ethanporcaro/eric-fulltext-meta huggingface dataset:
From the World's Trouble Spots They Arrive in Our Classrooms: Working with Deaf Refugees and Immigrants
Author: Moers, Pamela Wright
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Immigrants,Refugees,Student Diversity,Student Needs,Hearing Impairments,Language Skills,Second Language Instruction,Sign Language,Misconceptions

Pamela Wright Moers has worked with American Sign Language (ASL) and English language instruction for over 25 years, and both her work and her studies have focused on the various uses of language. Her research has been on language endangerment, diversity in sign language, third-world sign languages, and the phonological and semantic structures found in ASL. She is currently developing an advocacy program to serve deaf refugees. The more she taught deaf refugees and immigrants in her classes, the more she learned just how acutely different our worlds can be. Moers realized that she could not successfully teach international students if she clung to her own worldview. Teaching started with understanding her students' background. The students bring a set of needs completely different from those of their U.S. counterparts. Their learning depends on responses to the following questions: (1) Where did they come from?; (2) What have they experienced?; (3) What did they leave behind?; (4) How did they get here?; and (5) What happened during their move? For students who are deaf or hard of hearing, an even more important question may be: &quot;Do they have a language?&quot; All of these factors affect the student's transition and should shape how the educational team addresses the student's needs. Language instruction must extend from the word level all the way to linguistic and cultural expectations; only the full breadth of language instruction will help them get and keep jobs. Communication must become a collaborative process, with explicit tracking of feedback and comprehension. The article contains a piece by the same author titled, &quot;Dispelling Myths Related to Deaf and Hard of Hearing Students Who Are New to the United States.&quot;
Family Support Makes a Difference with a Deafblind Child: Orion's Journey
Author: Withrow, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: Deaf Blind,Early Intervention,Family Programs,Infants,Children,Sensory Experience,Perceptual Development,Special Schools

While some people feel that an infant who will never see or hear can bring only heartache, Orion's family knew differently. Deafblindness is not just about the absence of sight and sound. It is so much more than the sum of these two parts. What one learns from experiencing the collaboration between a teacher of the deaf and a teacher of the visually impaired is that deafblindness is a unique condition &quot;out on its own,&quot; with separate challenges and intervention needs from either deafness or blindness alone. This article presents Orion's story, and the importance of early intervention and interveners.
The Early Years: Parents and Young Deaf Children Reading Together
Author: Lutz, Lori
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Emergent Literacy,Young Children,Parent Role,Early Intervention,Teaching Methods,Phonological Awareness,Word Recognition,Vocabulary Development,Sign Language,Childrens Literature

Research is just beginning to describe the role of reading in the lives of families with deaf children. While the time that deaf children spend reading or being read to represents only a small part of their lives at home, research highlights its importance for young children--hearing as well as deaf. Children whose parents read to them at home develop reading and literacy skills before they enter school. When children are read to during their first five years, they develop several areas of understanding: they learn that print has meaning; they develop a knowledge of letters, including phonological awareness; and they glean knowledge of words and vocabulary. Reading to children may appear to be a challenge to parents whose children are deaf. This article discusses the importance of hearing parents reading to children who are deaf. Topics of Early intervention, learning strategies, and support for learning sign language are presented. A handout titled &quot;Families and Deaf Children: 8 Strategies for Reading&quot; is included.
Advancing English Literacy by Improving ASL Skills: A Residential School's Quest
Author: Dolman, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Residential Schools,Program Implementation,Phonemic Awareness,Literature,Teaching Methods,Comprehension,Reading Programs,Memorization,Word Recognition,Language Patterns,Translation,Printed Materials,Word Lists,American Sign Language,Teacher Attitudes,Program Effectiveness,Elementary Secondary Education,Thinking Skills

This article describes and evaluates one residential school for the deaf and hard of hearing, Eastern North Carolina School for the Deaf (ENCSD), and their experience in implementing the Fairview Learning program. The program consists of five components (Schimmel &amp; Edwards, 2003). Two of the components--phonemic awareness and literature-based instruction with an emphasis on comprehension--are found in almost all reading programs. The remaining three components, however, are unique. These include: (1) Memorization of 220 common words; (2) Memorization of 265 idiomatic phrases; and (3) Translation from signs to print. As this article was being written, teachers had been using Fairview Learning at ENCSD for just over a year, and the trainer continues to provide assistance through periodic Skype sessions. Three aspects of the program--the Dolch word lists, bridging, and literature-based instruction--were integrated into ENCSD's curriculum during the last school year with greater intensity, as might be expected, in the younger grades. One area receiving emphasis is that of incorporating children's telling of stories in ASL and then translating those stories into written English. Teacher reaction was quite clear, all 14 teachers who implemented the program at ENCSD supported it and believed it was beneficial to the students.
Communication and Language Exposure Key to Son's Success: A Mother Reflects
Author: Perrodin, Brenda
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Special Schools,American Sign Language,Communication Skills,Parent Child Relationship,Parent Role,Child Development

