Special Education and Teaching Commons^™

Reconsidering Virtue, John M. Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Re-appropriating the Aristotelian concept of virtue in composition classes could become the means of transforming the polarized state of public discourse in America.

Being There: Mindfulness As Ethical Classroom Practice, Paula Mathieu

The Journal of the Assembly for Expanded Perspectives on Learning

Incorporating mindfulness practices in teacher training for writing programs is supported by disciplinary scholarship in composition, spiritual writing, and research in neuroscience.

Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Fond Farewells: Judy Halden-Sullivan and Helen Walker

SPECIAL SECTION: RHETORIC AND ETHICS

John M. Duffy - Reconsidering Virtue

Lois Agnew - Why Rhetoric and Ethics? Revisiting History/Revising Pedagogy

Paula Mathieu - Being There: Mindfulness as Ethical Classroom Practice

Scott Wagar - Composition as a Spiritual Discipline

Erec Smith - Buddhism’s Pedagogical Contribution to Mindfulness

Peter H. Khost - “Alas, Not Yours to Have”: Problems with Audience in High-Stakes Writing Tests and the Promise of Felt Sense

TEACHING AND LEARNING

Sheri Rysdam & Lisa Johnson-Shull - Introducing Feedforward: Renaming and Reframing Our Repertoire for Written Response

Mark Noe - Autoethnography …

Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith

The Journal of the Assembly for Expanded Perspectives on Learning

Considering the rhetorical elements in the Buddhist text “The True Aspect of All Phenomena” opens the possibility of teaching students a more mindful approach to writing.

Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew

The Journal of the Assembly for Expanded Perspectives on Learning

Coupling rhetoric and ethics has helped create a coherent undergraduate writing major in one of the nation’s first free-standing composition programs.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Composition As A Spiritual Discipline, Scott Wagar

The Journal of the Assembly for Expanded Perspectives on Learning

Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.

“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.

Book Reviews, Julie Nichols, Peter Fields, Walter L. Reid, Jeffrey H. Taylor, Warren Hatch

The Journal of the Assembly for Expanded Perspectives on Learning

Julie Nichols - Reading Ethically

Peter Fields - Gregory Marshall. Shaped by Stories: The Ethical Power of Narratives. Notre Dame, IN: U of Notre Dame P., 2009

Walter L. Reed - Gregory, Marshall. Teaching Excellence in Higher Education, ed. Melissa Valiska Gregory. NY: Palgrave Macmillan, 2013

Jeffrey H. Taylor - Musgrove, Laurence. Local Bird. Beaumont, TX: Lamar U Press, 2015

Warren Hatch - Lynch, Tom, Cheryll Glotfelty, Karla Armbruster. The Bioregional Imagination—Literature, Ecology, and Place. Athens, GA: U of GA Press, 2012

Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull

The Journal of the Assembly for Expanded Perspectives on Learning

Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”

Final Journals, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

Poem

Autoethnography And Assimilation: Composing Border Stories, Mark Noe

The Journal of the Assembly for Expanded Perspectives on Learning

Introducing autoethnography in composition classes brings together personal narratives, academic discourse, and awareness of audience in surprising ways among students in south Texas.

My Mom’S Letter, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime poet explains how a letter from his mother reminds him that regardless of our language skills and backgrounds, our writing can still bear witness to the values and ethics that guide our lives.

Toward A Poetics And Pedagogy Of Sound: Students As Production Engineers In The Literature Classroom, Karen Lee Osborne

The Journal of the Assembly for Expanded Perspectives on Learning

Pairing students to be recorders and production editors of poetry readings results in a collaborative assignment that embodies students’ experience of reading through media.

Connecting, Helen Walker, Sheryl Lain, Matthew B. Ittig, Laurence Musgrove, Julie O'Connell, Leslie A. Werden, Donna Souder-Hodge, Tanya R. Cochran, Rasha Diab, Thomas Ferrel, Beth Godbee

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - More Apt, Connected Title

Sheryl Lain - Hey, Teach! Do You Love Me?

