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Articles 2761 - 2790 of 3917
Full-Text Articles in Educational Administration and Supervision
Meeting Minutes, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
February Agenda, Wku Graduate Council
January Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Effective Inclusion Practices, M. Alyssa Barnes Ph.D.
Effective Inclusion Practices, M. Alyssa Barnes Ph.D.
Electronic Journal for Inclusive Education
This study examines effective instructional practices, which support the inclusion of students with special needs. Eight teacher and administrator participants completed interviews about their experiences working in a full-inclusion environment. In addition, the research includes narratives based on observations from the school. The findings summarize five practices essential in successful inclusive environments. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. Finally, the data demonstrate the idea that all of these practices benefit students with and without disabilities.
Creating A Warm And Inclusive Classroom Environment: Planning For All Children To Feel Welcome, Jessica L. Bucholz Ed.D., Julie L. Sheffler
Creating A Warm And Inclusive Classroom Environment: Planning For All Children To Feel Welcome, Jessica L. Bucholz Ed.D., Julie L. Sheffler
Electronic Journal for Inclusive Education
The type of classroom environment that a teacher creates and encourages can either increase or decrease a student's ability to learn and feel comfortable as a member of the class. The classroom environment should do as much to foster cooperation and acceptance as the teaching methods that the teacher uses. This article describes a number of methods to help teachers plan for and create a classroom that welcomes and supports all children.
Language Module, April Dixon
Language Module, April Dixon
Electronic Journal for Inclusive Education
A study of children with learning disabilities and of children without provides a clear picture of the acquisition of language development of children. Language skills are generally typical of children at different age levels who do not have diagnosed learning disabilities. Language skills of the learning disabled are generally atypical due to constraints placed on the child during critical learning periods by the disability. Analyzation of the data in this study shows a correlation between Attention Deficit Hyperactivity Disorder and language development in young children. Strategies can be implemented by classroom teachers to enhance the acquisition of language.
Ua45/1/1 Registrar Publications Undergraduate Catalogs, Wku Archives
Ua45/1/1 Registrar Publications Undergraduate Catalogs, Wku Archives
WKU Archives Collection Inventories
Undergraduate catalogs published by the Registrar's Office. Most recent catalogs are available online through the Undergraduate Catalogs. This series includes some registration announcement memos as well.
Clarifying Research Synthesis On Inclusion: Using The Inclusion Definition Instrument (Idi), Kimberly Rombach Ph.D.
Clarifying Research Synthesis On Inclusion: Using The Inclusion Definition Instrument (Idi), Kimberly Rombach Ph.D.
Electronic Journal for Inclusive Education
Synthesizing research on inclusive education is essential to developing a wide-scoped view of knowledge that has been gathered from previous studies. There are key components central to the practice of inclusive education that need to be revealed to fully understand the context of inclusive classrooms. This article distinguishes the need for contextually defining inclusion and introduces the Inclusion Definition Instrument (IDI) that can assist researchers to better identify specific characteristics of the context of their studies on inclusion.
Voices Of Classroom Managers: Their Realities Of Full Inclusion, Oi Yee Monica Ratcliff Ph.D.
Voices Of Classroom Managers: Their Realities Of Full Inclusion, Oi Yee Monica Ratcliff Ph.D.
Electronic Journal for Inclusive Education
The purpose of this qualitative study was to explore the perspectives of the three regular education teachers about full inclusion practice in a metropolitan elementary school. This study was intentionally designed as a participatory and constructivistic inquiry. Through the process of classroom observations, participant observations and in-depth interviews, this study was attempted to answer three research questions: (1) What are the perceptions of regular education teachers who participate in the full inclusion program? (2) What are their perceptions about student learning? and (3) What are the advantages and disadvantages of full inclusion? Findings revealed three themes that were related to …
Bridgewater State College Undergraduate/Graduate Catalog 2009-2010, Bridgewater State College
Bridgewater State College Undergraduate/Graduate Catalog 2009-2010, Bridgewater State College
Bridgewater State College Catalogs, 1960-2009
No abstract provided.
