Education Commons^™

Increasing Access To Augmentative And Alternative Communication Services For People With Complex Communication Needs During Covid-19 And Beyond, Cristina L. Pujol, Anamaria Nevares, Michelle Schladant

Developmental Disabilities Network Journal

The COVID-19 global pandemic has affected the disability network across the world. In the United States, there are millions of people who cannot use their natural speech to communicate. Augmentative and alternative communication (AAC), a form of assistive technology (AT), helps people with complex communication needs (CCNs) to communicate with others. Examples of AAC include printed pictures and speech-generating devices. A team of professionals work together with the person with CCNs and their caregivers to choose the right type of AAC. Often, people with CCNs need face-to-face and ongoing AAC support. Prior to the COVID-19 pandemic, this population already faced …

Using Quality Improvement (Qi)-Focused Evaluation To Redesign Direct Home- And Community-Based Services During The Covid-19 Public Health Emergency:, Marcia Moriarta, Anthony Cahill, Heidi Fredine

Developmental Disabilities Network Journal

Like many UCEDDs in the Developmental Disabilities (DD) network, the Center for Development and Disability at the University of New Mexico offers direct service programs in home and community settings. Before the start of the COVID-19 pandemic, services were delivered in-person to about 1,000 families across the state including clients with intellectual or developmental disabilities and/or from at-risk communities. In March 2020, due to the spread of COVID-19, a public health emergency was declared in New Mexico and home and community services were stopped throughout the state. This meant direct service programs at the Center had to turn to telehealth …

Connection, Involvement, And Modeling: Co-Constructing A Story Of Resilience Despite Early Parental Loss, Erin E. Silcox

The Qualitative Report

The use of oral history and narrative inquiry to investigate factors of resilience in the face of parental death is absent from the literature. Also, researchers have not linked factors that support resilience against trauma and that lead to positive change in residential treatment with the role of educators. In this study, my father-in-law, Norman, and I answered the research question: What factors in Norman’s adolescent life supported his resilience in the face of an early parental loss? I analyzed Norman’s oral history using narrative analysis methods. Findings include factors that led to Norman’s resilience including his connection to a …

Employees And Employers Are Excited About Graduate School's New Interdisciplinary Degrees, Matt Windsor

Browse All News

No abstract provided.

Melding Critical Literacy And Christianity: A Three-Layered Response To The Murder Of George Floyd, Elena M. Venegas

Bilingual and Literacy Studies Faculty Publications

In this critical autoethnography, I share my three-layered response to the murder of George Floyd at the hands of the Minneapolis Police Department in May of 2020. This three-layered response stems from my situated identities (Gee, 1999) as a mother, Christian, and academic. I was not only appalled by the dehumanization of George Floyd by public servants but also by the responses of self-professed Christians to his murder as well as the ensuing Black Lives Matter protests. Such responses, I argue, are rooted in Christian nationalism (Davis & Perry, 2020) and the White supremacy that has long plagued the American …

The Relative Importance Of Work Experience, Extra-Curricular And University-Based Activities On Student Employability, Denise Jackson, Michael Tomlinson

Research outputs 2014 to 2021

Declining graduate labour markets, perceived devaluing of degree qualifications, and intense focus on graduate employment metrics have increased pressure on universities to enhance their students’ employability. Formal curricula developments have been accompanied by co-curricular and extra-curricular offerings intended to enhance students’ career readiness and emerging graduate profiles. Using survey data from undergraduate and postgraduate students in an Australian and UK university (N = 352), multivariate techniques examined participation in employability-related activities and students’ perceptions of their importance for their employability. Data revealed differential participation based on student profile characteristics and the type of activity undertaken. Overall, these were valued for …

Community Of Practice At The California State University Special Collections And University Archives, Berlin Loa, Pamela Nett Kruger

Journal of Western Archives

The California State University Archives and Archivists’ Roundtable is a Community of Practice consisting of archivists that meet regularly online, and annually in person. Communities grow from shared interests, resources, concerns, or endeavors. Communities of practice can grow out of a need for connecting with other people who share the same issues, learning environment, or passions. In this article we describe how the CSUAAR group was founded, how it has evolved, and offers a potential model for other archivists to identify, create, and maintain a community of practice through common needs or interest.

