Education Commons^™

An Analysis Of 2005 Naep 8th Grade Mathematics Achievement Items By Content Strand, Problem Type And Language Complexity, Yvette Marie Fagan

Doctoral Dissertations

unavailable

Child In Need Of Assistance And A Lack Of Rural Mental Health Care, Katie L. Fisher

Dissertations and Theses @ UNI

With the rising number of children in need of mental health services and the increasing cost of these services, methods to address these needs must be developed. The purpose of this research is to gain a better understanding of the experience of parents who have been involved in the Child in Need of Assistance process in order to meet their child's mental health needs. Participants in this study were parents of a child who participated in the Child in Need of Assistance program due to the need for mental health services. Qualitative methods were used to examine the experiences of …

Contesting The Social Borderlands: Portraits Of Three Young People With Significant Disabilities And Their Struggle For Positive Relationships, Janet Story Sauer

Dissertations and Theses @ UNI

Over eighty countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (2007), which states "that disability results from the interaction between persons with impairments and attitudinal and environmental barriers" (p. 1). The United States is not a signatory to the Convention but the Americans with Disabilities Act of 1990 recognizes disability as "a natural part of the human experience" and one which ensures children's rights to "contribute to society, and experience full integration and inclusion into all aspects of society." This qualitative study examined the complexities involved in the communication and co-construction of meaning …

The Effects Of An Educational Intervention Lesson On Fourth And Fifth Grade Students’ Ability To Sustain Effort (Pace) During A Modified 1-Mile Run Test, Rick Schupbach

Dissertations and Theses @ UNI

The primary purpose of this study was to investigate the effect of an educational intervention lesson on fourth and fifth grade students' ability to sustain effort (pace) in an identified target heart rate zone during a modified I -mile run test. It was hypothesized that after participating in the intervention, students would be able to sustain effort in their target heart rate zone more consistently than before receiving the educational program. Computerized heart rate measures were obtained for fourth and fifth grade students by the use of Polar E600 watches during pretest and posttest modified 1 -mile runs. The data …

A Descriptive Case Study Of The Encounter At The Nueces River On August 10, 1862, Shawn Henderson

Urbana University Master’s Theses

No abstract provided.

Effects Of Recess On Reading Fluency And Mathematical Addition Assessments And Second Grade Performance: Elementary Teacher Perceptions Of Success, Crystal Johnson

Urbana University Master’s Theses

No abstract provided.

Study Island: Explored, Tried, And Tested, Heather Brandt

Urbana University Master’s Theses

No abstract provided.

Estimating Mandibular Motion Based On Chin Surface Targets During Speech, Jordan R. Green, Erin M. Wilson, Yu-Tsai Wang, Christopher A. Moore

Department of Special Education and Communication Disorders: Faculty Publications

Purpose: The movement of the jaw during speech and chewing has frequently been studied by tracking surface landmarks on the chin. However, the extent to which chin motions accurately represent those of the underlying mandible remains in question. In this investigation, the movements of a pellet attached to the incisor of the mandible were compared with those of pellets attached to different regions of the chin.
Method: Ten healthy talkers served as participants. Three speaking contexts were recorded from each participant: word, sentence, and paragraph. Chin position errors were estimated by computing the standard distance between the mandibular …

Vestibular-Evoked Myogenic Potentials, Julie A. Honaker, Ravi N. Samy

Department of Special Education and Communication Disorders: Faculty Publications

Purpose of review: This article reviews the literature on vestibular-evoked myogenic potential testing, a short latency electromyogram evoked by high acoustic stimuli and recorded via surface electrodes over the sternocleidomastoid muscle. Applications and refinements of this technique are described for different pathologies and in adults and children.
Recent findings: Various techniques for electrode placement have been described to elicit a vestibular-evoked myogenic potential response, which has been clinically investigated in normal individuals, under pathological conditions, and in adult and pediatric patients. As vestibular-evoked myogenic potential amplitude is linearly related to the level of background activity of the sternocleidomastoid …

Risk Factors Predictive Of The Problem Behavior Of Children At Risk For Emotional And Behavioral Disorders, J. Ron Nelson, Scott Stage, Kristin Duppong-Hurley, Lori Synhorst, Michael H. Epstein

Department of Special Education and Communication Disorders: Faculty Publications

Logistic regression analyses were used to establish the most robust set of risk factors that would best predict borderline/clinical levels of problem behavior (i.e., a t score at or above 60 on the Child Behavior Checklist Total Problem scale) of kindergarten and first-grade children at risk for emotional and behavioral disorders. Results showed that among the 11 risk factor domains considered, 5 were most predictive of borderline/clinical levels of problem behavior: externalizing behavior pattern, internalizing behavior pattern, early childhood child maladjustment, family functioning, and maternal depression. Within these 5 domains, the most robust set of individual risk factors were difficult …

Functional Outcomes Of Cleft Lip Surgery. Part I: Study Design And Surgeon Ratings Of Lip Disability And Need For Lip Revision, Carroll-Ann Trotman, Ceib Phillips, Greg K. Essick, Julian J. Faraway, Steven M. Barlow, H. Wolfgang Losken, John Van Aalst, Lyna Rogers

Department of Special Education and Communication Disorders: Faculty Publications

Objective—Children with a cleft of the upper lip exhibit obvious facial disfigurement. Many require multiple lip surgeries for an optimal esthetic result. However, because the decision for lip revision is based on subjective clinical criteria, clinicians may disagree on whether these surgeries should be performed. To establish more reliable, functionally relevant outcome criteria for evaluation and treatment planning, a clinical trial currently is in progress. In this article, the design of the clinical trial is described and results of a study on subjective evaluations of facial form by surgeons for or against the need for lip revision surgery are presented. …

Ten Steps To Honors Publication: How Students Can Prepare Their Honors Work For Publication, Ellen Buckner

Honors in Practice Online Archive

The gold standard for scholarly accomplishment in any professional discipline is publication in a national peer-reviewed journal. Many journals accept small studies such as those done as part of a senior honors project or thesis. Disciplines vary as to what they will consider, but listed herein are ten suggested steps that faculty can recommend to students who want to have their honors work submitted, reviewed, and possibly accepted for publication in such a journal. Just going through the steps will give the honors student valuable experience. Even more importantly, the review process often provides the student with excellent comments by …

Editorial, Volume 3 - 2007, Ada Long, Dail Mullins

Honors in Practice Online Archive

Table of Contents:

Editorial Policy

Submission Guidelines

Dedication to William P. Mech

Editor’s Introduction by Ada Long

Learning a Practice Versus Learning to Be a Practitioner: Teaching Archaeology in an Honors Context by Troy R. Lovata

Teaching Arts and Honors: Four Successful Syllabi by P. Brent Register, Robert Bullington, and Joe A. Thomas

Service Learning in the Honors Composition Classroom: What Difference Does It Make? by Ann T. Parker

First-Year “Initiation” Courses in Honors by Jim Lacey

Teaching an Honors Course Tied to a Large University Event by Anne M. Wilson, Tyler D. Blakley, Kathryn A. Leciejewski, Michelle L. Sams, …

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James

To Improve the Academy: A Journal of Educational Development

This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.

In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.

Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter

To Improve the Academy: A Journal of Educational Development

Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.

Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh

To Improve the Academy: A Journal of Educational Development

Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.

Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons

To Improve the Academy: A Journal of Educational Development

The University of Minnesota’s faculty development project, “Making Meaning of a Life in Teaching,” promotes collegiality and enhances self-reflection for those who are cxperienced classroom instructors. Started in October. 2003, this project provides a forum that invites participants to examine specific memories from their teaching lives and to transform those recollections into a written memoir. This chapter explores the use of memoir as an effective tool for faculty development, describes the project’s structure and components, and presents both co-facilitator and participant perspectives on the process and the memoir product.

Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher

To Improve the Academy: A Journal of Educational Development

This chapter describes a yearlong seminar focused on teaching that is offered to all incoming tenure-track faculty at Connecticut College, a small residential liberal arts college. This seminar is distinctive because it is facilitated by second- and third-year faculty. We argue that this peer-mentoring model has three distinct benefits. First, it avoids many of the pitfalls identified with traditional one-on-one mentoring. Second, it addresses the distinctive challenges that faculty face at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). We believe that our peer-mentoring model may well be adaptable …

New Professors: Promotion And Tenure Issues, Marilyn Grady

Department of Educational Administration: Faculty Publications

The purpose of this manuscript is to report the findings of 25 years of observation, conversation, and study of the promotion and tenure challenges experienced by new or junior professors. New professors may encounter unique conditions as they begin their careers in higher education. As new professors share their "new learnings" about the professoriate, they uniformly report encountering a workplace that has no peer in the professional world. Based on these conversations with new professors about their experiences as they sought promotion and tenure, the following "tips" are offered to those who are new to the role of professor.

