Teacher Education and Professional Development Commons^™

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 …

Adult Learners' And Millennials' Preferred Methods Of Instruction In The College Classroom, January Marie Baker

Walden Dissertations and Doctoral Studies

Today's college students are diverse and include students who differ in chronological age and developmental learning levels. This recent shift in student demographics, including millennials and adult learners, has created a need for instructors to understand and address their students' learning preferences. Traditionally, student feedback has been collected from course evaluation forms after each term ended, thus preventing instructors from incorporating student feedback into their teaching. Accordingly, this narrative qualitative case study was conducted to explore what instructional methods students in a community college developmental reading course preferred to meet their learning preferences and classroom needs. Willingham's interpretation of informational …

Teachers' Perspectives: Face-To-Face And Computer-Based Instruction In Math, Carolyn Jones Sessoms

Walden Dissertations and Doctoral Studies

Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the advantages and …

Facilitating The Acquisition Of Social Skills Through Service Learning, Becky J. Hendrickson

Walden Dissertations and Doctoral Studies

Deficits in communication affect individuals with autism regarding the ability to access a free and appropriate education as well as quality of life. This research study explored the effects of a service-learning project on acquisition of social skills and reduction of problem behaviors for students who have autism. The conceptual framework for this study was based on Maslow's theory of motivation and Erickson's 8 stages of personality development. A mixed-methods design with sequential transformative strategy was used to collect quantitative data from 5 elementary students who have autism during involvement in service learning; the Social Skills Improvement System was used …

Secondary General Education Teachers' Perceptions Of Challenges For Inclusion Students With Autism, Karen Clark Clark

Walden Dissertations and Doctoral Studies

Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purposefully chosen secondary GE inclusion teachers, who educated SWA and students with autism spectrum …

Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock

Walden Dissertations and Doctoral Studies

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in …

Middle School Teachers' Experiences With Teaching Self-Regulation Skills To Adolescents With Disabilities, Jessica Traylor

Walden Dissertations and Doctoral Studies

Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served …

Special Education Teachers' Sense Of Efficacy And Reading Achievement Of Students With Severe Disabilities, Melissa Victoria Beck Wells

Walden Dissertations and Doctoral Studies

Assessment scores indicated students with severe disabilities (SWSD) have not been performing to their maximum potential, which may lead to lower quality of life after graduation. Teacher efficacy has been shown to impact student achievement; thus, this study involved exploring the teacher efficacy of the teachers of SWSD. Tschannen-Moran, Woolfolk Hoy, and Hoy's teacher efficacy conceptual framework guided this nonexperimental correlation study to investigate if levels of self-efficacy, years of overall teaching experience, and years of teaching experience with Grade 3 to 8 SWSD were predictors of student reading achievement in a New York City school district. Two open-ended questions …

Elementary General Education Teachers' Knowledge Of And Experience Teaching Students With Disabilities In Science And Social Studies, Diane Rice

Walden Dissertations and Doctoral Studies

In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the …

Implementation And Strategies To Address Sensory Regulation Of Students With And Without Disabilities In Two Kindergarten Classrooms, Yvette Rosil Mere-Cook

Doctoral Dissertations

Results from previous research studies suggest that inclusive settings benefit all learners. However, general education teachers often do not have built in supports within the classroom to meet the needs of students with disabilities. Implementing a sensory diet curriculum (SDC) is one instructional practice that addresses needs of students with disabilities, such as autism spectrum disorder, and could be applied widely for students without disabilities. Sensory regulation is defined as the body’s physiological process of adapting arousal or alertness levels to cope with sensory events and situational demands that occur throughout the day. The purpose of this study was to …

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 …

“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 …

Living With Students: Lessons Learned While Pursuing Tenure, Administration, And Raising A Family, Michael Humphrey, Janet Callahan, Geoff Harrison

Early and Special Education Faculty Publications and Presentations

This case study is centered on two faculty-in-residence: one pursuing tenure and raising a young child while living in the residence halls and one an established professor and associate dean raising two teens while living in the residence halls. This case study offers two unique perspectives of faculty-in-residence at various stages in their career, living in residence with their students, working closely with students outside a typical classroom, all while managing professional and familial obligations.

Learning From Finland: A Book Review, John M. Winslade

Journal of Critical Issues in Educational Practice

A review of Pasi Sahlberg’s (2015) Finnish Lessons 2.0: What can the world learn from educational change in Finland (2^nd Edn.).

Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on …

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 …

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 …