Brenda Perrodin is a teacher in the Parent-Infant Program at the Laurent Clerc National Deaf Education Center's Kendall Demonstration Elementary School (KDES), on the campus of Gallaudet University in Washington, D.C. With a bachelor's degree in early childhood education and a master's degree in family-centered early education from Gallaudet University, Perrodin has worked at the Clerc Center since 1996. She is also a mentor with the Shared Reading Project at KDES. In this article, Perrodin shares how her son, Emmanuel, who is deaf, has excelled academically and in other aspects of life. Parents often marvel at Emmanuel's success and even ask her how she did it. While she did not accomplish her son's success--her son did--that does not mean that parenting was irrelevant. As a person who works with young deaf and hard of hearing children and their parents every day, she knows that parenting is critical. Parents often ask her what is most important--if there is a special key--to enabling their deaf and hard of hearing children to achieve academic success and self-fulfillment. She tells them that absolutely there is a special key: language exposure. Perrodin also credits success to the ease of communication that occurs when parents and children use the same language, which in her family's case is American Sign Language.
With Strong Roots Children Soar: The Stories of Tyese and Michelle
Author: Hunt, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Child Development,Child Rearing,Parenting Styles,Parent Aspiration,Parent Influence,Parent Background,Parent Child Relationship,Biographies,Phenomenology,Educational Attainment,Success,Resilience (Psychology),Career Development,Social Capital,Elementary Secondary Education,Higher Education

Tyese Wright and Michelle Banks have very different lives; however, both women are independent, confident, and successful, and both were identified as deaf by the age of 18 months. Perhaps their success is partly a result of their upbringing. Both had parents who learned sign language and who became intimately involved in their education. In fact, both had parents who put their own lives on the line for their children. Both sets of parents sent their daughters to the Laurent Clerc National Deaf Education Center--first to Kendall Demonstration Elementary School and then to the Model Secondary School for the Deaf--on the campus of Gallaudet University in Washington, D.C. Tyese and Michelle were students there when the author met them. It was during the 1980s and 1990s, when Barbara Hunt was an instructional aide and fledgling interpreter. Since that time, she has watched Tyese and Michelle grow up, graduate, and lead their adult lives. This article shares their stories and provides helpful links for families of deaf and hard of hearing children and the professionals who work with them.
Early Contact, Language Access, and Honoring Every Culture: A Framework for Student Success
Author: Gallegos, Rosemary
Date: 2017-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Community Based Instruction (Disabilities),Deafness,Partial Hearing,Success,Family Programs,Outreach Programs,Culturally Relevant Education,Multicultural Education,Student Diversity,Educational Practices,Elementary Secondary Education

Rosemary Gallegos is superintendent of the New Mexico School for the Deaf (NMSD). Her 30+ years of service to NMSD include teaching, instructional supervision, special education compliance, and cultivating NMSD's statewide Birth-3 and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to specialized resources, quality education, and the opportunity to engage in a community of deaf and hard of hearing peers and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to specialized resources, quality education, and the opportunity to engage in a community of deaf and hard of hearing peers and adults. This article shares the stories of two families in New Mexico, and describes the success their children experienced when offered a family-centered culturally sensitive approach to education is embraced.
A Curriculum for ASL: Empowering Students by Giving Them Ownership of Their Learning
Author: Herzig, Melissa P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Student Centered Curriculum,American Sign Language,Literacy,Partial Hearing,Deafness,Learning Theories,Writing Workshops,Personal Narratives,Translation,Student Empowerment,Bilingual Education,Academic Accommodations (Disabilities),Educational Practices

