Open Access. Powered by Scholars. Published by Universities.®
Disability and Equity in Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Tennessee, Knoxville (400)
- Wright State University (134)
- St. John's University (133)
- Bank Street College of Education (28)
- Georgia Southern University (17)
-
- Liberty University (17)
- South Dakota State University (16)
- University of Nebraska - Lincoln (15)
- Chapman University (14)
- City University of New York (CUNY) (9)
- Kennesaw State University (9)
- University of South Florida (8)
- Johnson & Wales University (7)
- Marshall University (7)
- SIT Graduate Institute/SIT Study Abroad (6)
- University of New Mexico (6)
- University of San Diego (6)
- California Polytechnic State University, San Luis Obispo (5)
- Dominican University of California (5)
- Murray State University (5)
- University of Missouri, St. Louis (5)
- University of Nevada, Las Vegas (5)
- California State University, Monterey Bay (4)
- Fayetteville State University (4)
- Gettysburg College (4)
- National Louis University (4)
- University of the Pacific (4)
- Virginia Commonwealth University (4)
- Walden University (4)
- Western Michigan University (4)
- Keyword
-
- Education (175)
- Electronic Journal for Inclusive Education (129)
- Wright State University College of Education and Human Services (129)
- JAEPL (29)
- Patricia R. (16)
-
- Renick (16)
- Inclusion (15)
- Special education (14)
- Teaching (14)
- Higher education (13)
- Equity (12)
- Autism (8)
- Disability studies (8)
- Diversity (8)
- Learning (8)
- Pedagogy (8)
- Poetry (8)
- Race (8)
- Emotional Labor (7)
- Gender (7)
- Poets (7)
- Social justice (7)
- Special Education (7)
- Teachers (7)
- Culture (6)
- Disability (6)
- Inclusive education (6)
- Communication (5)
- Creative Writing (5)
- Economy (5)
- Publication Year
- Publication
-
- The Journal of the Assembly for Expanded Perspectives on Learning (399)
- Electronic Journal for Inclusive Education (134)
- Journal of Vincentian Social Action (133)
- Dissertations (18)
- Doctoral Dissertations and Projects (16)
-
- Empowering Research for Educators (16)
- Occasional Paper Series (13)
- Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education (12)
- Education Faculty Articles and Research (10)
- College of Graduate Studies: Theses & Dissertations (8)
- Georgia Journal of Literacy (8)
- National Youth Advocacy & Resilience Conference (7)
- Theses and Dissertations (7)
- Electronic Theses and Dissertations (6)
- Teacher Education (6)
- Adultspan Journal (5)
- Department of Leadership, Policy, and Lifelong Learning (5)
- Dissertations, Theses, and Capstone Projects (5)
- Capstone Projects and Master's Theses (4)
- Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research (4)
- Independent Study Project (ISP) Collection (4)
- Journal of Research Initiatives (4)
- Adult Education Faculty Works (3)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (3)
- Feminist Pedagogy (3)
- Journal of Educational Research and Practice (3)
- Murray State Theses and Dissertations (3)
- Reports from the President’s Office (3)
- Scholarship and Engagement in Education (3)
- Seton Hall University Dissertations and Theses (ETDs) (3)
- Publication Type
- File Type
Articles 481 - 510 of 994
Full-Text Articles in Disability and Equity in Education
Front Matter And Introduction, Valentine Burr
Front Matter And Introduction, Valentine Burr
Occasional Paper Series
The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Occasional Paper Series
The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination of …
Addressing The Impact Of Deportation On Citizen Children And Their Undocumented Parents, Ismael Mondragon
Addressing The Impact Of Deportation On Citizen Children And Their Undocumented Parents, Ismael Mondragon
Capstone Projects and Master's Theses
A vast number of parents/children are been affected with high levels of anxiety, depression, and stress when their families are been separated due to deportation. Therefore, I conducted two sets of interviews, a parent component that consisted of eight questions and a child component that consisted of eleven questions. The interviews took approximately 10 minutes each. I interview a small group of six participants, three adults and three children who have gone through the devastated experience of having a family member deported. Hearing the participants experiences I learned that there are not enough programs in the community to help families …
Carrying On With Wayward Sons, Erika Simpson, Henrik Lagerlund
Carrying On With Wayward Sons, Erika Simpson, Henrik Lagerlund
Political Science Publications
With their brains not maturing until their mid-20s, it's time to use a different approach to life and learning with our young men.
