Elementary and Middle and Secondary Education Administration Commons^™

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

The Influence Of Dual Enrollment On Rural Student College Persistence., Jeanne Toure Guerrero

Electronic Theses and Dissertations

Using the High School Longitudinal Study of 2009 (HSLS:09), this study addresses the research question of whether dual enrollment (DE) influences first- to third-year college persistence at a four-year institution, controlling for gender, race/ethnicity, socioeconomic status (SES), and rurality. The results revealed that there are statistically significant differences between the independent variables of DE Participation, Gender, Race/Ethnicity, SES, and Rurality and the dependent variable of College Persistence. Controlling for other variables, the following main effects results emerged: Students participating in DE courses were more likely to persist than non-DE students. Female DE students were more likely to persist when compared …

The Effects Of Blended Learning On Student Achievement Within Various Environments: A Program Evaluation, Christine Nicole Harris

Dissertations

Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant …

Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio

Journal of Science Education for Students with Disabilities

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives …

An Artificial Intelligence Tool For Accessible Science Education, Jacob D. Watters, April Hill Dr., Melissa Weinrich Dr., Cary Supalo, Feng Jiang Dr.

Journal of Science Education for Students with Disabilities

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, …

Making Scientific And Technical Materials Pervasively Accessible, Jason J.G. White

Journal of Science Education for Students with Disabilities

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.

Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. …

The Perceptions Of Teachers Of Students With Visual Impairments On Students With Visual Impairments And Graphing: How To Teach, Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI …

Overview Of The Proceedings Of The 2020 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

Elevating The Voices For All Learners Through Shared Stories Of Science Learning, Lauren Madden, Stuart Z. Carroll, Amy K. Schuler

Journal of Science Education for Students with Disabilities

This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were collected using a paired-interview approach in which students from each group interviewed one another about their science learning across their lifespans, and recorded responses using an online form. Across the stories, several clear themes emerged. Similarities and differences were found across and within the groups and are shared in a narrative format. Trends …

Publishing Successful Practitioner (Teaching Techniques) Manuscripts For The Journal Of Science Education For Students With Disabilities, Jonte C. Taylor

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to …

Letter From The Co-Editors, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion

Michigan Reading Journal

In March, Michigan educators unexpectedly found themselves rethinking instruction. As schools throughout the state were shuttered due to the COVID-19 health crisis, educators at every level needed to consider ways to sustain relationships with students in an effort to move learning forward. Feedback has always served as a natural connector between teachers and their students, but students’ use of feedback is based upon trust. This article examines the importance of formative assessment and the feedback cycle while exploring ways to deliver feedback in remote settings. By prioritizing the student-teacher relationship, teachers foster students’ active engagement with feedback, thereby raising students’ …

Digital Equity In The Time Of Covid: Student Use Of Technology For Equitable Outcomes, Joy Washington, Andrea Woodard, Jonathan D. Becker, Joan A. Rhodes, Andrew Harris, Oscar Keyes, David B. Naff

MERC Publications

This issue brief is the third and final in a series published by the Metropolitan Educational Research Consortium (MERC) addressing digital equity in K-12 schools. It examines research regarding students’ use of and outcomes related to technology. Research finds that inequities exist in use and outcomes for students based on gender, language, ability, race, SES and other sociocultural factors. Based on these inequities, theoretical and practical recommendations are discussed.

A Case Study Regarding Induction Supports And Activities And Their Impact On Successful Teacher Retention, Alicia Ponds

Doctorate in Education

At the end of every school year, new teachers either stay or leave public classrooms. Multiple challenges drive these new teacher choices. State, district, and local administrators struggle to fill teacher vacancies. New teacher departures challenge schools with the maintenance of an attractive work environment and provision of quality student education. This case study shares how five successful Minnesota educators apply extrinsic activities and intrinsic supports to not only meet these challenges, but effectively respond to the 2019-2020 onset of the COVID-19 pandemic. Through research interviews, this qualitative study analyzes intrinsic supports and extrinsic activities in relation to positive teaching …

Copyright Information, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscript, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Teacher Perceptions Of Blended Learning To Support 21st Century Learners, Nikki Hensley

Electronic Theses and Dissertations

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that …

Leveraging The Science Of Learning To Enhance Student Success: An Application Of Syfr Learning’S Principles Of Practice, Jennifer S. Jones, Christopher L. Thomas

Journal of Research Initiatives

The purpose of the current article is to describe a set of empirically validated principles of practice with the potential to enhance student learning and academic performance. Specifically, we provide an overview of Syfr Learning’s principles of practice – a collection of scalable instructional techniques derived from decades of research in the domain of learning science. Further, we provide an illustrative example of the benefits of Syfr Learning’s principles of practice when incorporated into existing curricula in a K-12 setting.