Teacher Professional Learning In A Writing-As-Making Mooc, Vicki Mcquitty, Sarah Lohnes Watulak, Joseph Runciman

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to compose multimodal, digital writing is imperative in today’s world. Yet, few teachers feel prepared to effectively teach writing, particularly digital composing. This study investigated the design and implementation of an online professional development, Writing-as-Making Massive Open Online Collaboration(wmMOOC). In its design, wmMOOC drew upon elements of the maker movement, principles of connected learning, and the social practices of the National Writing Project. Results indicate that participants took ownership over their writing/making and learning processes and engaged in risk-taking—two necessary stances for creating effective digital compositions. However, they did not critically evaluate the traditional writing in their …

Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean

Teaching/Writing: The Journal of Writing Teacher Education

Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.

Pedagogical Practices And Collaborative Conversations: Teacher Candidates’ Approaches For Supporting Students’ Motivation In Writing, Michelle M.Z. Ohanian, Ernest Solar, Kara J. Brady, Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is a multi-layered endeavor that calls on the writer to use their technical skills and rely on their emotional investment to realize a desired outcome. New practitioners need approaches for supporting students’ motivation and as well as skill development in writing. However, explicit attention to supporting students’ motivation to write has not been largely addressed in teacher preparation programs. The Motivation to Write Profile – College (MWP-C) instrument was developed to assess teacher candidates’ self-concept as a writer and value of writing. This qualitative study analyzed the open-ended responses of 96 teacher candidates to prompts related to self-concept as …

Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen

Teaching/Writing: The Journal of Writing Teacher Education

This article explores how two teacher educators cultivated dialogic partnerships in an English teaching methods course and during student teaching. The goal was to foster reflection and professional identity development among preservice teachers. We share our approaches to integrating dialogic journals into coursework and student teaching praxis and offer initial observations about ways we see dialogic reflection as a practice that can support and sustain preservice teachers through early teaching transitions and into their careers.

Writing To Transgress: Autobiographies And Family Trees As Multimodal And Culturally Sustaining Writing Pedagogy, John Wesley White, Cynthia Lynn Sumner

Teaching/Writing: The Journal of Writing Teacher Education

Engaging today's students in writing often requires more than formulas and prompts; it requires the use of culturally sustaining genres and modalities that speak to students' lived experiences and what they know best. This paper chronicles an urban teacher's attempt to create and use a writing prompt and a genre that would speak to and engage students who had previously experienced discouragement surrounding their academic writing. More specifically, we examine how the teacher used family trees, student-led interviews with family members, and family artifacts to engage his students in telling their own stories and, subsequently, how changes in this teacher's …

Decentering The Book(Room) And (Re)Centering Students’ Interest In Contemporary Issues: Theories, Questions, And Relevance, Annamary Consalvo, Katharine Covino, Natalie Chase

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which teacher educators can offer novice teachers of English a way to open up the teaching of literature away from book-centric practices and toward those of inquiry. A six-step process, accompanied by a detailed example, is offered that acknowledges the traditional bookroom options and connects to the wide array of literary theories that can generate essential questions and move teaching away from atomized, right-wrong kinds of instruction and toward addressing issues of interest and importance to youth.

“Can I Write About What Happened To Me?”: A Narrative Inquiry Into The Audience And Purpose Of Students’ And Their Teachers’ Writing In An Age Of Accountability And Unrest, Kate Sjostrom

Teaching/Writing: The Journal of Writing Teacher Education

Many teachers and administrators, feeling the pressure to produce high standardized test scores and meet state standards, have narrowed the variety of genres taught and resorted to prescriptive writing formulas, effectively stunting the writing and thinking development of students and future teachers, and foreclosing the opportunity for writing to do important personal and interpersonal work in a time of racial reckoning, alienation, and violence. In this context, the study’s author and a pre-service teacher participating in the author’s research study on writing teacher identity development grapple with just what the audience and purpose of students’—and teachers’—writing should and could be. …

Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr

Teaching/Writing: The Journal of Writing Teacher Education

Seasoned secondary and college instructors discuss successful face-to-face assessment, especially in virtual settings. F2F assessment frees educators to co-create equitable literacy learning experiences with students, encourages agency, demystifies the grading process, develops the classroom community, and brings meaningful inquiry about writers’ own skills and practices, ultimately disrupting inequities and inequalities of traditional grading and creating “sanctuary spaces” for all writers.

The Evolution Of An Elementary Writing Workshop: Fostering Teacher Efficacy And Authentic Authorship In Young Writers, Jennifer Green, Kayla Steber

Teaching/Writing: The Journal of Writing Teacher Education

Building confidence and efficacy in young writers is critical to long-term academic success, but for many teachers, writing is a complex and challenging discipline to teach. This exploratory case study examines the evolution of a writing workshop in an elementary classroom and the partnership between an instructional coach and teacher. Observational data shed light on the phenomena of student motivation, teacher efficacy, and culturally responsive approaches to writing. Collaborative teaching methods and careful attention to the principles of writing workshop contributed to an enriching journey for the coach, the teacher, and her third-grade students. A portrait of their lived experiences …

Extending Literacy Work Beyond Our Buildings: The Collaborative Work Of Creating A Community Writing Center, Catherine Calabro Cavin, Cathy Fleischer, Ann Blakesee, Mary Garboden

Teaching/Writing: The Journal of Writing Teacher Education

YpsiWrites, a community writing center that supports youth and adults, is a collaborative effort among 826michigan, Eastern Michigan University’s Office of Campus and Community Writing, and the Ypsilanti District Library. The authors share the background for this work, the partnerships that sustain it, and the day-to-day realities of operating it. They conclude with ideas for how others might create similar collaborations to extend literacy beyond the walls of schools.

The Student Movement Volume 105 Issue 12: Driving-In To The Spider-Verse: Ausa Hosts Arachnid Movie Night, Jenae Rogers, Taylor Uphus, Terika Williams, Heeyun Oh, Masy Domecillo, Wambui Karanja, Brandi Seawood, Fitz-Earl Mckenzie Ii, Megan Napod, Kaela Mcfadden, Hannah Cruse, Evin N. Musgrove, Abigail Lee, Kurt Kuhlman

The Student Movement v. 105 (2020-2021)

NEWS

Andrews University Wind Symphony Holds Vespers, Jenae Rogers

One Year Later: Reflecting on the Changes at Andrews University Since COVID-19, Taylor Uphus

The Center for Faith Engagement Hosts World Changers Week, Terika Williams

PULSE

COVID-safe Adventures, Interview by HeeYun Oh

The Vaccine, Masy Domecillo

What is St. Patrick's Day?, Interviews by Wambui Karanja

HUMANS

AUSA Art Director Interview, Interviewed by Brandi Seawood

Examining the Myanmar Crisis with Rebecca Fanai, Interviewed by Fitz-Ear McKenzie II

The Day Our World Shut Down, Interviews by Terika Williams

ARTS & ENTERTAINMENT

Creative Spotlight: Karenna Lee, Interviewed by Megan Napod

Current Favorite Women in …

Rwu, Cvs Health Open Nominations For 2021 Executive Learning Series For Diverse Suppliers, Roger Williams University

Featured News Story

New series for diverse business owners will start online on June 9 at RWU’s University College.

Evaluation Of Training Load Volume In Weightlifting, Kamil Faritovich Bayazitov

Eurasian Journal of Sport Science

Aim: Development and theoretical and experimental substantiation of a new method of training load volume’s evaluation in weightlifting, which would allow in a certain period of time to get more available, reliable and detailed information about specific work of various qualified weightlifters.

