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University of South Carolina

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Full-Text Articles in Education

Evidence-Based Use Of Cognitive Testing For Academic Interventions: A Critical Appraisal Of Meta-Analytic Methodologies, Scott L. Decker, Jessica C. Luedke Mar 2021

Evidence-Based Use Of Cognitive Testing For Academic Interventions: A Critical Appraisal Of Meta-Analytic Methodologies, Scott L. Decker, Jessica C. Luedke

Faculty Publications

Research suggests Specific Learning Disabilities (SLD) are directly linked to specific neurocognitive deficits that result in unexpected learning delays in academic domains for children in schools. However, meta-analytic studies have failed to find supporting evidence for using neurocognitive tests and, consequently, have discouraged their inclusion in SLD identification policies. The current study critically reviews meta-analytic findings and the methodological validity of over 200 research studies used in previous meta-analytic studies to estimate the causal effect of neurocognitive tests on intervention outcomes. Results suggest that only a very small percentage (6–12%) of studies used in previous meta-analytic studies were methodologically ...


Elementary Classroom Teachers’ Self-Reported Use Of Movement Integration Products And Perceived Facilitators And Barriers Related To Product Use, Roddrick Dugger, Aaron Rafferty, Ethan Hunt, Michael W. Beets, Collin Andrew Webster, Brian Chen, Jeffrey Michael Rehling, Robert Glenn Weaver Sep 2020

Elementary Classroom Teachers’ Self-Reported Use Of Movement Integration Products And Perceived Facilitators And Barriers Related To Product Use, Roddrick Dugger, Aaron Rafferty, Ethan Hunt, Michael W. Beets, Collin Andrew Webster, Brian Chen, Jeffrey Michael Rehling, Robert Glenn Weaver

Faculty Publications

Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators and ...


Recommendations For Administrators’ Involvement In School-Based Health Promotion: A Scoping Review, Collin A. Webster, Genee Glascoe, Chanta Moore, Brian Dauenhauer, Cate A. Egan, Laura B. Russ, Karie Orendorff, Cathy Buschmeier Aug 2020

Recommendations For Administrators’ Involvement In School-Based Health Promotion: A Scoping Review, Collin A. Webster, Genee Glascoe, Chanta Moore, Brian Dauenhauer, Cate A. Egan, Laura B. Russ, Karie Orendorff, Cathy Buschmeier

Faculty Publications

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension ...


Language Nests On The Move: The Case Of Võro Pre-Primary Education In Estonia, Kara D. Brown, Mariko Faster Oct 2019

Language Nests On The Move: The Case Of Võro Pre-Primary Education In Estonia, Kara D. Brown, Mariko Faster

Faculty Publications

This article considers the circuitous route of knowledge exchange from South (New Zealand)-to North (Finland)-to regional South (Estonia) by examining the development of Võro language nests (keelepesä) in Estonia. Language nests reflect the global nature of educational knowledge exchange as well as the importance of networks of languageresearchers and activists in this policy inspiration. Estonia is a fascinating case for understanding the international spread and local development of the language-nest approach in a post-Socialist context. The authors draw on concepts of policy borrowing and diffusion and the “grammar of schooling” to explore the spread of the language nest ...


School Development In Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies And Education Values, Rose Ylimaki, Lynnette Brunderman Apr 2019

School Development In Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies And Education Values, Rose Ylimaki, Lynnette Brunderman

Faculty Publications

This article problematizes evidence-based policies in the USA, using Dewey’s (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative ...


“People Need A Strategy:” Exploring Attitudes Of And Support Roles For Scholarly Identity Work Among Academic Librarians, Marie L. Radford, Vanessa Kitzie, Stephanie Mikitish, Diana Floegel, Lynn Silipigni Connaway Mar 2019

“People Need A Strategy:” Exploring Attitudes Of And Support Roles For Scholarly Identity Work Among Academic Librarians, Marie L. Radford, Vanessa Kitzie, Stephanie Mikitish, Diana Floegel, Lynn Silipigni Connaway

Faculty Publications

Exploring Attitudes of and Support Roles for … This study explores this challenge by investigating academic librarian practice and potential support for SI management and addresses the following research questions: RQ 1. What, if any, practices do...“People Need a Strategy:”


Makerspaces For All: Serving Lgbtq Makers In School Libraries, Vanessa Kitzie, Healther Moorefield-Lang Sep 2018

Makerspaces For All: Serving Lgbtq Makers In School Libraries, Vanessa Kitzie, Healther Moorefield-Lang

Faculty Publications

The article discusses makerspace that is defined by Laura Fleming as a metaphor for a unique learning environment that encourages tinkering, play, and open-ended exploration for all. It mentions that makerspaces are considered safe spaces for LGBTQ youth as they can create products that establish and communicate their LGBTQ identities. Also discussed is LGBTQ students perception regarding libraries.