In response to the need for deaf and hard of hearing students to facilitate literacy in American Sign Language (ASL) and to put as much focus on developing students' ASL skills as they usually do on developing their English skills, Melissa Herzig has created a curriculum entitled &quot;Creating the Narrative Stories: The Development of the Students' ASL and English Literacy Skills&quot; that teachers of deaf and hard of hearing students may find useful. The learning theories that support this curriculum and the practices it delineates empower and motivate students as they develop skills in both ASL and English, the two languages they will use for the rest of their lives.
What Makes a MOOC? Massive Open Online Courses (MOOCSs) Compared to Mainstream Online University Courses
Author: Johnston, Timothy C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Conventional Instruction,Comparative Analysis,College Students,Models,Enrollment,Open Education,Costs,Paying for College,Multimedia Materials,Discussion Groups,Computer Mediated Communication,Student Evaluation,Computer Assisted Testing,Teacher Student Relationship,College Credits

A Massive Open Online Course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. The MOOC industry is growing rapidly, fueled by students interested in free higher-education learning, and the universities and venture capitalists willing to fund the courses. This paper compares the MOOC format with the format of a Mainstream Online University Course (MOUC). Comparing MOOCs with MOUCs will help those readers familiar with online courses to understand the unique characteristics of MOOCs, and their implications for learning. MOOCs are compared to MOUCs on the following dimensions: Course enrollment; Openness; Price; Content media; Discussion forums; Assessment; and Instructor contact. MOOCs are already effective substitutes for learning that is not for academic credit. Several experiments are under way that may result in MOOCs contributing to for-credit courses or delivering them entirely.
Perceptions and Use of Learning Management System Tools and Other Technologies in Higher Education: A Preliminary Analysis
Author: Borboa, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,Database Management Systems,Use Studies,Student Attitudes,Courseware,Student Surveys,Incidence,Usability,Social Media,Handheld Devices,Web 2.0 Technologies,Educational Technology,Preferences

This study examines student views and use of technology in conjunction with university coursework. Results reveal that there is widespread use of Microsoft PowerPoint and certain learning management system (LMS) features; however, there are significant differences in views concerning the degree to which these LMS tools enhance learning based on gender. While students view podcasts positively, few download and watch these regularly. Whether frequency of podcast use is due to student inaction or other factors is uncertain, since most students disagree that professors adequately used podcasts.
Assessment Gone Wild: Practice What You Teach
Author: Lemons, Mary A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Research Design,Student Surveys,Student Evaluation,Outcome Measures,Research Problems,Leadership,Teamwork,Predictor Variables,Sequential Approach,Surveys,College Programs,Evaluation Methods

Assessment of learning has become very important for government, universities and accrediting agencies. In this article, two variables are examined, leadership and teamwork, in the context of a survey used by one mid-south university for assessment purposes. This survey demonstrates the problems that arise when the sequential steps of the research design process are not followed. I also offer suggestions on how to avoid mistakes during the design process for assessment of learning.
&quot;Paka(sarita)an&quot; in the Ilokano: Reclaiming a Native Tongue, Owning a Heritage
Author: Soria, Julius Bajet
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Heritage Education,Native Language Instruction,High School Students,Ethnography,Filipino Americans,Immigrants,Family Environment,Parent Role

As an Ilokano language teacher at the university and secondary level, Julius Soria has made it a practice to survey his Ilokano students on their reasons for taking his course to get an indication of the students' language history background and ideas for ongoing curricular innovation in heritage language teaching. His students' responses inspired him to conduct an ethnographic study (Soria 2012) to research the bigger stories of these students in the contexts of their home, school, peer relationships, and community, highlighting the role of language as the connecting element in coming up with their &quot;pakasaritaan&quot; or history. This paper reports on one Filipino high school student's story, Rimat (a pseudonym), from an ethnographic study Soria conducted at Nakem High School (NHS), a public high school in urban Honolulu on students learning Ilokano as a heritage language. The article begins with an overview of the heritage language field in the United States, specifically of Ilokano in the diaspora and in the Hawai'i Department of Education (HIDOE). Next, Soria describes the context of the study and &quot;pakasaritaan&quot; as a theoretical, methodological, and pedagogical lens in the collecting of students' stories. The final section is the presentation and the &quot;making sense&quot; of the student's narrative.
Application of the Shortened Version of the SOCO Scale in a Personal Selling Class
Author: Totten, Jeff W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Construction,Program Validation,Pretests Posttests,Questionnaires,Salesmanship,Sales Occupations,Comparative Testing,Prior Learning,Gender Differences,Family Characteristics,Health Programs,College Students,Student Surveys,Rating Scales,Pretesting,Test Reliability,Test Validity

