Adult and Continuing Education Commons^™

Perceptions Of Academic Benefits Of Work-Integrated Learning Among West Virginia Community And Technical College Students, Laura Leslie Mccullough

Theses, Dissertations and Capstones

Global research notes the academic benefits of Work-Integrated Learning (WIL) to be higher academic achievement and faster degree completion rates. Past studies have been chiefly conducted at baccalaureate degree granting institutions. The purpose of this descriptive, nonexperimental, post-facto study is to determine whether the West Virginia WIL programs delivered through community and technical colleges yield the same academic benefits that have been reported in the extant research concerning baccalaureate schools. The population of this study was to be 572 business and information technology majors at ten West Virginia community and technical colleges. Student-level data by classification of instructional programs (CIP) …

Examination Of Student Learning Outcomes During A Musculoskeletal Spine Assessment Course: Hybrid Blended Model Versus Traditional Classroom Delivery In A Doctor Of Physical Therapy Program, David J. Denton

Theses, Dissertations and Capstones

This study explored content delivery comparisons concerning a hybrid blended model versus a traditional lecture model in a Doctor of Physical Therapy Program. There is a gap in the physical therapy literature describing the intricacies of distance, online, and hybrid models used in doctoral education. Thirty students were randomly selected out of a hat to be placed into one of two groups with an n=15. The course chosen in the study was a clinical decision-making segment based on assessment and examination of level of the spine. Group 1 was instructed only using traditional methods of live in person lecture and …

A Case Study Of The West Virginia Remote Online Collaborative Knowledge System, Kandas Ann Queen

Theses, Dissertations and Capstones

This qualitative case study provides intrinsic knowledge and perceptions about the West Virginia Remote Online Collaborative Knowledge System (WVROCKS). WVROCKS provides adult learners access to flexible, accelerated, online courses aimed towards completing a Regents Bachelor of Arts (RBA) degree or a Board of Governors Associate of Applied Science (BOG AAS) degree in West Virginia. Prior to this study, no empirical research had been conducted on the WVROCKS initiative. Procedures for data collection included website analysis and interviews using instruments created by the researcher. Fourteen higher education and related agencies’ websites were analyzed. Interviews were conducted with 15 stakeholders across three …

Heritage Language Maintenance: Research Review And Reflection Of One Family Case, Josiah Chan

ECTESOL Review

Heritage Language maintenance provides learner tangible benefits in academic achievement, language acquisition, and career opportunity. Intangibly, it enhances the learner’s self-esteem and cultural identity. The case here reflects the Mandarin Chinese learning experience of three children who were born in the United States of a migrant family from Hong Kong where the Cantonese Chinese dialect language is more predominant. The learning effort was complicated by the parents’ native Cantonese Chinese dialect. The parents and children strived to balance the learning dynamics between Mandarin and Cantonese. The results of the study indicate that successful heritage language maintenance can be achieved with …

Syntactic Accidents In The Spontaneous Speech Of English And Armenian Speakers, Karen Velyan

ECTESOL Review

Fragmented syntax or a break of the flow of surface syntax is well known to be an indispensable part of spontaneous spoken language. Interruptions in the flow of speech may be triggered by pragmatic reasons, changes in syntactic planning and performance errors, which results in syntactic fragments. Syntactic accidents may take different forms in the actual flow of speech. This study presents a cross-linguistic comparative analysis of the cases of syntax in the speech of low socioeconomic status speakers of English and Armenian. Based on data from informal interviews with native speakers, the analysis presents a variety of syntactic accidents, …

The Reflective Approach To Teaching Culture Within The Efl Classroom, Lucia Schiopu

ECTESOL Review

This article examines the reflective approach in the teaching of culture in the EFL classroom, which is not just a mere gathering of information, but is the creation and construction of discourses that break or maintain cultural stereotypes. This is also an approach where meaning is constructed that is shaped by the quality and depth of cultural sensitivity and awareness. Teaching and learning a culture reflectively does not necessarily mean that the learner is taught to behave in accordance with specific social norms but to introduce an acceptable and appropriate conduct for the use of language in terms of intelligibility, …

From The Editor, Laureen Fregeau

ECTESOL Review

No abstract provided.

