ethanporcaro/eric-fulltext-meta huggingface dataset:
Barriers to Fanfiction Access: Results from a Usability Inspection of Fanfiction.net
Author: Lammers, Jayne C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Fiction,Popular Culture,Web Sites,Assistive Technology,Barriers,Media Literacy,Disabilities,Student Needs,Usability,Computer Software,Interpersonal Communication,Reading,Navigation (Information Systems)

As researchers encourage teachers to bring fanfiction into classrooms, questions remain about whether online fanfiction communities are accessible to all students. This paper presents results from a practitioner-oriented usability inspection of FanFiction.net, investigating challenges students with disabilities might encounter as they participate. Operating this website with screen reader assistive technology reveals navigation, social connection, and reading barriers users may face when trying to engage in typical fanfiction practices. This study offers implications for media literacy educators to consider as they work to bring online media into classrooms without further marginalizing students with disabilities
Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital &amp; Media Literacy Competence
Author: Dalton, Elizabeth M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,Barriers,Access to Education,Competency Based Education,Educational Principles,Guidelines,Curriculum Design,Minimum Competencies

Universal Design for Learning (UDL), a framework for designing instruction to address the wide range of learner variation in today's inclusive classrooms, can be applied effectively to broaden access, understanding, and engagement in digital and media literacy learning for ALL. UDL supports constructivist learning principles. UDL strategies and methods encourage development of expert learners though personal engagement and motivation. UDL transforms one-size-fits-all instruction into diverse, multiple, and accessible learning opportunities that embrace student variation. UDL principles and guidelines offer a unique way for educators in digital and media literacy fields to ensure that their work will benefit the widest range of learners, including those with learning challenges and disabilities.
Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities
Author: Leach, April Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Video Technology,Disabilities,Student Diversity,Literacy Education,Media Literacy,Reading Difficulties,Reading Programs,Educational Technology,Technology Uses in Education,Experiential Learning,Faculty Development,Case Studies,Interviews,Observation

Producing digital media is a hands-on, inquiry-based mindful process that naturally embeds Universal Design for Learning (UDL) principles into literacy instruction, providing options for learning and assessment for a wide array of students with diverse learning abilities. Video production learning experiences acknowledge the cognitive talents of some students labeled &quot;disabled.&quot; For some, the discovery of personal abilities activated when learning through the production process may motivate deeper learning. Although challenges of access, quality of teacher preparation and assessment strategies represent significant challenges, digital media production learning experiences offer diverse learners a rich, socially interactive environment that models open communication and excitement for learning, and supports the scaffolding of comprehension skills for learning academic content.
Access Denied: Ending the Exclusion of Disabled Students from Media Production Courses in Higher Education
Author: Cubbage, Jayne
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,Disabilities,Mass Media,Higher Education,Accessibility (for Disabled),Civil Rights Legislation,Federal Legislation,Barriers,Compliance (Legal)

As the acceptance of media literacy increases among educators, media producers and consumers, one group is often missing from the dialogue--persons with disabilities. This absence is witnessed in the marginalized media depictions of the disabled. To gain entry into the media professions, some form of higher education is required. Using muted group theory as a backdrop, this work, a narrative analysis of the author's experience with students with disabilities in media production courses, explores the de facto exclusion of persons with disabilities in such classes, due to the poorly outfitted and non-compliant nature of audio and video production facilities.
Journalism and Mass Communication Textbook Representations of Verbal Media Skills: Implications for Students with Speech Disabilities
Author: Powers, Elia M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Speech Impairments,Journalism,Communications,Textbooks,Verbal Communication,Disabilities,Best Practices,Broadcast Industry,Mass Media,Socialization,Content Analysis,Textbook Content,Summative Evaluation,Qualitative Research

This study examines representation of disabilities by conducting a qualitative content analysis of how 41 journalism/mass communication textbooks frame the ideal standards of verbal communication for media professionals. Textbooks are integral to students' understanding of professional norms and may influence career decisions. Results show that textbooks rarely address the topic of speech disabilities, describing them as &quot;roadblocks to success.&quot; Instead, authors often address best practices in broadcast voicing and the value of projecting confidence in interviews and press conferences. What are the explicit and implicit messages for students with speech disabilities such as stuttering? We argue that such framing is a critical media literacy issue because it addresses media diversity and access.
Social Media Literacy as an IEP Intervention for Social and Emotional Learning
Author: Probst, Donnell
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Media Literacy,Individualized Education Programs,Intervention,Socialization,Special Education,Pervasive Developmental Disorders,Autism,Emotional Development,Case Studies,Emotional Disturbances,Behavior Disorders,Disabilities

Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a &quot;provocative selfie&quot; as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world while remediating poor social and emotional skills commonly associated with many social, emotional, and behavioral disorders.
The Book Trailer Project: Media Production within an Integrated Classroom
Author: Festa, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,Elementary School Students,Advertising,Video Technology,Criticism,Discussion (Teaching Technique),Student Projects,Group Activities,Books,Special Needs Students

A special education co-teacher in an integrated elementary classroom describes key aspects of media literacy pedagogy for all students, including opportunities for critical analysis and creative media production. After elementary school students learned about author's craft, purpose, theme/message, three types of writing, and target audience, they began looking at these elements using Super Bowl ads and participated in rich discussions which demonstrated their analysis and reflection on advertising. Students created a book trailer project, working in small groups to create videos to promote a book written by a local author and illustrator. Such work bridges gaps in social-emotional development, communication skills, and critical thinking skills for all learners.
Teaching the Presidential Elections Using Media Literacy in the LD Classroom
Author: Siegel, Jaclyn Kahn
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Disabilities,Media Literacy,Elections,Presidents,Special Schools,Academic Ability,Executive Function,Skill Development,Learning Activities,Special Education,History Instruction,High School Students,Social Media,Student Surveys

This paper examines how an educator at a school for students with learning disabilities (LD) used various types of media to engage her students, to develop their academic and executive functioning skills, and to heighten their awareness of media literacy and the 2012 and 2106 Presidential elections. Teacher-created curriculum materials and activities are provided that support students' ability to analysis media coverage in the context of a special education history classroom. Both media literacy and academic skills were developed through activities that enabled students to find and select resources from their media use at home.
Continuing HBCUs&apos; Historical Commitment to Personnel Preparation: Preparing Transition Professionals to Serve Students of Color with Disabilities
Author: Grillo, Lisa Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Black Colleges,Minority Group Students,Disabilities,Postsecondary Education,Transitional Programs,Student Adjustment,Professional Personnel,Teacher Education Programs,Special Education

The presence of teachers of color in transition education initiatives increases the likelihood that students of color with disabilities will experience success in meeting their postsecondary goals. Proposing the inclusion of postsecondary transition in certificate or degree offerings at Historically Black Colleges and Universities (HBCUs) directly aligns with the mission of these institutions' schools of education. This article discusses HBCUs' historical commitment to preparing transition professionals to serve students of color with disabilities.
Progress Monitoring the Effects of Daily Report Cards across Elementary and Secondary Settings Using Direct Behavior Rating: Single Item Scales
Author: Miller, Faith G.
Date: 2017-12-00
Type: Journal Articles
Subjects: Response to Intervention,Progress Monitoring,Behavior Rating Scales,Report Cards,Magnet Schools,Elementary School Students,Secondary School Students,Elementary Schools,Secondary Schools,Formative Evaluation,Comparative Analysis,Kindergarten,Grade 1,Grade 10,Grade 11,Statistical Significance,Evidence Based Practice

Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in response to intervention. To this end, two concurrent multiple baseline design studies were conducted in a diverse magnet school district located in the northeastern United States. One study was conducted with four students in kindergarten and first grade, whereas the second study was conducted with three students in 10th and 11th grade. Response to a Daily Report Card (DRC) intervention was monitored using two different approaches: DBR-SIS and systematic direct observation (SDO) probes. Across all participants, modest improvements in behavior were observed using both visual and quantitative analyses of DBR-SIS data; however, decisions regarding student response to the intervention varied as a function of the dependent variable analyzed. Implications for practice and future directions for research are discussed.
Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention
Author: Fabiano, Gregory A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Progress Monitoring,Behavior Rating Scales,Report Cards,Student Behavior,Elementary School Students,Observation,Comparative Analysis,Behavior Modification,Learner Engagement,Social Behavior

Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such interventions, effective progress monitoring tools are needed. The present study reports on the results of a multiple-baseline design across three elementary school children who had a DRC implemented to address academic engagement and social behaviors. The DRC and systematic direct observation (SDO) were compared with teacher-completed DBR to investigate the correspondence between these two measures of progress monitoring. Relative to SDO, results indicated that DBR was generally an effective means of monitoring progress for most cases and most target behaviors. The results of the present study support using DBR to monitor progress following the use of a behavioral intervention such as the DRC.
Formative Assessment Using Direct Behavior Ratings: Evaluating Intervention Effects of Daily Behavior Report Cards
Author: Sims, Wesley A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Formative Evaluation,Behavior Rating Scales,Report Cards,Intervention,Program Effectiveness,Behavior Modification,Elementary School Students,Student Behavior,Observation,Elementary School Teachers,Fidelity,Reliability,Usability