The original SOCO Scale was reduced to 10 items by Thomas, Soutar, and Ryan (2001). The author conducted a pretest and a posttest in his Personal Selling class during the Fall 2009 semester. Significant differences by gender, student sales experience and family member in the sales field were identified. The author once again pretested the shortened scale in his Spring 2010 Personal Selling class; however, spousal health problems derailed the planned posttest. Significant differences by gender and student sales experience were found. Paired t-test findings and comparison of the two data sets data are also addressed in this paper.
Faculty's Response to Globally Divergent Thinking in American College Classrooms: An Autoethnographic Reflection
Author: Ndemanu, Michael T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Environment,Creative Thinking,Teacher Response,Ethnography,Graduate Students,Student Experience,Global Education,Global Approach,Culturally Relevant Education,Educational Change,Educational Practices,Curriculum Enrichment,Social Capital,Educational Resources

The paper is an autoethnographic reflection of my experiences as a graduate student in two Midwestern universities. I argue that although &quot;internationalization at home&quot; remains the only easily affordable route to bringing global knowledge to domestic students' doorsteps, higher education institutions are not effectively exploiting the advantage of large international student population to speed up the internationalization of their curricula in the U.S. The paper offers suggestions for designing a globally responsive pedagogy which is paramount to &quot;internationalization at home.&quot;
Constructing Educational Achievement in Political Discourse: An Analysis of Obama's Interview at the Education Nation Summit 2012
Author: Lee, Jinsol
Date: 2017-00-00
Type: Journal Articles
Subjects: Presidents,Discourse Analysis,Criticism,Politics of Education,Political Influences,Social Change,Unions,Activism,World Views,Academic Achievement,Educational Attitudes,Elementary Secondary Education

In the fall of 2012, a series of teacher union strikes in Chicago catalyzed controversial discussions in education within the political sector, as the goals for student achievement gained increasing attention. Hence, discourses as systems of representation within the particular context and time-period of the teacher union strikes in Chicago provided rich, important data for understanding the forms of power and knowledge constructed around educational achievement within the political sphere. In this commentary, the author analyzes a portion of President Barack Obama's interview on NBC News, which aired during the network's 2012 Education Nation Summit. The discussion is framed using the four stages of the Foucauldian Discourse Analysis (Willig, 2008), guided by the following questions: How does the social world expressed through this language recursively shape and become shaped by different discourses of power in educational politics? Specifically, within the context and time period of the teacher union strikes, how do President Obama's constructions of educational achievement through his discourse create a meaningful version of the world in the political sphere?
Developing Research Skills for Undergraduate Business Students: Experiential Learning on Introduction to Personnel Administration and Industrial Relations Course
Author: Figueroa, Carmen I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Research Skills,Experiential Learning,Human Resources,Skill Development,Apprenticeships,Questionnaires,Teaching Methods,Learning Experience,Personnel Management,Public Relations

This paper reports on research into developing research skills in human resources management of apprentices through experiential learning. The target groups were undergraduate business students registered in the Introduction to Personnel and Industrial Relations course. The research identified the appreciation level of importance and satisfaction from apprentices since the acquisition and development of research skills for human resources management discipline. Data analysis indicates, firstly the importance of acquisition and development research skills in human resources management are congruent with the needs required for the contemporary organization and career objectives of the apprentices and future human resources professionals. The results obtained have positive implications on apprentices from research skills statements such as organizational goal's achievement, job analysis, human resources audit, strategic planning, statistical analysis, and evidence-based in human resources management to diminish the skills gap through the curriculum development in human resources management.
Responding to Issues of Sexual Orientation and Gender Identity in School
Author: Rudy, Stewart
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Orientation,Gender Differences,Gender Issues,Student Experience,Controversial Issues (Course Content),Affective Objectives,Educational Improvement,Elementary Secondary Education,Student Development,Educational Environment

It's hard not to notice how attitudes around sexual orientation and gender identity (SOGI) have changed over the past two decades. In this article, Stewart Rudy compares his time as a public school student to his time as a public school educator. Rudy questions whether improvement in the school system has translated into improved experiences for students as they navigate issues of SOGI in the school environment. The reflections shared here are based on personal experience and are also informed by discussions with several colleages at Stewart's workplace, a high school in Philadelphia.