Disciplining Queer, Ian Barnard
Disciplining Queer, Ian Barnard
English Faculty Articles and Research
This article analyzes a particular set of disciplinings by students and colleagues that coalesced around my teaching of a university course in ‘Queer Theory.’ I use these regulatory discourses and practices as a springboard to investigate how academic and other disciplines (English, in particular) enable and reproduce certain stylizations, epistemologies, and methodologies, and what they implicitly and violently conceal and demonize; how style functions as politics and what the politics of style are; how queerness—queer inquiry and intervention, queer methodologies and epistemologies, queer activisms and insubordinations—might activate, exacerbate, and expose some of these questions and mechanisms. The form of the …
Listen To Me! An Exploration Of The Students' Voices Regarding Homework, Gladys Landing-Corretjer
Listen To Me! An Exploration Of The Students' Voices Regarding Homework, Gladys Landing-Corretjer
Walden Dissertations and Doctoral Studies
Research on students' voices and perspectives regarding homework is absent from the literature. This qualitative case study explored the perspectives of 5th and 6th grade students and ten teachers' perceptions regarding homework completion. The literature review revealed 3 trends in homework, including support homework, support against homework, and homework reform. However, most of this research considers the adults' perspective. The researcher administered 46 questionnaires and conducted 12 in depth interviews using a stratified purposive sample and extreme case sampling. The questionnaires and interviews educed the participants' perceptions and practices regarding homework. The students represented 4 distinct groups: English language learners, …
A Study Of Direct Instructional Spelling Strategies And Their Effect On Students With Special Needs Who Are Classified With Mild Mental Disabilities, Steven Douglas Preast
A Study Of Direct Instructional Spelling Strategies And Their Effect On Students With Special Needs Who Are Classified With Mild Mental Disabilities, Steven Douglas Preast
Walden Dissertations and Doctoral Studies
Spelling is a challenging task for many individuals, especially for those classified as Mild Mentally Disabled. Although considerable literature exists in the areas of special education and spelling, little research is evident involving these two areas in combination. In an attempt to address this gap, the researcher conducted a single subject research study to investigate the hypothesis that direct instruction of spelling enhances the spelling skills of students with special needs. Perceptions of parents, students, and teachers on how this program impacted student spelling skills was also investigated. Quantitative data from this study was collected from the SRA Spelling Mastery …
Effect Of Cooperative Learning And Traditional Strategies On Academic Performance In Middle School Language Arts, Susan Queen
Effect Of Cooperative Learning And Traditional Strategies On Academic Performance In Middle School Language Arts, Susan Queen
Walden Dissertations and Doctoral Studies
Research indicates that the use of cooperative learning techniques fosters higher order thinking and problem solving skills in students. However additional information is needed to determine how cooperative learning affects various groups of learners. Based in constructivist theory, this quasi-experimental study examined the effects of cooperative learning verses traditional teaching strategies on the academic performance of 216 6th grade language arts students in north central Georgia. The single stage convenience sample was divided into a control group that was instructed using traditional strategies; and a treatment group that was instructed using cooperative learning strategies. Pre and posttest scores from a …
General And Special Educators' Attitudes Toward Students With Severe Disabilities Included In The Regular Education Classroom, Tracie Davis
General And Special Educators' Attitudes Toward Students With Severe Disabilities Included In The Regular Education Classroom, Tracie Davis
Walden Dissertations and Doctoral Studies
Federal legislation mandates the inclusion of students with disabilities into the regular classroom. This integration is often met with resistance from the educators. The purpose of this study was to determine teachers' attitudes toward the inclusion of students with severe disabilities in the general education classroom. The research problem addressed the attitudes of educators who are implementing inclusion practices for students with severe disabilities. These attitudes are an integral part of successful inclusion practices. The theoretical basis for inclusion can be found in Wolfensberger's normalization principle and his examination of social role valorization which support placing a person with a …
Preface, Volume 27 (2009), Linda B. Nilson
Preface, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
To Improve the Academy: A Journal of Educational Development
This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.
Bibliography, Volume 27 (2009)
Bibliography, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
About The Authors, Volume 27 (2009)
About The Authors, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Acknowledgments, Volume 27 (2009), Linda B. Nilson
Acknowledgments, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
To Improve the Academy: A Journal of Educational Development
The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.
Maturation Of Organizational Development In Higher Education, Gail F. Latta
Maturation Of Organizational Development In Higher Education, Gail F. Latta
To Improve the Academy: A Journal of Educational Development
Organizational development (OD) is fundamentally about increasing institutional capacity for change. Organizational culture is a pivotal variable mediating the success of institutional change initiatives. Faculty and OD professionals are poised to address the need for increased understanding of organizational culture and change in higher education institutions. This chapter presents a conceptual guide to theories of change and cultural analysis that inform OD practice. Distinctions between content and process theories of change, as well as normative and idiomatic approaches to cultural analysis, are reviewed with respect to their utility for facilitating change in the academy. Implications for the maturation of OD …
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
To Improve the Academy: A Journal of Educational Development
Providing quality support to faculty requires attention to administrative details and event logistics. As professionals, we must also assess the impact of our work and be prepared to report to those who will judge its worth and allocate resources. To do this we need current, accurate data that are easy to access and easy to use. We also need a simple way to manage faculty development activities and evaluate the outcomes. The best technology for achieving these goals is a relational database. This chapter describes ten ways a relational database can be used to support faculty developers in their various …
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
To Improve the Academy: A Journal of Educational Development
The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts. This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
To Improve the Academy: A Journal of Educational Development
Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …