ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating Border Crossing: Influences of Social Identity on Service-Learning Outcomes
Author: Jones, Susan Robb
Date: 2011-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Outcomes of Education,Service Learning,Case Studies,College Students,Higher Education

This article presents the results of a narrative case study exploring the influences of social identity on the outcomes associated with a short-term immersion program focused on HIV/AIDS. Presented in the form of contextual, individual, and shared narratives, results suggest that participants crossed developmental, interpersonal, and cultural borders. Further, these &quot;border crossings&quot; facilitated powerful learning experiences that were inextricably tied to the context of HIV/AIDS. The findings of this study offer implications for educators interested in promoting developmental and civic outcomes through service-learning.
University Students' Views of a Public Service Graduation Requirement
Author: Moely, Barbara E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Advanced Students,Graduation Requirements,Service Learning,Public Service,College Students,Natural Disasters,Surveys,Student Attitudes,Gender Differences,High Schools,Student Characteristics,Grade Point Average,Racial Differences,Parents,Educational Attainment,Social Justice,Citizen Participation,Cultural Awareness,Interpersonal Competence,Leadership Qualities

As New Orleans began to rebuild after Hurricane Katrina, Tulane University also began its recovery process. A new initiative in the recovery was the establishment of a public service graduation requirement for undergraduate students. Attitudes toward the requirement were assessed for 290 first-year and 257 advanced students in fall 2006. The survey was repeated with students beginning study in 2007 (n = 185) and 2008 (n = 195). First-year students' reasons for choosing the university and expectations for college reflected interest in community engagement, with little variation among the three cohorts, who all differed from the students entering before 2006. Students' positive views of the requirement varied as a function of gender, high school service experiences, and attitudes toward community engagement. Findings may be generalizable to other institutions and settings, depending upon the ways in which a requirement is justified and the extent to which students are offered options in meeting the requirement. (Contains 10 tables.)
Revitalizing South Memphis through an Interdisciplinary Community-University Development Partnership
Author: Lambert-Pennington, Katherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Economic Development,Community Development,African American Community,School Community Relationship,Interdisciplinary Approach,Corporations,Universities,Partnerships in Education,Program Descriptions,Churches,Urban Planning,History

This article reviews the unique opportunities and challenges related to establishing and maintaining a long-term community-university development partnership in a historic African American community. It highlights the significant benefits and costs generated by an interdisciplinary community development assistance project undertaken by a community development corporation and a university. The article explores a series of philosophical, methodological, pedagogical, and organizational hurdles similar interdisciplinary projects can anticipate. It discusses the specific strategies the University of Memphis project organizers devised to overcome these challenges and suggests a preliminary set of principles of good practice for interdisciplinary community-university partnership projects. (Contains 2 notes.)
What Makes an Upper-Division Course Upper-Division? Differing Perspectives of Students and Faculty
Author: Pritchard, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Social Sciences,Course Content,Psychology,Students,College Faculty,Comparative Analysis,Surveys,Undergraduate Students,Questionnaires,Upper Division Colleges,Higher Education

The purpose of this study was to compare faculty and student expectations of course content, structure and requirements of lower and upper-division courses. Two groups of participants were recruited: 1) undergraduate psychology majors, and 2) Social Sciences faculty. The survey consisted of a series of questions regarding expectations and perceptions of upper and lower division classes. Responses were recorded on a 5-point scale ranging from "strongly agree" to "strongly disagree". As hypothesized, students and faculty expected upper and lower division courses to differ in a number of ways and faculty expectations differed from student expectations in a number of areas. (Contains 1 table.)
College to University Transfer: An Educational Pipeline in Support of Social Equity
Author: Morrin, Arleen
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Transfer Programs,Foreign Countries,Articulation (Education),College Transfer Students,Higher Education,Disproportionate Representation,Educational Change

This paper will examine college to university transfer in Ontario. In doing so it will discuss the structure of higher education in Ontario; present the benefits and challenges of college to university transfer; examine the current system of transfer; and explore several strategies for improving opportunities for college to university transfer. It will be argued that increasing opportunities for transfer is not only a matter of meeting increased demand but it is also a question of social justice and equality of access. Increasing college to university transfer opportunities provides an educational pipeline for underrepresented groups.
A Golden Age for Adult Education: The Collective Disorienting Dilemma
Author: Johnston, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Adult Development,Change Agents,Adult Education,Adult Learning,Adult Students,Social Change,Adult Educators

