Education Commons^™

Faculty Perspectives On Online Teaching In Higher Education: A Qualitative Approach To Understand Faculty Members’ Challenges And Experiences, Felix O. Quayson

Journal of Research Initiatives

This study explored faculty members' perspectives on online teaching in higher education and described, analyzed, and interpreted faculty members challenges and experiences of teaching online courses. Participants were twelve (12) faculty members who have taught online courses or currently teach online courses. Data was collected from 60-minutes semi-structured interview sessions, 78 open-ended questions, three research driving questions, background questionnaire, and personal artifacts from faculty members. Five major themes with subthemes, 15 code categories, and code co-occurrences emerged from the data collection, field notes, memos, and data analysis. However, not all of the code categories were replicated by all of the …

English Teachers' Opinions On Challenges Face In Teaching English As Foreign Language: The Case Of Jalalabad Selected Secondary Schools, Fahim Rahimi, Hangama Samadi

Journal of Research Initiatives

One important goal of teaching is to achieve learning outcomes. It has been observed in universities that many students have different levels of English language proficiency. However, they study in the same English courses at the school level. The main objective of this study is to learn the challenges that exist in teaching the English language as a foreign language in secondary schools that affect the English proficiency of students. In addition, ways in which these challenges will be overcome is reviewed. The data collection tools were questionnaires and semi-structured interviews to collect data from English language teachers in selected …

Creative Stem Learning By Third Grade Students, Devon Marques, Jennifer Curry, Rebecca Kreider

STEM Month

At Sandshore School, STEM is infused in students’ week through the engagement of challenges and project based learning activities created and planned by our media specialist. For students, these hands-on learning activities allow time for students to collaborate with peers, express their individual ideas, learn through trial and error, and critically think using problem solving skills. Students thrive in this type of learning environment while learning skills to build self-esteem, confidence and communication. STEM education is not only engaging for all types of learners, it also provides students with real life skills targeted for success.

YouTube Link - https://www.youtube.com/watch?v=a6edisr7YAc&feature=youtu.be

The Playground: An Online Summer Camp For Deaf And Hard Of Hearing Children, Emma Monson, Krista Schumacher, Annmarie Thomas

Journal of Science Education for Students with Disabilities

The PLAYground summer camp was developed by the Playful Learning Lab (PLL) at the University of St. Thomas, an undergraduate research group with a focus on learning through play. Through a partnership with a local school serving deaf and hard of hearing students, the PLAYground was designed to provide content to the deaf and hard of hearing community. Over the course of 8 weeks, 84 students were provided with materials that correspond with activities on the website. Each activity is accompanied with a lesson plan and video, both of which are available in English, American Sign Language, Spanish, and Arabic. …

Acting With Inscriptions: Expanding Perspectives Of Writing, Learning, And Becoming, Kevin R. Roozen

The Journal of the Assembly for Expanded Perspectives on Learning

This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but …

Volume 25 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.

Table Of Contents

The Journal of Special Education Apprenticeship

No abstract provided.

Teachers’ Perceptions Of The Home-School Collaboration: Enhancing Learning For Children With Autism, Chana S. Josilowski

The Qualitative Report

This study aimed to explore the relationship between teachers and students’ families and address the deficiencies in the body of research regarding the performance gap between children with autism and their age-equivalent peers. The research question was: How do teachers of children with autism perceive the home-school collaboration and its impact on learning? Ten state-certified special educators with at least 3 years’ experience teaching children with autism, and experience collaborating with their students’ families participated in face-to-face interviews, answering 8 open-ended questions in this generic qualitative study. Inductive thematic analysis yielded 6 themes: (a) collaboration improves learning, (b) communication is …

A Qualitative Exploration Of Teachers’ Experiences With Students With Autism Spectrum Disorder Transitioning And Adjusting To Inclusion: Impacts Of The Home And School Collaboration, Chana S. Josilowski, Wendy Morris