Prism Intro Student's Book With Online Workbook Listening And Speaking, And Reading And Writing, Robert Leier, Laureen Fregeau

ECTESOL Review

Prism Intro books use American English along with international and American topics to teach reading, writing, listening and speaking in English. Videos and American college life sections keep student interest.

Student-Directed Esol Family Literacy Program Design, Laureen Fregeau, Robert D. Leier

ECTESOL Review

ESOL Family Literacy programs for Hispanic immigrants have proliferated over past decades to serve the increasing population of ELs needing services. Several factors can disrupt or prevent participation in ESOL Family Literacy programs designed to enhance the academic success of Latin American adult and child immigrants. This qualitative case study set in the Deep South examined a student-directed design process to gain understanding of what would constitute an ideal program for the participating ELs, their families and their community. Emergent categories identified areas of design importance including site locations, time and frequency of class scheduling, curricular design, instructional materials, instructor …

The Benefits Of Implementing Cognitively-Demanding And Context-Embedded Language Translation In The El Classroom, Timothy Rodriquez

ECTESOL Review

The role of the first language in English Learner (EL) programs has been a historically controversial one. In addition, how the first language should be used is not without controversy. This article examines the role of translation in the EL classroom and how teachers should employ it. One approach, concurrent translation, may be considered to be cognitively-undemanding and context-reduced. The author argues that purposeful translation should be cognitively-demanding and context-embedded.

Student Outcomes In Online And Face-To-Face Classes At A Hispanic-Serving Institution (Hsi), Rebecca S. Cottrell

Electronic Theses and Dissertations

As online course enrollments are increasing in higher education in the United States, it is increasingly important to understand student course outcomes in these classes, particularly at Hispanic-Serving Institutions (HSI), where there has been limited previous research. This current study examines online course outcomes in the form of student course grades and student withdrawal rates as compared to outcomes in face-to-face courses. The setting for the study is Russell University, a public university in the Rocky Mountain west, and an HSI. Data used in this study came from a large, deidentified data set of all enrollments in any course offered …

Amjambo Africa! (January 2020), Kathreen Harrison

Amjambo Africa!

In This Issue...

Transportation planning ...........p. 2

Celebrating Diversity in Maine .p. 3

Opinion on refugee numbers....p. 4

Jamat Ibrahim dreams big..........p. 9

In Her Kitchen ...........................p. 10

Lewiston author pens children’s book.........................p. 13

Food Co-op and MAIN ............p. 18

World Affairs Council...............p. 19

Youth Get Together..................p. 19

Single Parents Level Of Hope To Achieve Graduation From College, Rhoda Maunupau Robertson

Student Research Posters

Despite the growing number of single parents returning to college to gain a better future for their families, 53% of student parents leave college within 6 years without a degree (Beeler, 2016). However, being hopeful enables student parents to focus on success which increase the probability to attain their goals and success (Snyder et al., 1991). The ability to achieve those goals comes from help-seeking, mentoring, and the ability to seek resources (Snyder et al., 1991). The goal of the present study is to examine levels of hope which enhance help-seeking skills to increase academic success within this population. The …

In Memory Of Dr. Ronald Reigner, Dawn Owens

Georgia Journal of Literacy

Leaders and members of Georgia Association of Literacy Advocates (GALA), formerly Georgia Reading Association (GRA), were deeply saddened by the recent passing of a revered friend, Dr. Ronald Reigner. The association extends sincere appreciation for the contributions of Dr. Reigner, a Georgia Reading Association (GRA) Past President. Dr. Reigner served the organization faithfully in numerous positions during the past twenty years, including GRA President, GRA Executive Committee member, GRA Board of Directors member, GRA committee chair, local council president, and student council sponsor/liaison.