The continuing challenge of engaging adult learners in the process of positive social change has summoned adult educators to a new understanding of their role as change agents in an increasingly complex world. Despite all obstacles presented by our contemporary culture, the nature of adult development continues to offer opportunities for adult educators to respond to adults' need to understand their world, their place in it and their growth. This paper examines the historic nature of adult education and the unique opportunity presented to adult educators presented by the rapidity of contemporary culture and the stunning nature of current events.
The Roles of Physical Activity and Health in Enhancing Student Engagement: Implications for Leadership in Post Secondary Education
Author: Cressy, Jill
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,College Students,Physical Activities,Holistic Approach,Student Experience,Leadership,Resource Allocation,Health,Foreign Countries,Benchmarking,Health Behavior,National Surveys,Student Surveys,Academic Achievement,School Policy,School Culture,Recreational Facilities

Research demonstrates that student engagement supports academic success (Kuh, 2001). Engagement is broader than the amount of time and effort that students devote to their studies. University curriculum, allocation of resources, educationally purposeful activities, and support services also facilitate the student experience and outcomes. Leaders in post secondary institutions need to take an inclusive approach to student engagement and realize that student success is a shared responsibility with students, faculty, and staff members all contributing to the campus experience. Taking a holistic approach to the campus experience, student engagement can be understood as a function of physical activity and health interacting with the institution's culture, policies and practices. This paper explores the literature on active healthy living and student engagement, with discussion on the implications for leadership within the university environment.
Degrees of Alienation: This Paper Is Definitely Not a HEQCO Funded Policy Report
Author: Magnusson, Jamie
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Faculty,Neoliberalism,Race,Tenure,Global Approach

Walter Benn Michaels has argued that higher education policies have been fashioned through a diversity fetish, rather than grappling with class inequities produced through neoliberal restructuring. When the author was asked the question of whether Benn Michael's analysis pertained to Canadian higher education, she found herself writing the present article within which she argues that pitting class against race is a liberalizing strategy that obfuscates how each ruling relation is interlocking and mutually constitutive. She then goes on to show how such interlocking dynamics productive of racialized and gendered class relations currently function within the Ontario postsecondary system through the production of &quot;tieredness&quot;, otherwise termed &quot;system differentiation&quot; in policy papers published by the Higher Education Quality Council of Ontario (HEQCO). Because the paper grew out of her response to Benn Michael's analysis, the author will summarize her take on his book, &quot;How to Love Identity and Ignore Inequality,&quot; in order to illustrate certain dynamics affecting equity politics within the Canadian, and in particular, the Ontario higher education landscape. These dynamics do not concern the college sector unto itself, nor the university sector unto itself, but rather spans the entirety of the system. (Contains 3 endnotes.)
I. A.C.C.E.P.T. M.E.: Strategies for Developing Teacher Acceptance when Working with Children Who Challenge
Author: Kohler, Patty A.
Date: 2008-07-00
Type: Journal Articles
Subjects: Classroom Techniques,Special Education Teachers,Student Behavior,Behavior Problems,Teacher Attitudes,Guides,Teacher Competencies,Emotional Disturbances,Teacher Role,Behavior Modification

The growing frequency, duration, and intensity of children's challenging behaviors makes general and special education teachers' professional lives hazardous to their health. The focus of this article is on helping teachers leave the classroom each day with a feeling of accomplishment and a belief that they have made a difference in the lives of the children they teach. Using the acronym, I ACCEPT ME, nine strategies are suggested to help teachers accept themselves regarding their competence in teaching children who exhibit behavioral and emotional challenges.
Movement and Dance in the Inclusive Classroom
Author: Skoning, Stacey N.
Date: 2008-07-00
Type: Journal Articles
Subjects: Student Behavior,Dance,Emotional Disturbances,Learning Disabilities,Attention Deficit Disorders,Inclusion,Mainstreaming,Movement Education,Creative Teaching,Mental Retardation,Academically Gifted,Evaluation Methods,Vignettes

Benefits to using creative movement and dance as teaching tools in the classroom include increased student understanding of content, improved classroom behavior, and the development of new forms of assessment. Integration of these activities within the instructional day will meet the needs of a variety of learners, especially kinesthetic learners, in a more meaningful manner. Based on research findings, Rudolf Laban's work on movement analysis, and anecdotal evidence; this article addresses the advantages for all students including those with learning disabilities, emotional disorders, attention deficit disorder, cognitive disabilities, and gifts and talents. Rudolf Laban's work in movement analysis provides a clear framework from which teachers can begin to introduce dance activities to their inclusive classrooms. (Contains 2 tables.)
Feeding Frenzy: Using Picture Schedules to Reduce Mealtime Struggles
Author: Vedora, Joseph
Date: 2008-07-00
Type: Journal Articles
Subjects: Autism,Nutrition,Pictorial Stimuli,Scheduling,Eating Habits,Behavior Problems,Disabilities,Eating Disorders,Resistance (Psychology),Case Studies