When Meaningful Writing Reflects Vincentian Values, Michele Eodice, Anne Ellen Geller, Neal Lerner
When Meaningful Writing Reflects Vincentian Values, Michele Eodice, Anne Ellen Geller, Neal Lerner
Journal of Vincentian Social Action
In The Meaningful Writing Project – our study of over 700 seniors at three universities – students describe how education values are embodied in writing projects in and out of school. In brief, our results show that students find meaning when they are invited to tap into the power of personal connection, see what they are writing as applicable and relevant to the real world, imagine their future selves, immerse themselves in what they are thinking and writing about, and experience research for learning. In many cases, the experiences students reported are aligned with Vincentian values for higher education, namely …
Summary Report Of A Faculty Colloquium Held On The Encyclical Letter Laudato Si’ Of The Holy Father Francis On Care For Our Common Home, Mark C. Kiley
Summary Report Of A Faculty Colloquium Held On The Encyclical Letter Laudato Si’ Of The Holy Father Francis On Care For Our Common Home, Mark C. Kiley
Journal of Vincentian Social Action
The Papal Encyclical, issued in summer of 2015, elicited the attention of ten faculty members in St. John’s College of Liberal Arts and Sciences. All but two of the participants were faculty members based primarily in Staten Island. What follows is a collection of highlights from the formal presentations.
Development Of A Mission-Aligned Campus-Community Partnership Model: The Urban Institute Flu Vaccine Initiative For The Indigent Of Nyc, John M. Conry
Development Of A Mission-Aligned Campus-Community Partnership Model: The Urban Institute Flu Vaccine Initiative For The Indigent Of Nyc, John M. Conry
Journal of Vincentian Social Action
Despite its position as a powerful country which offers the opportunity for state-of-the-art high-quality patient-centered care, many people within the U.S. do not have access to or cannot afford health care. The Urban Institute of the College of Pharmacy and Health Sciences at St. John’s University was successful in developing a community outreach initiative that provided free flu vaccines to an underserved indigent patient population in New York City in an effort to decrease their risk for flu-related morbidity and mortality.
English Language Instruction, Student Engagement, And Sustainable Practices In Rural Ecuador, Pablo J. Sanchez, Morgan R. Zajkowski
English Language Instruction, Student Engagement, And Sustainable Practices In Rural Ecuador, Pablo J. Sanchez, Morgan R. Zajkowski
Journal of Vincentian Social Action
St. John’s University’s Vincentian Institute for Social Action aims to develop student commitment to social justice through required coursework, international travel, and community service. A strong theoretical foundation ensures that administrators and students are consistently reflecting on the dynamics of power and engaging with community members in an ethical manner. Our framework should continue conversations with the community about the value of foreign language education in their particular regional and global context and encourage students to see themselves as part of a sustainable process. Where many universities and organizations provide volunteer experiences similar in theory, we hope to improve on …
From Mission To Scholarship: Welcome To Jovsa, Deanne A. Southwell, John M. Conry
From Mission To Scholarship: Welcome To Jovsa, Deanne A. Southwell, John M. Conry
Journal of Vincentian Social Action
St. Vincent de Paul’s devotion to addressing the needs of the poor is rooted in the foundation of a Vincentian education. As a Catholic and Vincentian institution, the University provides a distinctive, value-based education to its students. In addition to this proud tradition, the University continues to enhance its resources to address the needs of a transforming world. In 2008, the University created a new unit to highlight and strengthen the distinctiveness of its mission. The Vincentian Institute for Social Action was created as part of the University’s strategic plan, with a goal of broadening the Catholic and Vincentian mission …
Beyond Behavior, Craig C. Laupheimer
Beyond Behavior, Craig C. Laupheimer
Scholarship and Engagement in Education
Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …
Total Communication Methods For Preschool Children With Autism: A Transcendental Phenomenological Study Of Parent And Professional Perceptions, Leigh Beesley
Doctoral Dissertations and Projects
The purpose of this transcendental, phenomenological study was to explore experiences of using a total communication system with preschoolers diagnosed with autism as explained by their parents and teachers. The research focused on the experience specifically relating to functional communication and social interactions. Determining resources that parents and teachers need that may have made the employment of the strategies more successful, was of importance to this study in order to determine implications, or future needed research. The participants in this study, determined by purposive sampling, included parents, teachers, paraprofessionals, and speech therapist located in an elementary school setting. The study …
