Curriculum and Instruction Commons^™

Catalyst: A Social Justice Forum, Volume One, Issue One, Shane Willson, Landon S. Bevier, Rachael E. Gabriel, Taylor Krcek, Alaina Elizabeth Smith

Catalyst: A Social Justice Forum

It is with great pride that we present to you the inaugural issue of Catalyst: A Social Justice Forum. Here we have attempted to create an innovative, peer-reviewed space in which people from numerous disciplines, or even those claiming no discipline, can present research, multimedia, and art aimed at furthering the ideals of social justice, broadly defined. Social justice is not a concept owned by the academy, for attempts to create a more just world can come from many professions, or even from no profession at all. By applying the traditionally academic peer-review process to work done by activists, artists, …

Mobile Modeling: Using And Creating Ipad And Ipod Apps To Shape Students With Disabilities, Carolyn Wicks, Amanda J. Rockinson-Szapkiw, Justin M. Tucker

Faculty Publications and Presentations

Modeling is a technique that is often used to teach new skills to students with disabilities. Modeling is effective for teaching communication, social, and functional living skills to students with emotional, behavioral, and cognitive disorders (Werts, Caldwell, & Wolery, 1996). Video modeling and audio prompts can be as effective as live modeling (Murzynski & Bourret, 2007; Rehfeldt, Dahman, Young, Cherry, & Davis, 2003). In fact, some researchers have suggested that video modeling results in more rapid acquisition of skills than live modeling and may even be more generalizable across environments (Charlop & Milstein ,1989). With the introduction of mobile devises, …

Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of …

Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Against a backdrop of increasing BPS ELL enrollment, district ELL leadership transitions, state and federal policies affecting ELL education, and with the knowledge that many teachers and administrators within the Boston Public Schools are expert practitioners with ELL students, we addressed the following research questions:

• In which BPS schools were ELL students performing at a consistently high level or showing steady improvement during SY2006-SY2009?
• What were some of the practices that these schools’ staffs credited with their success with ELL students during SY2006-SY2009?
• Which of the practices identified by school staff were shared among the selected schools?

Through case study …

Research On The Historical And Philosophical Foundations Of Andragogy: Expanding Horizons And Deepening The Search In 2011, John A. Henschke Edd

IACE Hall of Fame Repository

This paper on the History and Philosophy of Andragogy is mainly limited [with a few exceptions] to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts in which they appeared in published form. This will not be an exact history of the events and philosophy as they appear in chronological order. But, this will be presented in the general sequence of the years that …

Being The Change We Want To See: Enl Teachers Author Their Own Identities, Susan Adams

Susan Adams

Workshop presented at the 2011 Indiana University Southeast English as a New Language Conference, New Albany, IN, November 12, 2011.

Being The Change We Want To See: Esl And Special Needs Teachers Author Their Past And Their Future, Susan Adams, Jamie Buffington-Adams

Susan Adams

Presentation at the National Council of Teachers of English Annual Convention post-convention workshop, Chicago, IL, November 19, 2011.

A Living Lecture For Lifelong Learning, John A. Henschke Edd

IACE Hall of Fame Repository

The author is seeking to improve the lecture, by adding numerous techniques with it to engage the learners more actively in the learning process, supporting it with the theories of large group meetings and andragogy, and naming it ‘a living lecture for lifelong learning’. The process of the living lecture for lifelong learning is described as follows. Before the presentation/lecture, which the leader has prepared on a predetermined topic prior to the time of its audible delivery, the audience may be divided into four teams and be asked to serve as listening teams. Each team respectively, listens to a five …

Organizational Learning And Employee Retention: A Focus Study Examining The Role Of Relationships Between Supervisors And Subordinates, John A. Henschke Edd

IACE Hall of Fame Repository

Focusing on the relationship between supervisors and subordinates, the purpose of this research was to study the causal relationship among seven exogenous variables (Supervisor empathy with subordinates, Supervisor trust of subordinates, Planning and delivery of instruction, Accommodating subordinate uniqueness, Supervisor insensitivity toward subordinates, Subordinate-centered learning process, and Supervisor-centered learning process) and two endogenous variables (Employee’s job satisfaction and Employee’s intention to remain in the company). The study was based on the belief that the seven factors, which were beliefs, feelings, and behaviors of supervisors in helping adults learn, based on andragogical principles of learning, are not only methods to help …