Methods: Retrospective analysis of the applied methods of training load volume’s evaluation in weightlifting, applied pedagogical experiment, methods of mathematical statistics (arithmetic average, arithmetic average error, correlation analysis).

Results: Indicator of training load volume’s concentration increases along with increasing athlete’s qualification: on the beginning stage – 8.8±0.7; training stage – 9.7±0.9; on the stage of sports skills performance …

We Are...Marshall, March 24, 2021, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

Deborah Wilkins For Wku Staff Regent, Deborah Wilkins

Staff Council

Campaign email soliciting votes for Deborah Wilkins.

Childhood Cancer Survivors' Success - Preparing Educators, Darlen Michelle Harless

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Darlen Michelle Harless on March 24, 2021.

Founder's Day 2021, Sacred Heart University

Founder's Day Programs

Because of all the COVID restrictions, we are once again unable to celebrate Founder’s Day in our traditional way. Still, we wanted to take a moment to honor the folks who are celebrating landmark anniversaries for their many years of service to Sacred Heart. This year’s celebrants range from 15 to 45 years --President Petillo email.

2021 March 24 - Undergraduate Curriculum Council Minutes, Undergraduate Curriculum Council, East Tennessee State University

Undergraduate Curriculum Council Minutes

No abstract provided.

March 24, 2021 Greenmail, University Of Alabama At Birmingham

GreenMail (student newsletter through 2024)

No abstract provided.

Job Satisfaction Levels Among Adjunct And Full-Time Faculty In Arkansas Community Colleges: A Comparative Analysis, Donald Jacob Hutchinson

Student Theses and Dissertations

The purpose of the study was to examine the job satisfaction levels of adjunct and full-time faculty at community colleges in Arkansas. The study used Herzberg’s Motivation/Hygiene theory as a framework for understanding job satisfaction and factors that lead to job satisfaction/dissatisfaction. The study also examined the difference in overall job satisfaction between adjunct faculty and full-time faculty. The findings of this study support Herzberg’s Motivation/Hygiene theory. Subsequent findings showed that adjuncts are generally more satisfied with their job than their full-time counterparts. The findings of the analyses also identified key components or factors that contribute to the overall job …

The Impact Of Synthetic Vs. Analytic Phonics On Students’ Reading Skills In An Independent School Setting: A Case Study, Kathleen Foster House

Student Theses and Dissertations

The purpose of this study was to provide data about the effects of early literacy instructional methods on later elementary reading performance. This study compared students who were introduced to reading through a synthetic phonics approach in contrast to students who were introduced to reading through an analytic phonics approach. Quantitative data were collected from a variety of standardized tests for the two groups, and qualitative data were collected through interviews with a variety of stakeholders. The literature review offers an overview of major trends in phonics and early reading instruction over the entire history of documented reading education. After …

Understanding The Reasons And Causes For Federal Student Loan Default Rates In Four-Private And Public Institutions Of Higher Learning In Arkansas, Vicki Kay Walker

Student Theses and Dissertations

With the cost of student debt surpassing credit card debt, those students who default on their student loans are not only affected but the colleges and universities they attended are affected as well. The purpose of this study is to compare default rates before and after the amendment to the Higher Education Act of 2008. This study will identify non-profit, four-year public institutions and private four-year institutions located in Arkansas and compare their default rates based on the two-year and three-year cohort default rates. Data mining will be used to compare two-year and three-year cohort default rates as well as …

Changing Of The Guard: Exploring Adult Learners' Experiences In Higher Education Online Degree Programs At Traditional Non-Profit Universities, Nikesha Nesbitt

Student Theses and Dissertations

The number of adult learners entering or returning to higher education institutions has increased tremendously in recent years. Through this growth and change in student demographic, traditional non-profit four-year universities have begun to invest in online degree programs to become more accessible and provide another avenue for adult learners to pursue their educational goals. The purpose of this study was to explore the undergraduate experiences of adult learners enrolled in online degree programs at traditional non-profit universities to improve the way these higher institutions address the needs of this student population. Specifically, the study explored adult learners’ perceived challenges and …