Astrodance: Engaging Deaf And Hard-Of-Hearing Students In Astrophysics Via Multimedia Performances, Jason Nordhaus, Manuela Campanelli, Joe Bochner, Thomas Warfield, Hans-Peter Bischof, Jake Noel-Storr

Journal of Science Education for Students with Disabilities

The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split …

Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on …

Text Messaging Between School Counselors And Students: An Exploratory Study, Nicholas R. Gilly

Graduate Theses & Dissertations

This exploratory case study examines the impact of text messaging on mentoring relationships when used as an outreach between school counselors and high school students, where established relationships are lacking. An SMS gateway was used to mediate communication between school counselors (N=2) and students (N=5) over a three-month timeframe. The SMS gateway converted email, sent from counselors, to text messages, which were received on mobile devices of students and allowed students to respond back to counselors. Findings indicate that the use of text messaging may ease scheduling of face-to-face meetings between counselors and students, but evidence does not support any …

The Accessibility Of Mathematical Notation On The Web And Beyond, Jason White

Journal of Science Education for Students with Disabilities

This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.

Teaching Cybersecurity To Students With Visual Impairments And Blindness, Jesse R. Hairston, Tania Williams, Derrick W. Smith Ed.D., Coms, William T. Sabados Ph.D., Steven Forney

Journal of Science Education for Students with Disabilities

This work showcases specific adaptations used to make cybersecurity accessible to high school students with visual impairments and blindness (VIB). The rapidly growing field of cybersecurity demands a diverse workforce; however, barriers exist which can deter students with disabilities from studying cybersecurity, let alone pursuing a career in the field. To help overcome this challenge, we launched the first GenCyber camp specifically developed and instructed for high school students with VIB in summer 2019. We created a unique learning environment by combining interactive instructional aids, accessible development environments, and innovative instructional strategies. With intent to show cybersecurity as a viable …

See3d: 3d Printing For People Who Are Blind, Caroline Frances Karbowski

Journal of Science Education for Students with Disabilities

Abstract

Objects such as snowflakes, castles, and butterflies have become more than just words when explored as a 3D print. The founder’s passion for braille led to the creation of the program See3D, which organizes the printing and distribution of 3D printed models for people who are blind. 3D prints such as DNA, cells, animals, constellations, telescopes, historic landmarks, logos, and maps were created to fulfill requests by people who are blind for tactile learning tools. Recipients shared their feedback on how to improve the models, and the printing and distribution service. See3D seeks to spread awareness about accessibility by …

Use Of Scientific Argumentation By Deaf/Hard-Of-Hearing Students In Environmental Science Topics, Annemarie Ross, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Deaf/hard-of-hearing (Deaf and hard-of-hearing) postsecondary students may have some misconceptions surrounding scientific concepts that might be partially ascribed to a lack of access to culturally-responsive forms of pedagogy. The Deaf and hard-of-hearing community is diverse in communication modes, including those who use American Sign Language as their primary language, and therefore, some students from this population may display characteristics similar to English Language Learners. Through classroom discourse analyses and interviews, we found a general lack of persuasion characteristics used by most students in an environmental science unit, and that the lack of higher-level scientific argumentation skills seemed to be related …

Space Camp Experience For Attendees Of The 2019 Island Conference In Huntsville, Alabama, Rachel Bigham

Journal of Science Education for Students with Disabilities

About the space camp experience

Overview Of The Proceedings Of The 2019 Inclusion In Science, Learning A New Direction Conference On Disability (Island), Cary Supalo Dr., Jasodhara Bhattacharya, Daniel Steinberg, Derrick W. Smith Ed.D., Coms

Journal of Science Education for Students with Disabilities

The 10^th annual Inclusion in Science, Learning a New Direction Conference on Disability (ISLAND) was hosted by the University of Alabama in Huntsville (UAH), with support from the UAH College of Education, UAH Office of Academic Affairs, and the Alabama Institute for the Deaf and Blind, as well as the Princeton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) and the UAH Center for Cybersecurity Research and Education (CCRE). On October 4-5, 2019, the conference was held at the U.S. Space and Rocket Center facility and at the new Student …

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright And Open Access, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.