Honors In Practice, Volume 3 (Complete Issue)

Honors in Practice Online Archive

CONTENTS Editorial Policy
Submission Guidelines
Dedication to William P. Mech
Editor’s Introduction Ada Long

INNOVATIVE HONORS COURSES
Learning a Practice Versus Learning to Be a Practitioner: Teaching Archaeology in an Honors Context Troy R. Lovata
Teaching Arts and Honors: Four Successful Syllabi P. Brent Register, Robert Bullington, and Joe A. Thomas
Service Learning in the Honors Composition Classroom: What Difference Does It Make? Ann T. Parker
First-Year “Initiation” Courses in Honors Jim Lacey
Teaching an Honors Course Tied to a Large University Event Anne M. Wilson, Tyler D. Blakley, Kathryn A. Leciejewski, Michelle L. Sams, and Susan A. Surber

HONORS …

The Literature And Cinema Of Revenge: Honors 493 And English 492, Rusty Rushton, Michael Sloane

Honors in Practice Online Archive

This course explores the moral and aesthetic tenets of revenge passion as represented in Western literature and film. In addition to viewing such cinematic works as The Godfather and Dead Man Walking, we read Greek and Renaissance drama, passages from The Bible, Romantic poetry and philosophy, and essays concerned with contemporary instances of revenge. We are particularly interested in the historical shift from family- and clan-oriented societies to those based on national judicial systems, as well as in the emotional price we continue to pay in moving from the one type of satisfaction to the other.

The Honors Community: Furthering Program Goals By Securing Honors Housing, Nancy Reichert

Honors in Practice Online Archive

Many of us involved in honors programs and colleges assume that honors housing plays an important role in creating an honors community on campus. Some of the institutions for which we work agree and do not necessarily insist that we make the case for honors housing on campus. However, my experience this past year in attempting to bring honors housing to my campus for the second time in three years indicates that those who are involved in the decision-making process do not necessarily support honors housing. This article concerns the methods I used as Director of the University Honors Program …

Teaching Arts And Honors: Four Successful Syllabi, P. Brent Register, Robert Bullington, Joe Thomas

Honors in Practice Online Archive

My initial experience with honors in academia occurred several years ago when I was approached to teach a 3-credit course as the humanities component of the honors curriculum at Clarion University. Being a musician, I was not quite certain what I could offer these students. The majority of them could not read music, much less play a musical instrument, and I knew that I wanted the course to be more than a typical general education survey course. Several years later, and through participation at National Collegiate Honors Council conferences, I have learned that dilemma is typical in honors programs. I …

Us And Them: Identity And Genocide, David Moshman

Department of Educational Psychology: Faculty Publications

Genocide is commonly deemed to be either inexplicable or the result of special hatreds. I argue instead that genocide is an extreme result of normal identity processes. Four overlapping phases are proposed. (1) Dichotomization elevates one dimension of identity over others and, within that dimension, sharply distinguishes two categories: us and them. This may lead to (2) dehumanization, in which “they” come to be seen not just as different from “us” but as outside the human universe of moral obligation. (3) Destruction may result, accompanied and followed by processes of (4) denial that enable the perpetrators to maintain their moral …

Evaluation Of An Adult Education Technology Program, Iwasan D. Kejawa

Theses and Dissertations

The purpose of this study was to evaluate the adult education technology program at a chartered alternative adult education center in Florida. The adult education center had a low rate of students passing the Florida Comprehensive Assessment Test (FCAT). This study examined the impact of the use of computer technology in an effort to improve student learning in mathematics, reading, and science. Computers at the institution were used by all students for tutorials to prepare them for the FCAT and to obtain a high school diploma. The research questions for this study were as follows:

1. Is the education technology program …