Education Commons^™

Teaching Communication: Helping Students To Learn And To Love A New Language, Jacob Fredrickson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio represents many hours spent in classrooms (as a student and as a teacher), in the library reading and writing, and spent in quiet contemplation. My views on teaching languages and on education in general have grown and changed. What a tragedy it would be to pass through a graduate program and not to have one’s views evolve and grow. Most importantly, this portfolio represents that growth and the ideal that, as an educator and as a human being, time on this earth ought to be spent growing, learning, and striving for something better.

Training Paraeducators To Use Behavior Management Strategies: Implementation And Evaluation Of A Brief Targeted Intervention, Aubrey Whiting

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Training paraprofessionals to be highly qualified providers of services to students with disabilities is a requirement of the Individuals with Disabilities Education Improvement Act (IDEIA), although many special education paraprofessionals still lack the skills and knowledge to work with students with special education needs – particularly those who engage in disruptive behaviors. This project evaluated the use of one module of a 10-week online paraeducator inservice training (Morgan et al., 2004) that focused on behavioral interventions. Five paraprofessionals who currently work at a public school for students with significant behavior problems in a rural school district in the Western United …

Implementation Of Effective Instructional Routines, Praise Statements, Response Opportunities, And Error Correction Through Professional Training, Coaching And Observation, Sallie Richardson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Professional development opportunities can range from a single workshop to long term ongoing training. Research shows that an inspiring and informed teacher is one of the most important school related factor influencing student achievement. The best professional development for new teachers is ongoing, experiential, and collaborative, while providing an opportunity for practice, reflecting and mentoring for successful development. Most professionals involved in professional development would agree that the goal of staff development is to produce a change in participant’s knowledge, behaviors, understanding, skills, values, and beliefs (Hord, S. & Monk, B. 1997). The purpose of this creative project was to …

Distance Collaboration: A Study Of Professional Conversations Between Isolated Church Education System Teachers, Zachary J. Cowan

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This qualitative research reports on the experience of eight single person faculty seminary teachers as they participated in four collaborative structured discussions with a colleague, while using distance technology. The structure of each discussion consisted of discussion of a selected talk or article, the giving and receiving of feedback on a lesson plan, and the discussion of other ideas, concerns, problems, and questions. Data was also gathered in an exit interview. Constant-comparative analysis was used to discover patterns and themes from observations notes and the exit interview. There are several implications from the data. The reason articles were selected for …

Assessment Of Morphosyntactic Development Of Preschool Children With Hearing Loss Using The Clinical Evaluation Of Language Fundamentals-Preschool Second Edition, Angela Anderson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

It is recommended that children with HL are assessed using standardized assessments normed on hearing peers (Houston & Caraway, 2009; Joint Commission on Infant Hearing (JCIH), 2007). However, as these assessments are more commonly administered to children with HL there is reason to further investigate the sensitivity of these assessments particularly in their ability to identify weaknesses specific to HL. The CELF-Preschool 2 (Clinical Evaluation of Language Fundamentals – Preschool (Wiig, Secord & Semel, 2004)) has been found to be a valid tool for diagnosing language impairment in normal hearing children (Spaulding, Plante, & Farinella, 2006). However, this assessment has …

Development And Preliminary Evaluation Of A Transition Planning Guide, Shalee Thompson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Transition planning for students with disabilities is often a difficult process for students, their families, and their teachers. Families are often unsure of how best to help their student and often feel unheard by the professionals with whom they are working (Defur, Todd-Allen & Getzel, 2001.) Teachers are also unsure of how to best implement transition planning strategies in the classroom (Thoma, Pannazzo, Fritton & Bartholomew, 2008). Transition planning is often poorly aligned with the desired end outcomes for students (Thompson, Fulk & Piercy, 2000) and parents and teachers lack systematic guidance in decision making for transition planning.

This project …

High Cognitive Test Item Development And Implementation, Ashley Salisbury

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In secondary math classrooms there has been a movement toward discovery and problem solving based instruction. This type of instruction requires teachers to teach on what is often considered a higher level of cognition and allows students to discover more ideas and concepts on their own as opposed to traditional lecture style. Teachers with well thought-out examples, questions, and activities provide students with tools to solve problems on their own requiring students to make mathematical discoveries and connections. These skills not only benefit students in their math class but are analytical skills students can use throughout their lives.

With this …

Second Language Teaching And Learning: The Roles Of Teachers, Students, And The Classroom Environment, Martin Briggs

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of the concepts and practices that the author believes constitute effective second language teaching. It is centered on the author’s teaching philosophy, which is based on the teacher’s roles as facilitator and the students’ roles as active participants in a student-centered, communicative classroom. The author claims that as teachers and students understand and carry out their respective roles, student proficiency in the target language will increase. In support of this teaching philosophy, three artifacts are included that discuss the following: 1) The use of television commercials and other media from the target culture to facilitate …

Picture Books And Literacy Development For Children Who Are Deaf Or Hard Of Hearing, Lichelle Slater

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In the past decade, research has focused on children’s literature and how it can facilitate literacy development (LaCour, McDonald, Tissington, Thomason, 2013; Lee, 2010). Although current research has identified the importance of age-appropriate literacy development for children who are deaf or hard of hearing (DHH), few studies have explored the character representations depicted in current picture books, and their cultural and individual impact on children who are DHH. To gain a better understanding of the availability of books in which deafness or hearing loss is addressed, or books in which children who are DHH are featured characters, a search of …

The Mainstream Kindergarten Teacher's Perspective Of Pragmatic Skills Of Children Who Are Deaf Or Hard Of Hearing Aligned With Common Core Standards, Marianne Ingram Huish

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Pragmatics, or social/emotional skills are learned early in life by most typically developing children (DeLuzio, Girolametto, 2011). According to the American SpeechLanguage-Hearing Association (ASHA), social/emotional skills involve three major communication strategies. These include 1) using language for different purposes such as greeting, informing, requesting, 2) changing language depending on the relationship with the listener, and 3) following conversational and storytelling rules such as taking turns in conversation, staying on topic, using non-verbal signals, and maintaining appropriate body position and eye contact (ASHA, 2013). Social/emotional skills among children entering into the mainstream kindergarten setting, according to early childhood core state standards, …

An Investigation In The Use Of Memorizing As A Learning Method When Teaching Measurement In A Technology Education Classroom, Joseph R. Porter

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

The Utah State Office of Education (USOE) has indicated in the objectives for many courses that students need to be able to identify measurements on a conventional ruler including 1/2, 1/4, 1/8, and 1/16-inch increments (Utah State Office of Education Career and Technology Education Division, 2012, p. 2). This objective is present in Career and Technical Education (CTE) Introduction, a required class for all Utah seventh graders, and is repeated in most of the CTE Technology and Engineering courses offered in the state. In conference with many other technology teachers, it has been observed that although they have taught this …

Dual Language Learners Home Literacy Environment: A Training Workshop For Head Start Professionals, Kerry A. Shea

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Given that demographic statistics in early childhood settings show an increase in the number of children who are Dual Language Learners (DLLs), it is necessary to provide early childhood education professionals with information and skill-building opportunities regarding how to best serve DLL children. Head Start, a federally funded preschool for children and families living in poverty, provides services for an increasing number of DLLs. Head Start professionals are in need of effective professional development about DLLs and their families. This study examined the effects of a training on Head Start professionals' knowledge and skills for working with DLL families. Participants …

Bridging Music And The Early Childhood Curriculum In Listening And Spoken Language Programs For Children Who Are Deaf Or Hard Of Hearing, Whitney Wright

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Music is an integral aspect of human life. Its impact weaves through arts, culture, communication, recreation, and education. In addition to benefits of enjoyment and entertainment, music is a vital component of early childhood educational settings. Educators routinely utilize music as an embedded component of instruction to meet both group and individual needs of young children in early childhood classrooms. In fact, specialized musical instruction can be particularly beneficial for children with disabilities, including those who are deaf or hard of hearing (DHH) (Gfeller, Driscoll, Kenworthy, & Van Voorst, 2011). Children who are DHH are at significant risk for speech, …

Utilizing Literacy Kits During Home Based Intervention To Foster Development Of Familiar Language, Tara Beckert

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Children who are deaf or hard of hearing tend to be delayed in the development of spoken language. The ability to communicate effectively is an important skill children need to succeed throughout their educational experiences. Many of the language concepts children learn are acquired through incidental exposure, such as overhearing. Children with hearing loss often miss language concepts learned through incidental exposure due to poor listening conditions. Early intervention has been shown to be effective in helping children who are deaf or hard of hearing acquire spoken language, especially when there is parental involvement in early intervention. Likewise, early literacy …

Increasing Teacher Instructional Behaviors While Engaged In Direct Instruction Through The Use Of Videotaping, Linda Olson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

First year special education teachers enter an extremely complex and challenging profession. Even those who come from strong university preparation programs need substantial coaching to become effective in the many responsibilities of a special education teacher. Among the crucial targets of this kind of coaching program are basic, essential, effective teaching skills. This creative project took place within the context of a broad mentoring program developed by the author. It focused on evaluating one component of that program: video-supported coaching on essential effective teaching skills. The teaching skills here were: (a) providing frequent opportunities for student responses (OTRs), (b) error …

The Development And Evaluation Of A Planning Guide And Inservice To Assist Middle School Personnel In Serving Students With Disabilities Via 504 Plans, Aimee Miller

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Section 504 of the Rehabilitation Act of 1973 specifically prohibits the discrimination of individuals with disabilities who participate in federally funded programs, including public education. Public education is a major recipient of federal funds and has struggled to apply the law to their practice. As the Office of Civil Rights (the administrator of Section 504) became more rigorous in enforcing this legislation, schools became more frustrated with the vagueness of the requirements and the eligibility standards. To date, schools still lack explicit direction and instruction on how to help students that may qualify for added accommodations, but do not qualify …

Teacher Perception Of Social/Emotional Skills Of Preschool Children And The Relationship To Common Core Standards, A. Mi'kel Price

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Sampson is a 4-year-old preschooler. It is difficult for him to make friends, understand simple social settings, and interact with peers. He struggles to interpret incoming contextual information (such as talking to a peer about the blocks they are playing with), has difficulty comprehending non-literal/figurative expressions (such as jokes and irony), and implicit messages (such as when a child does not want to play with him). Sampson’s difficulties increase his risk of social isolation and lower self-esteem.

This vignette offers a glimpse into the challenges faced by children with low social/emotional skills. The social use of language, often referred to …