The Qualitative Report

Although inclusive classrooms provide unique opportunities for students with autism spectrum disorder (ASD), these students face barriers during the initial transition from self-contained classrooms (Sanahuja-Gavaldà, Olmos-Rueda, & Morón-Velasco, 2016). The purpose of this qualitative, generic study was to identify how home and school collaboration impacted the transition and adjustment of students with ASD to an inclusive setting. Using a generic qualitative methodology, we collected data from 16 teachers who responded to a series of open-ended questions about their experiences with parental engagement during the transition to inclusion for students with ASD. Three themes emerged; teachers indicated that when parents and …

A Qualitative Examination Of The Serviceability Of Teaching Practice Modifications Aimed For Special Education Teacher Candidates, Veysel Aksoy Ph.D., Tezcan Çavuşoğlu Res. Asst., Gülefşan Özge Kalayci Res. Asst.

The Journal of Special Education Apprenticeship

The process of training special education teacher candidates is an issue that has been widely discussed in literature, yet there is no consensus as to the most effective method. Therefore, it is recommended that methods designed to meet the needs of special education teacher candidates with proven efficiency should be used collectively. This research analyzed the serviceability of the teaching practice process considering its strength and weaknesses based on the views of special education teacher candidates and observations of researchers.

Editorial Summer Issue

The Journal of Special Education Apprenticeship

No abstract provided.

Effects Of A Graphic Organizer Intervention Package On The Mathematics Word Problem Solving Abilities Of Students With Autism Spectrum Disorders, Lauren A. Delisio, Caitlyn A. Bukaty, Matthew Taylor

The Journal of Special Education Apprenticeship

Many of the top 21 st century careers require advanced mathematics skills. However, mathematics is a known area of difficulty for students with disabilities (SWD), as they struggle in this area at a higher rate than peers without disabilities (O’Brien, 2016). Mathematical word problems incorporate comprehension of written language, an area known to pose additional challenges for SWD identified as having autism spectrum disorders (ASD; Smith-Myles, Simpson, & Becker, 1995). The authors describe an intervention involving the K-N-W-S graphic organizer, studied for the first time with the intent of examining its effect on mathematical word problem solving of students with …

Strategies For Supporting Students Who Are Twice-Exceptional, Janet Josephson, Charlton Wolfgang, Rich Mehrenberg

The Journal of Special Education Apprenticeship

No abstract provided.

Emphasis On Test Scores In Education, Lindsay Olson

Empowering Research for Educators

This article discusses how too much emphasis on standardized testing can affect student learning as well as teaching in the classroom. It includes a personal interview with a high school teacher as well as an article from the Washington Post regarding a study that was completed involving testing students.

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Resilience: A Framework For Inclusive Pedagogy In A South African Context, T. M. Makoelle, M. Malindi

Electronic Journal for Inclusive Education

The social ecology of resilience perspective sees resilience as the capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology. Inclusive education, on the other hand, is a discipline that allows learners whose socio-economic circumstances, physical disability …

A Starfish For Teaching: A Model Of Hope For Students And Pedagogy, Virginia Heslinga

Electronic Journal for Inclusive Education

Millenniums have offered ideas about how people think, cope, adjust, and survive. Nurturing and maintaining a heart and mind to help others, to be inclusive against incredible odds and societies that act more quickly to exclude needs symbols to aid progress. Cognition, observation, hope, imagination, perception, responsibility, and self-efficacy connect well to the starfish. Students of any age need images, symbols, role models, and practice in finding ways to triumph over life experiences that cause pain and discouragement. Starfish in actual examples, metaphors, and stories aid educators in building thinking, learning, and coping skills for healthy inclusive environments.

Inclusion, Signing, Socialization, And Language Skills, Virginia Heslinga Ed. D., Erica Nevenglosky

Electronic Journal for Inclusive Education

21st-century education finds schools challenged to increase the inclusion of students with widely varying learning abilities, language backgrounds, social diversity, and skills. Educators and administrators acknowledge a need for interactive learning that engages visual, auditory, linear, spatial, tactile, and kinetic learning styles. Students’ styles for learning vary in combinations and intensity and teachers need to combine flexibility and creativity to present material and practices that will build enthusiasm for learning. Adding sign language to a classroom of heterogeneous learners that includes English language learners (ELL) will aid in generating a positive learning environment, inclusive and interactive for varied learning needs …