Network (Kin), Cam Cobb

Electronic Journal for Inclusive Education

Diversity and Special Education: Korean Inter-Agency Network (KIN) explores issues relating to ethno cultural identity and special education. The paper outlines potential needs within the Korean-Canadian community, and identifies a source of support that has been developed by the community itself. Cobb concludes that agencies, such as the Korean Inter-Agency Network, can provide a vital link between schools and communities as educators and parents work together to dialogue, and develop formal and informal sources of support for children.


Special Education Students' Placement Preferences As Shown In Special Education Journals, Maurice Miller Ph.D., Pamela Garriott Ph.D., Deanna Mershon Ph.D. Jan 2005

Special Education Students' Placement Preferences As Shown In Special Education Journals, Maurice Miller Ph.D., Pamela Garriott Ph.D., Deanna Mershon Ph.D.

Electronic Journal for Inclusive Education

The purpose of this review was to determine what has been found about placement perceptions and preferences of those who are most impacted by LRE placement decisions—the students themselves. Eleven studies were found in recent issues of most frequently-read special education journals. While a variety of preferences were found, the number who expressed strong preference for the general education classroom was noteworthy. Student preference is considered to be an influential variable in the performance of the students.


Connecting, Helen Walker, Louise Morgan, Amy Wink, Marcia Nell, Gergana Vitanova, Judy Huddleston Jan 2005

Connecting, Helen Walker, Louise Morgan, Amy Wink, Marcia Nell, Gergana Vitanova, Judy Huddleston

The Journal of the Assembly for Expanded Perspectives on Learning

Louise Morgan—Street Science: An English Teacher’s Introduction to Street Life.

Amy Wink—'In the Middle of Difficulty Lies Opportunity'— Albert Einstein

Marcia Nell—The New Partnership

Gergana Vitanova—Negotiating an Identity in Graduate School as a Second Language Speaker.

Judy Huddleston—A Cat in the Sun: Reflections on Teaching.


We Learn More Than Just Writing, Kami Day Jan 2005

We Learn More Than Just Writing, Kami Day

The Journal of the Assembly for Expanded Perspectives on Learning

In a composition class, students learn a great deal more, for good or ill, than just strategies for writing. This article shows that, as students and teachers learn to recognize and value their own inner teachers, they can also develop relationships with each other that nourish their spirits as well as their intellects.


Back Matter Jan 2005

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.


Front Matter Jan 2005

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Inner Work: Teaching and Learning (from) Within

”There lives the dearest freshness deep down things,” Gerald Manley Hopkins writes in God’s Grandeur, capturing in this line, as he sought to reveal through the marvelously unique sounds and rhythms of his poetry, the “inscape” or the unique inner essence of all natural things. “The dearest freshness deep down things” is also Parker Palmer’s focus in The Courage to Teach, where he argues for a teacher’s and a learner’s inner work: exploring “the inner landscape of the teaching self” because “[t]he more familiar we are ...


Mindfulness, Buddhism, And Rogerian Argument, Alexandria Peary Jan 2005

Mindfulness, Buddhism, And Rogerian Argument, Alexandria Peary

The Journal of the Assembly for Expanded Perspectives on Learning

Use of Buddhist mindfulness practices with Rogerian argument highlights Roger’s ideas of empathy and conscious listening which help develop a rhetorical imagination in the student.


Rethinking Constructivism In Multicultural Contexts: Does Constructivism In Education Take The Issue Of Diversity Into Consideration?, Gyseon Bae Jan 2005

Rethinking Constructivism In Multicultural Contexts: Does Constructivism In Education Take The Issue Of Diversity Into Consideration?, Gyseon Bae

Essays in Education

This paper is an attempt to understand whether and, if so, how one particular prospective learning theory in education really deals with the issue of diversity. As a prospective learning theory, epistemology, and methodology, constructivism emphasizes non-transmitted ways of classroom instruction, and its conduciveness to student learning has been well documented. However, most research concerning constructivism has been conducted in relatively stable linguistic, ethnic, and cultural contexts; relatively few studies have critically analyzed the process of teaching and learning when constructivism is applied to contexts involving linguistic, cultural, or ethnic diversity. In the paper, the author discusses the major assumptions ...


Jaepl, Vol. 11, Winter 2005-2006, Kristie S. Fleckenstein, Linda T. Calendrillo Jan 2005

Jaepl, Vol. 11, Winter 2005-2006, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Kami Day. We Learn More Than Just Writing.

In a composition class, students learn a great deal more, for good or ill, than just strategies for writing. This article shows that, as students and teachers learn to recognize and value their own inner teachers, they can also develop relationships with each other that nourish their spirits as well as their intellects.

Gina DeBlase. 'I Have a New Understanding': Critical Narrative Inquiry as Transformation in the English-History Classroom.

This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding ...


“I Have A New Understanding”: Critical Narrative Inquiry As Transformation In The English-History Classroom, Gina Deblase Jan 2005

“I Have A New Understanding”: Critical Narrative Inquiry As Transformation In The English-History Classroom, Gina Deblase

The Journal of the Assembly for Expanded Perspectives on Learning

This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding of complex social issues, and what ways of talking and thinking develop over time.


Headstands, Writing, And The Rhetoric Of Radical Self-Acceptance, Geraldine Deluca Jan 2005

Headstands, Writing, And The Rhetoric Of Radical Self-Acceptance, Geraldine Deluca

The Journal of the Assembly for Expanded Perspectives on Learning

By emphasizing the importance of patient practice as an end in itself, yoga offers a model teaching and learning writing that can help students move forward in a context of self-acceptance and find the sources of their own talents and values.


Idioms As Cultural Commonplaces: Corporeal Lessons From Hokkien Idioms, Sue Hum Jan 2005

Idioms As Cultural Commonplaces: Corporeal Lessons From Hokkien Idioms, Sue Hum

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses idioms, especially Hokkien idioms, to counter the western predisposition of separating mind and body, arguing that they underscore the mind-body shift that occurs with the acquisition of academic discourses.


What Happens When We Read: Picturing A Reader’S Responsibilities, Laurence Musgrove Jan 2005

What Happens When We Read: Picturing A Reader’S Responsibilities, Laurence Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

A graphic representation of reading as a process enables students to respond more fully and responsibly to literature by attending to what they contribute to the act of reading, what the world to the text can offer, what kinds of responses are available to them, and what they can do to make sure they have responded as thoughtfully as possible.


Poetry And The Art Of Meditation: Going Behind The Symbols, Stan Scott Jan 2005

Poetry And The Art Of Meditation: Going Behind The Symbols, Stan Scott

The Journal of the Assembly for Expanded Perspectives on Learning

Combining reader-response theory with spiritual teachings, this article explores how reading poetry may serve as an introduction to the art of meditation.


Reviews, Edward J. Sullivan, Gabriele Rico, Megan Brown, Kim Mccollum-Clark Jan 2005

Reviews, Edward J. Sullivan, Gabriele Rico, Megan Brown, Kim Mccollum-Clark

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Edward J. Sullivan. Ken Wilber: Thought as Passion. (Frank Visser, 2003).

Gabriele Rico. A Way to Move: Rhetorics of Emotion and Composition Studies. (Ed. Dale Jacobs and Laura R. Micciche, 2003).

Megan Brown. Living the Narrative Life: Stories as a Tool for Meaning Making. (Gian S. Pagnucci, 2004).

Kim McCollum-Clark. Personally Speaking: Experience as Evidence in Academic Discourse. (Candace Spigelman, 2004).