Children with autism and other disabilities frequently do not eat a variety of foods, eating only a few very specific foods. Additionally, many children are extremely resistant to trying different foods and attempts to introduce new foods often result in problem behaviors. This can have serious health implications for some children, as the foods they eat may not provide sufficient nutrients. Food refusal can also be extremely stressful for parents, and while effective strategies supported by research exist, these may be difficult for parents to implement. Our recent work with picture activity schedules suggests that this may be an easy to implement and viable alternative to other more complex procedures. We describe a case study in which introduction of a picture activity schedule significantly increased the types of foods eaten by a young boy with autism, and we offer suggestions for parents and educators interested in implementing such picture schedules. (Contains 3 figures.)
Using Animated Language Software with Children Diagnosed with Autism Spectrum Disorders
Author: Mulholland, Rita
Date: 2008-07-00
Type: Journal Articles
Subjects: Language Acquisition,Pervasive Developmental Disorders,Program Effectiveness,Expressive Language,Language Impairments,Children,Vocabulary,Pictorial Stimuli,Student Needs,Teaching Methods,Outcomes of Education,Language Skills,Autism,Educational Technology

We examined the impact of using an animated software program (Team Up With Timo) on the expressive and receptive language abilities of five children ages 5-9 in a self-contained Learning and Language Disabilities class. We chose to use Team Up With Timo (Animated Speech Corporation) because it allows the teacher to personalize the animation for each student. All five students worked with Team Up With Timo three times a week for four months. We were able to program the software with specific vocabulary and pictures based on each student's needs. We also chose what the animated tutor would say to each student in introducing the words and in responding to students' choices. The results of the intervention showed three of the five students demonstrated increased language ability, while four of the students showed increased time on task. One student showed no motivation to work with the computer, but was able to use a voice output system for communication. (Contains 3 tables and 2 boxes.)
Promoting Self-Determination through a Movie Project
Author: Schaffer, John
Date: 2008-07-00
Type: Journal Articles
Subjects: Mental Retardation,Self Advocacy,Self Determination,Films,Disabilities,Skill Development,Problem Solving,Teaching Methods,Video Technology

The concepts of self-determination and self-advocacy have been a focus in the education of students with disabilities and many new curricula, guidelines, and materials have recently become available for educators. This article describes a project that involved individuals with intellectual disabilities in making a movie as a strategy for exploring and developing self-advocacy skills. A facilitator/ director worked with the individuals as they discussed movie ideas based on self-determination, while learning concepts and working on component skills such as self-advocacy and problem solving. The authors share what they learned during the project and provide ideas for educators to follow a similar model with their students. (Contains 4 figures and 1 table.)
The Seattle Decision on Race and Public Schools: Implications for Special Education
Author: Barrett, David E.
Date: 2008-07-00
Type: Journal Articles
Subjects: Public Schools,Social Integration,Court Litigation,Educational Opportunities,Special Education,Student Placement,Race,Educational History,Public Opinion,Equal Education,Disabilities,Parent Attitudes,Busing,Racially Balanced Schools,Racial Composition

In a recent ruling, the U.S. Supreme Court in &quot;Parents v. Seattle&quot; (Parents Involved, 2007) determined that race cannot be the sole factor in the assignment of children to public schools. The court also identified the conditions which would justify the use of race in assigning children to schools. In this article we (a) provide a historical background to the Supreme Court decision, (b) summarize the facts and analyze the reasoning of the majority and dissenting opinions in the decision, and (c) address the implications of the &quot;Parents v. Seattle&quot; decision for the field of special education. We suggest that at present the Court appears determined to weight substantive educational gains for students more heavily than social integration in evaluating the constitutionality of school policies aimed at equalizing opportunities for students.
Restricted Interests as Motivators: Improving Academic Engagement and Outcomes of Children on the Autism Spectrum
Author: Mancil, G. Richmond
Date: 2008-07-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Learner Engagement,Student Motivation,Student Interests,Elementary School Students,Middle School Students,High School Students,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Mathematics Instruction,Science Instruction,Reading Instruction,History Instruction,English Instruction

One way to improve engagement and ensure motivation for students with autism spectrum disorders (ASD) during academics is to use restricted interests in instruction and activities. Embedding these interests into the curriculum can motivate the student with ASD to attempt tasks that were previously less preferred or difficult. This article demonstrates how elementary, middle, and high school teachers improved academic engagement and outcomes for three students with ASD. Guidelines are provided along with numerous examples of creative ways for embedding restricted interests across subject areas and grade levels. (Contains 7 figures.)
The Effects of the Unified Sports Basketball Program on Special Education Students' Self-Concepts: Four Students' Experiences
Author: Briere, Donald E., III
Date: 2008-09-00
Type: Journal Articles
Subjects: Team Sports,High School Students,Disabilities,Special Education,Inclusion,Student Surveys,Interviews,Student Attitudes,Program Attitudes,Self Concept,Program Effectiveness,Case Studies