Andragogy And Transformative Learning: Imigration Meets Ratioalism In College Classrooms, John A. Henschke Edd

IACE Hall of Fame Repository

Although Andragogy and Transformative learning (TL) are highly prized concepts in Adult Education, many scholars are critical of their principles and often confusing strategies. While educators immerse themselves quite successfully in the nuances of theory, they remain puzzled over how to apply them in the classroom. A robust and dynamic approach that can capture the meaningfulness of these ageless paradigms is greatly needed. Therefore in this session we will identify some of the illusive elements that obfuscate the application of Andragogy and TL in university classrooms – undergraduate, graduate, doctoral and post-doctoral.

The Scenario Of A Learning Society Model Toward Promoting A Positive Paradigm Shif For Communities, John A. Henschke Edd, Suwithida Charungkaittikul

IACE Hall of Fame Repository

This study uses a prospective qualitative approach. The Ethnographic Delphi Futures Research (EDFR) technique is used to propose a learning society model. The data include a review of the peer-reviewed literature, a field study visit and observation of five best practices communities in Thailand, in-depth interviews to gain experts’ perspectives, mini-Delphi techniques questionnaires, focus group discussions, and model evaluation. Qualitative data were transcribed and analyzed using content-analysis. Forty-two individuals (e.g., policy makers, practitioners from public and private agencies, educational personnel, and community leaders) were involved in the data collection effort. Results revealed essential elements for development of a learning society …

Collaborative Learning And Developing The Capacity As A Reflective Practitioner, Deirdre Goggin, Phil O'Leary

Conference Papers

The BA in Community Development has no final written exams and instead depends on a number of other approaches to assess the students learning. In year 1, semester 1 students take a module called ‘Portfolio Methods for RPL’ which explores the process of RPL, and what a learning portfolio is. More importantly, it requires the students to focus on their prior learning and not experience per se. In the following semester the method is used to report on work placement and to capture the authentic and individual learning of each student. This paper explores the collective approach to documenting work …

Book Review Of Global Perspectives On Adult Education, Deborah K. Sterner

Deborah K Sterner

No abstract provided.

The Pace Tech All Kinds Of Minds High School Institution: Expanding Outreach And Empowering Under-Represented Populations & Communities, Jonathan Hill

Cornerstone 2 Reports : Community Outreach and Empowerment Through Service Learning and Volunteerism

No abstract provided.

Teaching Toward Educational Equity: Creating Critical Collegial Communities That Sustain Teacher Transformation And Equitable Outcomes For Students, Susan Adams

Susan Adams

Workshop and panel at the Indiana Urban Schools Association Conference, June 15, 2011.

Ipad Device Technology For Senior Citizens With Developmental And Intellectual Disabilities, James P. Lawler

Cornerstone 2 Reports : Community Outreach and Empowerment Through Service Learning and Volunteerism

No abstract provided.

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

Workshop On The Living Lecture For The Lifelong Learners, John A. Henschke Edd, Susan K. Isenberg Phd

IACE Hall of Fame Repository

No abstract provided.

Considerations Regarding The Future Of Andragogy, John A. Henschke Edd

IACE Hall of Fame Repository

Andragogy has a long and rich history that has shaped understanding of adult learning and continues to be a strong force in guiding the way adults learn. While adult educators in the U.S. are familiar with andragogy through the work of Dr. Malcolm Knowles, the theory of andragogy reaches a worldwide audience of practitioners striving to improve learning through its respectful and engaging method focused on the learner.

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. This particular edition has a very real international dialogue concerning the inclusion of students with special needs in general education classrooms.

Dr. Tsafi Timor provide a thought provoking discussion and analysis of two approaches to classroom management. This article starts with a great quote from Dr. Harry Wong.

Syed Salma Jameel provides a new perspective concerning students with special needs enrolled in colleges and universities. This article links employability with the need for higher education and highlights the issues of including students with special needs in higher education. …

Teachers' Beliefs And Practices Observed In Inclusive Classes, Gyagenda Khamis

Electronic Journal for Inclusive Education

The world over there is a wave towards more inclusive education for children who are disadvantaged in one-way or another. The Salamanca conference of 1994 focused on the child with Special Education Needs (SEN) with a call to governments to ensure that such children were given an appropriate education especially by being included in mainstream classes. Developing countries shows less initiative and effort towards including the child with SEN, with more efforts towards including the girl child. But some schools are implementing the policy on their own initiative. It can be assumed that their belief in inclusive education drive their …

Preservice Teachers' Confidence Levels In Working With Students With Special Needs: Improving Preservice Teacher Training Programs, Woo Jung Ph.D., Grace Cho Ph.D., Debra Ambrosetti Ph.D.

Electronic Journal for Inclusive Education

Teacher confidence levels have been shown to increase with training, exposure to specific situations, knowledge, and utilization of interventions. The purpose of this study was to investigate preservice teachers’ confidence levels in teaching students with special needs. The 287 participants were from three separate education departments within a college of education. The results indicated that students working toward a teaching credential in the field of special education reported higher confidence levels than did those seeking a credential in secondary and elementary education. In addition, secondary teacher candidates reported higher confidence levels than did elementary teacher candidates. Based on the findings, …

Paraeducators Perceptions Of Their Roles In Inclusive Classrooms: A National Study Of Paraeducators, Ida M. Malian Ph.D.

Electronic Journal for Inclusive Education

With increased mandates for providing FAPE, districts are employing paraprofessionals-specifically paraeducators to assist in special education as well as inclusive classrooms. A National Survey was conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction and other management of the daily routines, their beliefs about teaching and training needs. Respondent included 202 paraprofessionals from 34 states with varying degrees of experience and training. Overall, paraprofessionals were positive about their roles in the classroom ad the impact of their work with students with disabilities. More time for …

Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien

Electronic Journal for Inclusive Education

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned …

Research Topic: Is Physical Education A Form Of Exclusionary Closure To Children With Disabilities?, Chiome Chrispen, Chadamoyo Patrick, Mudyahoto Tapiwa

Electronic Journal for Inclusive Education

Worldwide, there are benefits that accrue to children or adults who engage in physical activities (Johnson, 2009). Within this context, this study sought to find out the conditions under which students with disabilities participate in Physical Education in Zimbabwean schools. A purposive sample of 72 teachers and 15 heads of schools who are students of Great Zimbabwe University participated. The research was largely qualitative, gathering data through a survey that used an open ended questionnaire for teachers and focused interviews for school heads. The typical experiences in schools are a complete denigration of the children with disabilities. Evidence indicates that …

Children With Disabilities In Private Inclusive Schools In Mumbai: Experiences And Challenges, Ashima Das Ph.D., Ruth Kattumuri

Electronic Journal for Inclusive Education

‘Inclusive education’ policy has been introduced in India, however the concept is in its infancy This qualitative study analyses the case of children with disabilities studying in private inclusive schools of Mumbai. It discusses the development of self concept, elucidates the benefits and challenges of children with disabilities in inclusive education. We then suggest recommendations for improvements in implementing inclusive education in India.

Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins

Education Dissertations and Projects

Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. …

Disability In The Context Of Higher Education: Issues And Concerns In India, Syed Salma Jameel

Electronic Journal for Inclusive Education

Disability in higher education has different implications from that of school Education. Higher education increases the chance of employability, thus, affirming dignified life for the persons with disabilities. While going through the policies and programmes in India it is found that not much has been done in the field of disability and higher education. There are number of groups working on the school education of children with disabilities. This has not translated in the entry of students to higher education because of various reasons. Infrastructural facilities within institutions, attitudes towards persons with disabilities, transportation facilities, and lack of support services …

Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students' abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in …

Teachers' Attitudes Toward The Inclusion Of Students With Autism And Emotional Behavioral Disorder, Jennifer M. Cassady

Electronic Journal for Inclusive Education

General education teachers have differing views about the inclusion of students with disabilities in mainstream classrooms. However, the type and severity of the children’s disabilities affect teachers’ willingness to accommodate certain students and their confidence that they will effectively manage their classroom. It has been reported that teachers have expressed concerns about having students with autism and emotional behavioral disorder in the general education setting because of the children’s lack of social skills, behavioral outbursts, modifications made to the curriculum, and lack of training and supports. Many instructors do not believe they are able to teach these populations effectively while …