Matthew B. Ittig - Ask Me Tomorrow

Laurence Musgrove - Writing Program

Julie O’Connell - The Power of a Slave Narrative

Leslie A. Werden - Embracing Chaos

Donna Souder-Hodge - Teaching Dachau

Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Online

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz

The Journal of the Assembly for Expanded Perspectives on Learning

Following a student’s evolving attitudes on race issues through her undergraduate years, a researcher concludes that a critical pedagogy can have long-term effects on student and instructor alike.

Multi-Sensory Techniques In Spelling Instruction: An Action Research Study For Students With Dyslexia, Alyssa Ashbaugh

Masters Theses/Capstone Projects

The purpose of this action research project was to use instructional inquiry to study multisensory spelling instruction with a single fourth grade student diagnosed with dyslexia. Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels encouraging students to use some or all of their senses. To examine the effectiveness of multisensory teaching techniques in spelling, I conducted pre- and post assessments of two spelling inventories, collected weekly dictated sentences, identified writing samples from his classroom, and had conversations with the student and the student’s teacher. The student continued to receive intervention services as previously scheduled twice …

Development Of A Self-Efficacy Scale For Teachers Who Teach Kids With Autism Spectrum Disorder, Abigail M. A. Love

Theses and Dissertations--Educational, School, and Counseling Psychology

This study aimed to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD). Teacher self-efficacy refers to the belief teachers hold about their ability to affect student learning and has been shown to change teachers’ motivation, stress levels, and amount of given effort (Klassen, Tze, Betts, & Gordon, 2011). Numerous studies have dealt with the measurement of this construct and developed measures that assess teachers in different domains and populations; however, only one study (Ruble, Toland, Birdwhistell, McGrew, & Usher, 2013) has attempted to measure within the population of students with ASD. The purpose of the current study …

Utiliser La Force Du Nombre Pour Favoriser Le Développement De La Fluidité De Lecture En Contexte Subsaharien, Élisabeth Boily, Chantal Ouellet, Catherine Turcotte

Comparative and International Education / Éducation Comparée et Internationale

L’enseignement de la lecture au primaire s’effectue dans des conditions difficiles au Burkina Faso, ce qui affecte sans contredit l’apprentissage de cette habileté nécessaire à la réussite scolaire et à l’épanouissement personnel. Chez les élèves des premiers cycles du primaire, la fluidité de lecture se développe difficilement. Cette recherche a pour but d’implanter un programme de lecture orale répétée et assistée et d’évaluer les effets de cette intervention sur le développement de la fluidité d’élèves provenant d’une classe à large effectif et hétérogène de CE1 au Burkina Faso. Une évaluation de la fluidité a été effectuée auprès de 94 élèves …

Post Hoc Analysis On The Effect Of Early Intensive Behavioral Intervention Provided To Preschool Children On The Autism Spectrum, Catherine R. Maxwell Dumont

Dissertations, Masters Theses, Capstones, and Culminating Projects

Early Intensive Behavioral Intervention (EIBI) provides a framework for educators to assist children diagnosed with autism spectrum disorder (ASD) to increase independence and positive social skills in the classroom (Reichow, 2012). Preschoolers with ASD who do not have access to programs tend to display negative and socially inappropriate behavior, such as acts of aggression, withdrawal, and inability to attend to lessons. Studies on program effectiveness documented that preschool children who received EIBI scored higher on IQ, language comprehension, imitation, expressive language, nonverbal communication, play, stereotyped behaviors and adaptive functioning compared to preschool children who do not receive EIBI. The literature …

A Case Study Of The Experiences Of Students With Disabilities Who Did Not Complete High School, Richard Wieringo