Student Achievement In Response To Intervention Groups, Allison L. Gardenhour
Student Achievement In Response To Intervention Groups, Allison L. Gardenhour
Electronic Theses and Dissertations
The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated …
A Phenomenological Study Of Teachers’ Lived Experiences Providing Interventions For Students Diagnosed With Adhd, Timoth Garner
A Phenomenological Study Of Teachers’ Lived Experiences Providing Interventions For Students Diagnosed With Adhd, Timoth Garner
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to examine the lived experiences in the public school setting of teachers involved in providing interventions for students diagnosed with ADHD. The theories guiding this study were Theory of Reasoned Action (Ajzen & Fishbein, 1980), Human Ecology or Bioecological Systems Theory (Bronfenbrenner, 2005), and theory of self-efficacy (Zimmerman & Bandura, 1994; Zimmerman & Martinez-Pons, 1990; 1992). The study followed the theory, concepts, and methods of the phenomenological research model that allowed participants to provide a personal perspective and reflection on their experiences. The following four research questions guided the study: How do teachers …
Exploring The Experiences Of Female Student Veterans With Disabilities Entering Higher Education During Reintegration: A Phenomenological Study, Beverly Williams
Exploring The Experiences Of Female Student Veterans With Disabilities Entering Higher Education During Reintegration: A Phenomenological Study, Beverly Williams
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenological study was to explore and describe the lived experiences of female student veterans with disabilities entering higher education during reintegration in order to improve programs, services, and support available to female student veterans with disabilities. A screening questionnaire, interviews, a focus group, and journals were used to collect data. Participants consisted of 11 female student veterans with disabilities who were purposively selected using criterion, snowball, and maximum variation sampling. The central research question was: What are the transition experiences of female student veterans with disabilities entering college during reintegration into society? Four sub-questions …
The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students With Disabilities And A Teacher’S Use Of Differentiated Instruction In Georgia Public Schools, Shannon Knight
Doctoral Dissertations and Projects
The purpose of this quantitative multivariate correlational study was to determine if there is a significant relationship between a general education teacher’s perception of learner characteristics for Students with Disabilities (SWD) and a teacher’s use of Differentiated Instruction (DI) in the general education classroom, grades 6-12. Since previous studies did not clearly support any significant benefits in utilizing segregated instruction for the teaching of students with exceptionalities, it was vital to identify research-based methods to facilitate the education of all students in the general education classroom. Sustained by research on student achievement, the proper and comprehensive implementation of DI has …
Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West
Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West
Journal of Critical Scholarship on Higher Education and Student Affairs
Students' Critical Reflections on Racial (in)justice
Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers
Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the intricate and life shaping lessons learned by the author during his tenure as a graduate student at Bank Street College.
Front Matter And Forward, Frank Pignatelli, Susanna W. Flaum
Front Matter And Forward, Frank Pignatelli, Susanna W. Flaum
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Explains the issue's focus on the advisory program at the Bank Street College Graduate School of Education.
Front Matter, Bank Street College Of Education
Front Matter, Bank Street College Of Education
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Must Schools Hinder Education?, Lorraine Monroe
Must Schools Hinder Education?, Lorraine Monroe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A brief essay which explores the differences between schooling and education.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
How To Con Your Teacher, Bernice M. Wilson
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.
The "Concept Teaching" Game: A Rationale, Hal Melnick
The "Concept Teaching" Game: A Rationale, Hal Melnick
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the importance of allowing children to re-read their favorite books.
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.
The Master Teacher: A Personal Reflection, Carol Hillman
The Master Teacher: A Personal Reflection, Carol Hillman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.