Unified Sports is Special Olympics' response to the inclusion movement. The program includes both students with disabilities and students without disabilities working together in athletic competitions. We describe 4 students who participated in the program: 3 females and 1 male. The students' disabilities varied and included mobile impairment, traumatic brain injury, and learning disabilities. We administered pre- and post-surveys and conducted one-on-one interviews with these participants upon their completion of their Unified Sports basketball season. Teams learned about and practiced the game of basketball twice a week (during their gym class) and ventured to competitions across Connecticut against other schools. The competitions occurred toward the end of the 6-month program. The Unified Sports basketball program had a positive effect on these students' attitudes. All of the participants verbally expressed highly positive feelings about the program and each of them recommended the program be continued in the future. Social self-concept showed the most significant positive change and physical self-concept showed the least. (Contains 1 table.)
Using the Power Card Strategy to Teach Social Skills to a Child with Autism
Author: Spencer, Vicky G.
Date: 2008-09-00
Type: Journal Articles
Subjects: Autism,Interests,Interpersonal Competence,Social Development,Skill Development,Sportsmanship,Student Interests,Scripts,Grade 2,Program Effectiveness,Playgrounds

Having a special or highly focused area of interest is a characteristic that is commonly found in many children with autism. These interests include a wide range of fascinations and can be highly motivating for students with autism. Although recognized as an inherent characteristic of autism, special interests and their role in motivating children and youth to learn is an understudied issue. This study was designed to replicate a previous study (Keeling, Myles, Gagnon, & Simpson, 2003) that used the Power Card Strategy to teach sportsmanship skills to a 10-year old girl with autism. The strategy incorporates the special interests of children with autism to teach a variety of social, academic, and behavioral skills. Using the Power Card Strategy, a five year old boy with autism was taught to increase his time on the playground and his social interactions with a large number of 2nd grade students. Because of the success of the strategy, it will be generalized into the child's home and will also be used for a variety of activities and settings. (Contains 2 figures and 3 tables.)
Teaching Organizational Skills through Self-Regulated Learning Strategies
Author: Cahill, Susan M.
Date: 2008-09-00
Type: Journal Articles
Subjects: Learning Strategies,Occupational Therapy,Student Motivation,Asperger Syndrome,Junior High School Students,Case Studies,Organization,Skills,Skill Development,Observation,Self Evaluation (Individuals)

This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of how these strategies could be used to teach organizational skills to other students with similar needs. (Contains 2 figures and 1 table.)
Teach Struggling Writers to Unite Their Paragraphs
Author: Laud, Leslie E.
Date: 2008-09-00
Type: Journal Articles
Subjects: Writing Difficulties,Writing Strategies,Paragraph Composition,Mnemonics,Teaching Methods,Case Studies,Pretests Posttests,Students,Achievement Gains,Writing Achievement,Instructional Effectiveness

This case study measured the effectiveness of a writing strategy designed to enhance the organization and cohesion of paragraphs written by four students with writing difficulties who are currently enrolled in a resource program. The strategy steps were taught through a mnemonic in which steps beginning with each letter of UNITE provided an overall action plan: 1) Unload all you know in note form; 2) Note categories and arrange facts into each; 3) Identify categories in your topic sentence; 4) Tie detailed sentences together with transitions; 5) End with an exciting conclusion. A self-regulated strategy development (SRSD) model was used to teach these steps. All four students made marked improvements according to measures of organization, completeness and cohesion. These gains were maintained over time and transferred to assignments done in classes outside the resource setting. Students also seemed to enjoy writing more so after learning this strategy. (Contains 1 figure and 1 table.)
The Thematic Photobook System: A Teaching Strategy for Exceptional Children
Author: Veksler, Dina
Date: 2008-09-00
Type: Journal Articles
Subjects: Teaching Methods,Photography,Thematic Approach,Disabilities,Pictorial Stimuli,Student Motivation,Behavior Modification,Student Behavior,Student Participation,Student Interests

The Thematic Photobook System is a teaching strategy that uses an interpersonal approach to involve and encourage a child to participate in producing photobooks of specific themes to facilitate desired learning or behavioral objectives. A thematic photobook is a tool which integrates a number of educational or therapeutic photo activities focused on a certain theme to help a child to attempt increasingly challenging tasks. A finished photobook may be used as a further learning tool. It may also stimulate the creation of additional photobooks on other themes which facilitate further objectives. The article gives examples of educational and behavioral goals achieved by exceptional children who were involved in the system. It describes the components of the teaching strategy that characterize the system. Advantages of this holistic system over using single photo activities and potential applications are suggested. (Contains 3 photos.)