Doctoral Dissertations and Projects

This case study explores the experiences of students with disabilities who have dropped out of high school, so as to identify related factors that led to their decisions. Participants included both males and females who were designated as students with disabilities at Ridgeville High School (pseudonym for a Virginia high school) and who dropped out between their third and fourth years of high school, during the 2010 to 2014 academic years. All participants were between the ages of 18 and 24. The case study was conducted through the use of semi-structured interviews, journaling, and observation of the sample population, with …

“It’S Nice To Meet You. Let’S Do Some Inclusion.”, Martha Compton, Celeste Prange, Kaleena Gibson

Inclusion Across the Lifespan Conference

Come hear how one 3^rd grade team went out of their way to welcome and support the teachers and students from a new-to-the-school self-contained class for students with intellectual disabilities and/or autism in a project of grade-appropriate inclusion. The presenters will discuss the power of a positive attitude and combined ownership among staff members. Attendees will be given strategies to create a welcoming classroom community and tips on modifying activities and assessments.

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

The Power Of Nature: Developing Prosocial Behavior Toward Nature And Peers Through Nature-Based Activities, Ibrahim H. Acar, Julia C. Torquati

Department of Child, Youth, and Family Studies: Faculty Publications

An early childhood teacher nurtures children’s perspective taking and respect for another living thing. These interactions happen daily at the Schlitz Audubon Nature Center (SANC) Preschool in Milwaukee, Wisconsin. Experiences like this promote children’s development of prosocial behavior, consistent with the Early Childhood Environmental Education Programs: Guidelines for Excellence (NAAEE 2010). This article examines the research question, How can teachers nurture the development of prosocial behavior for preschool-aged children through nature-based play and activities? To address this question, five researchers (including the second author) conducted 74 running record observations of children’s behavior and social interactions over the course of two …

Elementary And Secondary Special Education Teachers Experiences Of Inclusion For Students With Moderate To Severe Disabilities: A Phenomenolgical Study, Shannon Anders

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers regarding inclusive practices with students with moderate and severe disabilities in a rural North Carolina school district. The purpose of this research was to seek the overall essence of the lived experiences of a purposeful criterion sample of 11 special education teachers as they used inclusion strategies with their students. This study had one central question: How do rural special education teachers describe their experiences with inclusive practices for their students with moderate to severe disabilities? The theories guiding this study were Maslow’s Hierarchy …

Strengthening Executive Function Development For Students With Add, Lori Desautels

Scholarship and Professional Work – Education

What are the root causes of Attention Deficit Disorder in our children and youth, and how do we address these challenges? According to the National Center for Disease Control and Prevention, 11 percent of children in the United States age 4-17 (6.4 million) have been diagnosed with ADHD as of 2011.

Dr. Russell Barkley, clinical professor of psychiatry at the Medical University of South Carolina and medical expert in ADD, shares that this disorder is primarily about emotional regulation and self-control. It is not just about inattention, impulsivity, and hyperactivity. Emotional regulation, which is foundational to social, emotional, and …

A Phenomenological Study Of Adult Reading Motivation, Audra Blyseth

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the factors that influence young adults’ (aged 18 to 24) reading experiences, reading habits and behavior, and desire to read. Three research questions guided this study: (a) How do young adults between the ages of 18 and 24 describe the factors that influence their reading experiences? (b) How do participants describe the effect of factors on their reading habits and behavior? (c) How do participants describe the effect of factors on their personal desire to read? Participants included young adults between the ages of 18 and 24. Data collection methods …

The Effectiveness Of Content Retention When Using A Chromebook™ With A Student On The Autism Spectrum, Marykay Shropshire

All Capstone Projects

A student identified with Autism participated in a single case design study in which note taking was conducted in traditional and technological (Chromebook™) fashion. Participation is used on the general education curriculum and daily exercises completed in the classroom. This research was completed in two phases with the first phase collecting baseline data to be compared to the second phase of data that was collected during the intervention. Each phase lasted 3 weeks and was carried out in the special education classroom within the student's usual Extended School Year program. This research was conducted for the cumulative project at Governors …