Identifying Prevalent Mathematical Pathways To Engineering In South Carolina, Eliza Gallagher, Christy Brown, D. Andrew Brown, Kristin Kelly Frady, Patrick Bass, Michael A. Matthews, Thomas T. Peters, Robert J. Rabb, Ikhalfani Solan, Ronald W. Welch, Anand K. Gramopadhye Jun 2018

Identifying Prevalent Mathematical Pathways To Engineering In South Carolina, Eliza Gallagher, Christy Brown, D. Andrew Brown, Kristin Kelly Frady, Patrick Bass, Michael A. Matthews, Thomas T. Peters, Robert J. Rabb, Ikhalfani Solan, Ronald W. Welch, Anand K. Gramopadhye

Faculty Publications

National data indicate that initial mathematics course placement in college is a strong predictor of persistence to degree in engineering, with students placed in calculus persisting at nearly twice the rate of those placed below calculus. Within the state of South Carolina, approximately 95% of engineering-intending students who initially place below calculus are from in-state. In order to make systemic change, we are first analyzing system-wide data to identify prevalent educational pathways within the state, and the mathematical milestones along those pathways taken by students in engineering and engineering-related fields. This paper reports preliminary analysis of that data to understand ...


School Library Research From Around The World: Where It's Been And Where It's Headed, Karen W. Gavigan May 2018

School Library Research From Around The World: Where It's Been And Where It's Headed, Karen W. Gavigan

Faculty Publications

This article examines studies conducted by school library researchers around the world. The selected studies were conference papers, and articles published in School Libraries Worldwide. Findings from these studies are relevant to researchers and practicing school librarians, who may want to incorporate the findings into their library programs.


In The Spirit Of Ella: Race, Community & Education Reform In New Orleans Post Katrina, Daniella Ann Cook Jan 2018

In The Spirit Of Ella: Race, Community & Education Reform In New Orleans Post Katrina, Daniella Ann Cook

Faculty Publications

No abstract provided.


The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan Nov 2017

The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan

Faculty Publications

The degree to which librarians are actively involved in developing the writing skills of students has primarily been studied in academic libraries (Bronshteyn and Baladad 2006, “Librarians asWriting Instructors: Using Paraphrasing Exercises to Teach Beginning Information Literacy Students.” The Journal of Academic Librarianship 32 (5):533–536; King 2012, “Essentials of Basic Writing Pedagogy for Librarians.” Community & Junior College Libraries 18:55–66. Accessed March 20, 2016. doi:10.1080/ 02783915.2012.700211; Smith 2001, “Keeping Track: Librarians, Composition Instructors, and Student Writers Use the Research Journal.” Research Strategies 18:21–28) and has rarely been researched in terms of K-12 settings either in the United States or internationally. This paper examines the ways in which ...


Curriculum Theory, Didaktik, And Educational Leadership: Reflections On The Foundations Of The Research Program, Rose Ylimaki, Michael Uljens Oct 2017

Curriculum Theory, Didaktik, And Educational Leadership: Reflections On The Foundations Of The Research Program, Rose Ylimaki, Michael Uljens

Faculty Publications

This chapter provides concluding reflections and next steps in a research program bridging curriculum theory/Didaktik and educational leadership studies. The bridging utilizes non-affirmative education theory as the theoretical ground. To begin, we present a retrospective discussion of the project. We then relate the approach to the contributions included in this volume, especially focusing on the normativity of education theories, and pointing at how non-affirmative education theory corresponds to deliberation oriented democratic-hermeneutic initiatives. Non-affirmative education theory identifies both leadership, teaching and curriculum work as critical deliberation based professional activities driven by subjects, individual agency in historically developed cultural and societal ...


Non-Affirmative Theory Of Education As A Foundation For Curriculum Studies, Didaktik And Educational Leadership, Michael Uljens, Rose Ylimaki Oct 2017

Non-Affirmative Theory Of Education As A Foundation For Curriculum Studies, Didaktik And Educational Leadership, Michael Uljens, Rose Ylimaki

Faculty Publications

This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency ...


Gopher Fitstep Pro Accuracy When Measuring Steps And Moderate-To-Vigorous Physical Activity, Ali S. Brian, Justin A. Haegele Mar 2017

Gopher Fitstep Pro Accuracy When Measuring Steps And Moderate-To-Vigorous Physical Activity, Ali S. Brian, Justin A. Haegele

Faculty Publications

Background: The Gopher FITStep Pro (GFSP) is a commercially available objective physical activity monitor that records steps taken and moderate-to-vigorous physical activity (MVPA).

Objective: The purpose of this study was to evaluate the accuracy of the GFSP for measuring steps taken in a guided walking condition and MVPA during planned fitness activities.

Method: University-aged participants (N = 35, Mage = 20) wore two GFSP (right and left side) pedometers and one ActiGraph GT3X+ accelerometer during both conditions.

Results: Paired samples t-tests determined that self-step counts in the guided walking condition were not significantly different than the right side GFSP (p = .084 ...


Promoting Undergraduate Research Through Integrative Learning, Elise C. Lewis Jan 2017

Promoting Undergraduate Research Through Integrative Learning, Elise C. Lewis

Faculty Publications

Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and practice discussing their work during research poster presentations. The event also allowed them to integrate classroom activities and extracurricular experiences to make meaningful connections. Identifying the steps, considerations, and outcomes may inform educators considering implementing this technique. The description of the undergraduate research day is applicable across disciplines and is relevant to faculty and ...


Examining Inclusive Programming In A Middle School Library: A Case Study Of Adolescents Who Are Differently- And Typically-Able, Clayton A. Copeland, Karen W. Gavigan Dr. Nov 2015

Examining Inclusive Programming In A Middle School Library: A Case Study Of Adolescents Who Are Differently- And Typically-Able, Clayton A. Copeland, Karen W. Gavigan Dr.

Faculty Publications

Numerous national and international studies have shown the importance of school libraries and librarians in students’ educations, including literacy skill development and academic achievement. However, published research investigating school library accessibility and services from the perspectives of students who are differently-able are extremely limited, as are studies of inclusive library programming, or programming serving both typically-able and differently-able students. This case study examines inclusive library programming with adolescents in a middle school library. Findings indicate that the impact of inclusive school library programming was meaningful and often extended beyond the library’s walls. Inclusive library programming resulted in skill development ...


Expanding Intersectionality: Fictive Kinship Networks As Supports For The Educational Aspirations Of Black Women, Daniella Ann Cook, Tiffany J. Williams Jun 2015

Expanding Intersectionality: Fictive Kinship Networks As Supports For The Educational Aspirations Of Black Women, Daniella Ann Cook, Tiffany J. Williams

Faculty Publications

In this article, we use the concepts o f fictive kinship networks (Cook, 2011; Fordham, 1996; Stack, 1974) and intersectionality (Crenshaw, 1991) to explore the deeply embedded attitudes found in certain religious doctrine about the value o f education for Black females and how these beliefs shape the educational aspirations o f Black females. Especially for Black women from more conservative, religious backgrounds, we identify fictive kinship networks as important to creating the vital emotional, spiritual and intellectual spaces necessary to imagine and explore educational possibilities. As an important protective factor, a fundamental function of fictive kin relationships is the ...


Disability History: Humanity Worth Defending, Darren W. Minarik, Timothy Lintner Jan 2013

Disability History: Humanity Worth Defending, Darren W. Minarik, Timothy Lintner

Faculty Publications

The authors consider the potential impact of teaching disability history and awareness in social studies classrooms. Social studies educators are encouraged to use disability history to move the concept of disability beyond Individualized Education Program (IEP) labels and medical pathology, allowing students to study and better understand the evolving social and cultural context of disability. An examination of disability “models” and the historical evolution of disability language is followed by strategies and resources for incorporating disability history and awareness in the social studies classroom. Ohio social studies educators are encouraged to support a Disability History and Awareness week or month ...


“Hometown History” Setting For Interdisciplinary Planning, Bridget Coleman, Lauren Stephens, Timothy Lintner Jan 2012

“Hometown History” Setting For Interdisciplinary Planning, Bridget Coleman, Lauren Stephens, Timothy Lintner

Faculty Publications

No abstract provided.


Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe Jan 2012

Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe

Faculty Publications

Preservice teachers often come into teacher education programs with a positivist view of assessment, which may have developed during their own schooling experiences. For this reason, purposefully constructed course work and field experiences must be offered to enable them reframe their conceptions of literacy assessment and to complicate the assessment practices that have become most familiar to them. This paper examines a course in which, the aim is to intentionally counter the positivist testing culture and invest in helping preservice teachers understand assessment as a multi-faceted, dynamic process of inquiry.