Teacher Self-Efficacy In A Multicultural Alternative Education Program, Angela Marie Trowers

Theses and Dissertations

As the United States embraces cultural diversity, educators need to feel a sense of preparedness to effectively master culturally responsive teaching which is vital to students’ academic growth and development. Drawing on the interpretivist- constructive paradigm and self-efficacy theory, this narrative inquiry study, examined teacher’s beliefs, attitudes and perceptions, with regards to their culturally relevant pedagogy and the impact on their multicultural students’ academic achievement and social success. Eight teacher candidates, seven females and one male (Caucasian), who teach at a multicultural alternative education program in New York State participated in two interviews, one face to face and the other …

Special Education Teachers’ Perceptions Of The Predictors For Improving Post School Outcomes For Students With Disabilities, Ann Marie Wilkinson

Theses, Dissertations and Capstones

Students with disabilities are faced with overwhelming challenges as they transition from high school to postsecondary education, careers, and independent living. Legislation has mandated that schools provide services for students with disabilities to prepare them for these transitions into adult life (Individuals with Disabilities Education Act, 2004). To assist schools in providing more meaningful services, the National Technical Assistance Center on Transition (NTACT) identified and defined 20 predictors for post-school success (Test, Mazzotti et al., 2009, Test & Cook, 2012, Rowe et al., 2015, & Mazzotti et al., 2016). This study examined the perceptions of high school special education teachers …

Ua10/1 Vitality Report, Wku Suzanne Vitale Clinical Education Complex

WKU Administration Documents

Newsletter created by and about the Suzanne Vitale Clinical Education Complex.

• Moore, Mary. From the Director's Desk
• Mudd, Aaron. WKU Breaks Ground on Residential Program for Adults on Autism Spectrum - LifeWorks
• Swietek, Molly. Fellowship Continues at WKU Public Broadcasting
• Kersting, Frank. What is CEC's Value to WKU?
• Whittinghill, Cindi. A Caregiver's Perspective - Renshaw Early Childhood Center
• Sales, Shannon. Financial Education Added for Familes
• Sales, Shannon. Family Fun Day 2020 Date Released
• Schaeffer, Beth. RECC Students Say Hello in Many Languages
• Collins, Peyton. Circle of Support Students Thrive
• Sales, Shannon. Special Needs Expo Offers Families Hope
• Hudson, Caroline. Literacy …

Nebline, January 2020

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

2019 Extension Highlights

Benefit to People

Extension’s Volunteers Worth Over $800,000

Resilience Makes Nebraska Strong

35,312 Youth Engaged in 4-H Programs

Find Tips and Recipes Easier at food.unl.edu

Recipe of the Month

UNL Food Processing Center Offers Assistance to Small Food Business Start-ups

Pesticide Applicator 2020 Training Dates

Successful Farmer Series Starts Jan. 10

Landlord/Tenant Cash Rent Workshop, Feb. 3

Soil Health Conference, March 3

Upcoming Green Industry Conferences

Extension’s 2020 Master Gardener Trainings, Two Sites Available

Garden Guide Things to Do This Month

Childcare Professionals — Considering Outdoor Play in Winter?

Upcoming Early Childhood Trainings

Heart of 4-H Volunteer …

The Inside-Out Prison Exchange Program's Impact On Academic Self-Efficacy, M Storm Spencer, Katie Owens-Murphy, Yashica Williams, Christopher W. Purser

Inside Out Prison Exchange

Building on the work of Sarah Allred, a faculty/student research team studied the impact of an Inside-Out course on academic self-efficacy at a maximum-security men's prison on North Alabama. Attention was also given to the demographic backgrounds of the students so that researchers could examine what, if any, role demographics played in the results.

Simulation-Based Learning To Improve Athletic Trainers’ Knowledge Of Exertional Sudden Death Conditions: A Pilot Study, Zachary K. Winkelmann, Elizabeth R. Neil, Kenneth E. Games, Stacy E. Walker, Lindsey E. Eberman

Internet Journal of Allied Health Sciences and Practice

Purpose: Continuing education for the practicing clinician typically involves reading peer-reviewed journals and attending professional conferences. These mechanisms do not allow for practice and real-time evaluation of healthcare skills. Simulation-based learning has been widely used in professional education yet is not common in the continued development of the clinician in their lifespan. Method: We used a cross-sectional, repeated measures pilot study. The participants included 11 athletic trainers (age=40±14 years; certified experience=17±14 years) that engaged in a multi-modal continuing professional development session that included a lecture, large-scale simulated learning experience, and debriefing session at a healthcare conference. The outcome measures included …