Social and Behavioral Sciences Commons^™

Using Adult Learning Characteristics And The Humanities To Teach Undergraduate Healthcare Students About Social Determinants Of Health, Elizabeth A. Brown, Hannah Kinder, Garrett Stang, Wendy Shumpert

Community & Environmental Health Faculty Publications

Authors used an andragogy framework to help undergraduate allied health students better understand social determinants of health (SDOH) using a photo essay assignment. The study examined students’ perceptions of SDOH in various communities, description of health outcomes associated with their chosen SDOH, and lessons learned and suggestions to improve the assignment for future cohorts. Data were extracted from photo essays from 2019–2021 and entered in Microsoft Excel and Word for data analysis after course completion. Conventional qualitative content analysis was used to analyze student evaluation data from open-ended questions. Data were extracted from 53 student essays from 2019 to 2021. …

Evaluating The Use Of Alternative Seating With Children At Risk For Emotional Behavioral Disabilities, Corinne E. Bloom Williams

USF Tampa Graduate Theses and Dissertations

Characteristics of emotional and behavioral disabilities (EBD) include learning difficulties that cannot be explained by intellectual, sensory, or health factors and an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Often, children with EBD have a tendency to have negative experiences in school and engage in challenging behavior in the classroom. This could stem from their lack of desire or motivation to succeed, which is often found in individuals with EBD. One possible antecedent manipulation, alternative seating, may reduce problem behavior and involves exchanging the typical seating and tables in classrooms for different types of seating …

Enacting A Culture Of Access In Our Conference Spaces, Adam Hubrig, Ruth Osorio, Neil Simpkins, Leslie R. Anglesey, Ellen Cecil-Lemkin, Margaret Fink, Janine Butler, Tonya Stremlau, Stephanie L. Kerschbaum, Brenda Jo Brueggemann, Anonymous, Cody A. Jackson, Christina V. Cedillo

Women's & Gender Studies Faculty Publications

The article offers information on periodical's rhetoric and writing studies conference held in September 2020. Topics discussed include prioritizing access in the service of love, justice, connection and liberation; proposing expansive frameworks for access in designing accessible writing classrooms and professional events; and major principles of definition of access, which reflect access's complexity and liberatory potential such as dynamic, relational and intersectional.

Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig

Journal of Archaeology and Education

Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and archaeology into K-12 schools must involve teacher preparation, state certification requirements, and in-service training. National anthropology and archaeology organizations’ decades-long push for the integration of their disciplines into schools was outlined but assessed as relatively limited compared to successful efforts in psychology, sociology, and economics. Some progress did occur, traced primarily to the National Science Foundation and other funders, alongside committed individuals with well-developed curriculum materials. Our 2019 publication includes the original article followed by an UPDATE outlining developments since 2012. Reports from the National Academies and the …

Learning And Teaching In Culturally Diverse Classrooms, Skye Playsted

Faculty of Social Sciences - Papers (Archive)

No abstract provided.

The Social Perceptions And Attitudes Held By African American Males Who Participated In A Self-Contained Special Education Middle School Program For Three Years And Dropped Out Of High School After The Ninth Grade, Sherrell Linnette Hobbs

Wayne State University Dissertations

ABSTRACT

THE SOCIAL PERCEPTIONS AND ATTITUDES HELD BY AFRICAN AMERICAN MALES WHO PARTICIPATED IN A SELF-CONTAINED SPECIAL EDUCATION MIDDLE SCHOOL PROGRAM FOR THREE YEARS AND DROPPED OUT OF HIGH SCHOOL AFTER THE NINTH GRADE

by

SHERRELL HOBBS

December 2010

Advisor: Dr. Marshall Zumberg

Major: Special Education

Degree: Doctor of philosophy

There are two parts to socialization, informal and formal. In the United States, informal lessons of socialization come from a child's primary caretaker(s). Imagine a child growing up in this informal setting only to see the world from one perspective through that unique experience. Later the child goes into a …

Beyond The Classroom Walls: A Study Of Out-Of-Class English Use By Adult Community College Esl Students, Tracey Louise Knight

Dissertations and Theses

Research in Second Language Acquisition indicates that using English outside of the classroom is an important part of the language learning process. However, studies done on university level ESL and EFL students indicate that students use English minimally when outside of the classroom. This thesis furthers the research on English use outside of the classroom in order to more fully understand all types of language learners and the link between language proficiency and out-of-class English use.

Using Online Assessment To Inform Teaching And Learning In Primary And Secondary Classrooms, Jim S. Tognolini

Faculty of Social Sciences - Papers (Archive)

In the 1980's there was a conscious effort around Australia and in many other countries around the world to shift the focus in assessment from notions of passing and failing to those of monitoring growth; from comparing students against each other to building up an image of what it is that students know and can do at particular stages in their development; and, from collecting marks to summarise performance to providing students and teachers with information from assessment activities that can be used to help diagnose potential weaknesses and strengths and lead to improved learning. The Australian Council for Educational …

Off The Shelf And Into The Classroom: Working With K-12 Teachers To Integrate Digitized Collections Into Classroom Instruction, Tara Zachary Laver

The Southeastern Librarian

Thanks to a grant funded by the Institute of Museum and Library Services, the Special Collections Department of LSU Libraries and the LSU digital library have been digitizing, cataloging, and making available via the World Wide Web selected documents and publications from the era of the Louisiana Purchase held by LSU and the New Orleans City Archives. A goal of the grant was to enhance K-12 teaching and learning by working with Louisiana teachers to integrate the use of the digital collection into their classroom activities. The digital collection’s availability on the web would also give access to any teacher, …

"Is The Story On My Face?": Intertextural Conflicts During Teacher-Class Interactions Around Texts In Early Grade Classrooms, Pauline Harris, Jillian Trezise, W N. Winser

Faculty of Social Sciences - Papers (Archive)

This paper reports on a three-year naturalistic inquiry into intertextuality in early grade classrooms. Specifically, the paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals. In exploring these conflicts, the study reveals that intertextuality in classrooms is not a systematic business. Rather, intertextuality can take on many guises in classroom interactions around …

A Formative Analysis Of The Full Integration Of Students With Severe And Profound Disabilities In Age-Appropriate Elementary School Classrooms, Nancy Cheshire Rosenblatt

Theses and Dissertations in Urban Services - Urban Education

This research was conducted in a large urban elementary school where six students with severe and profound disabilities (SPD) were integrated fully in age-appropriate classrooms. The purpose of the research was to collect evidence regarding the effectiveness of this full-integration program. The results were as follows: (1) Reading and math achievement scores were not affected by the presence of an SPD student in the classroom except for in grade 4 where apparently math achievement was affected adversely. (2) Fourth graders in classes with a fully-integrated SPD student had more positive attitudes about persons with disabilities than students in the control …