Teachers As Language-Policy Actors: Contending With The Erasure Of Lesser-Used Languages In Schools, Kara Brown Sep 2010

Teachers As Language-Policy Actors: Contending With The Erasure Of Lesser-Used Languages In Schools, Kara Brown

Faculty Publications

On the basis of an ethnographic study of the Võro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional–language policy helps simultaneously to reproduce and challenge existing ideologies in the school environment. I explore the teachers' understandings of their power and freedom to inform their navigation of the circumscribed choices offered in a post-Soviet educational system. [language, anthropology of policy, teachers, Baltic]


Discerning Writing Assessment: Insights Into An Analytical Rubric, Lucy K. Spence May 2010

Discerning Writing Assessment: Insights Into An Analytical Rubric, Lucy K. Spence

Faculty Publications

Two teachers engage in assessment discussions based on an analytical rubric to assess an ELL student’s writing. Discourse analysis methods were used to analyze recorded/transcribed assessments and discussions. The teachers focused on descriptors for the rubric’s lowest scores, neglecting their own knowledge and experience with English learners. As an alternative, a sociocultural oriented assessment is discussed including implications for the classroom.


Disrupted But Not Destroyed: Fictive-Kinship Networks Among Black Educators In Post-Katrina New Orleans, Daniella Ann Cook Jan 2010

Disrupted But Not Destroyed: Fictive-Kinship Networks Among Black Educators In Post-Katrina New Orleans, Daniella Ann Cook

Faculty Publications

Drawing on Adkins’ (1997) notion of reform as colonization and using ethnographic data from African American teachers in New Orleans after Hurricane Katrina, this article discusses how black educators’ fictive-kinship (Fordham 1996, Chatters, Taylor, and Jayadoky 1994, Stack 1976) networks have been altered in the changing landscape of reform. I argue that the importance of fictive-kinship relationships among educators and students was ignored in school-reform efforts in post-Katrina New Orleans. Post-Katrina school reforms disrupted, but did not destroy, these fictive-kinship networks. I discuss three themes: (1) fictive-kinship networks created before Katrina cultivated an environment centered on cooperation, collaboration, and solidarity ...


The Boys Like Action And The Girls Like Emotion, Timothy Lintner Jan 2010

The Boys Like Action And The Girls Like Emotion, Timothy Lintner

Faculty Publications

No abstract provided.


Review Of “Sustaining Linguistic Diversity: Endangered And Minority Languages And Language Varieties”, Kara Brown Jul 2009

Review Of “Sustaining Linguistic Diversity: Endangered And Minority Languages And Language Varieties”, Kara Brown

Faculty Publications

No abstract provided.


Student Retention In Athletic Training Education Programs, Thomas M. Dodge, Murrary F. Mitchell, James M. Mensch Jan 2009

Student Retention In Athletic Training Education Programs, Thomas M. Dodge, Murrary F. Mitchell, James M. Mensch

Faculty Publications

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important.

Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs.


Research On Effective Teaching In Elementary School Physical Education, Judith E. Rink, Tina J. Hall Jan 2008

Research On Effective Teaching In Elementary School Physical Education, Judith E. Rink, Tina J. Hall

Faculty Publications

The perspective of this article is that the purpose of the elementary physical education program is the development of a physically active lifestyle. We discuss the relative contribution of the development of motor skills, fitness, content related to encouraging participation, and the affective goals of the program to the development of a physically active lifestyle. Teaching must be effective if children are to acquire the skills to lead a physically active lifestyle. We explore the research base identifying effective teaching in an elementary school physical education setting in terms of academic learning time and management roles and communication and content-development ...


Choosing A Career In Athletic Training: Exploring The Perceptions Of Potential Recruits, James M. Mensch, Murrary F. Mitchell Jan 2008

Choosing A Career In Athletic Training: Exploring The Perceptions Of Potential Recruits, James M. Mensch, Murrary F. Mitchell

Faculty Publications

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. Therefore, understanding potential recruits' perceptions of athletic training is important.

Objective: To (1) gain insight regarding undergraduate students' decisions to enter or not enter an athletic training education program (ATEP), and (2) examine potential athletic training recruits' perceptions of the roles and responsibilities of certified athletic trainers.


Multigenre-Multigendered Research Papers, Mary E. Styslinger Mar 2006

Multigenre-Multigendered Research Papers, Mary E. Styslinger

Faculty Publications

Mary E. Styslinger asked high school seniors to explore genre and gender in a nontraditional research project. She then “sought to discover more about what students knew and how students’ knowing was represented.” Her analysis reveals that the multigenre paper can be a powerful form that allows for complexity, questioning, and the development of personal voice.


Transformative Professional Development: Negotiating Knowledge With An Inquiry Stance, Amy Donnelly, Denise N. Morgan, Diane E. Deford, Janet Files, Susi Long, Heidi Mills, Diane Stephens, Mary E. Styslinger May 2005

Transformative Professional Development: Negotiating Knowledge With An Inquiry Stance, Amy Donnelly, Denise N. Morgan, Diane E. Deford, Janet Files, Susi Long, Heidi Mills, Diane Stephens, Mary E. Styslinger

Faculty Publications

No abstract provided.