This study examined the treatment sensitivity of &quot;Direct Behavior Rating-Single Item Scales&quot; (DBR-SIS) in response to an evidence-based intervention delivered in a single-case, multiple-baseline design. DBR-SIS was used as a formative assessment in conjunction with a frequently used intervention in schools, a Daily Behavior Report Card (DRC). The intervention and concurrent assessment were conducted by five teachers in a rural Midwestern elementary school with five male students displaying mild to moderate behavioral challenges in the classroom. Study findings indicated DBR-SIS displays appropriate treatment sensitivity following intervention implementation. Agreement in the documentation of response and nonresponse to intervention implementation between DBR-SIS and systematic direct observation (SDO) data was evident across visual and empirical analyses. In addition, through a multiple-baseline design, this study documented negligible to no change in student behavior following implementation of a DRC in an applied classroom setting. These findings support previous calls for continued examination of the forms and components of DRC employed in schools. Finally, the study found educators rated the use of a combined DRC intervention and progress monitoring with DBR-SIS as favorable.
Bridging the Gap: Direct Behavior Rating-Single Item Scales
Author: Miller, Faith G.
Date: 2017-12-00
Type: Journal Articles
Subjects: Behavior Rating Scales,Evaluation Methods,Progress Monitoring,Intervention,Data Collection

Direct Behavior Ratings (DBRs) are behavioral assessment methods that combine the benefits of systematic direct observation and behavior rating scales. That is, DBRs involve the observation of operationally defined target behaviors during a prespecified observation period and the evaluation of those behaviors via brief ratings. In this way, DBR is considered a hybrid assessment method. This article describes the landscape of DBR tools and provides an overview of the procedures and research currently available to support the use of one specific version, DBR-Single Item Scales (DBR-SIS), for progress monitoring within multi-tiered systems of support.
Measuring the Relational Aspects of Civic Engagement and Action
Author: Cohen, Alison K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizen Participation,Community Involvement,Leaders,Leadership Effectiveness,Social Studies,Foreign Countries,Adults,Neighborhoods,Community Action,Surveys,Statistical Analysis

Civic leaders who are highly and effectively engaged often have strong relationships with key stakeholders across institutions and communities. The prevalence and nature of these relationships is not known among those with more typical levels of civic engagement. We were interested in the perceptions of likelihood of individual versus community action on particular topics. We surveyed a random sample of residents of two neighboring French towns and found that people perceive their neighbors to be, on average, more engaged than they perceive themselves to be, and that few individuals can provide specific action steps for how they would tackle social issues in their community. These results suggest that teaching civic action skills, including how to identify key decision makers as possible allies, is important for civic educators.
Global Citizenship Education and the Development of Globally Competent Teacher Candidates
Author: Kopish, Michael A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Education,Global Approach,Citizenship Education,Competency Based Teacher Education,Elective Courses,Undergraduate Students,Student Journals,Reflection,Preservice Teacher Education,Preservice Teachers,Empathy,Knowledge Level,Knowledge Base for Teaching,Qualitative Research,Student Attitudes

This manuscript presents findings from a reflective inquiry of one global educator's attempt to develop globally competent teacher candidates in an elective general education course for teacher candidates. The course, &quot;Issues in Global Education,&quot; was offered to 23 undergraduate teacher candidates in the spring of 2016. One goal of this manuscript is to make the tacit and elusive elements of global education more explicit for practitioners. Discussed within are two frameworks, Global Citizenship Education (UNESCO, 2015) and a Globally Competent Teaching Continuum (2014), which informed the design and enactment of opportunities for teacher candidates to participate in critical inquiry and cross-cultural experiential learning. A second goal is to demonstrate the extent to which teacher candidates learned and developed global competencies as a consequence of participation in the course. Data were collected from teacher candidates' reflective journals at five different intervals during the 15-week course and analyzed thematically. Findings from this inquiry demonstrate the efficacy of global citizenship education practices and the power of collaboration, as resources from the campus and community were leveraged to create a transformative educational experience for all involved. At a time when our classrooms and communities are more diverse and globally connected, this research contributes to a growing body of literature for preparing globally competent teacher candidates and offers several implications for global education practitioners.
Online Answers Dealing with the Internment of Japanese Americans during World War II
Author: Lazar, Alon
Date: 2017-00-00
Type: Journal Articles
Subjects: Japanese Americans,United States History,Social Studies,War,National Security,Justice,Racial Bias,Assignments,Web Sites,Information Sources,Student Attitudes,Computer Mediated Communication,Homework,Teaching Methods,Questionnaires,Content Analysis

The internment of Americans of Japanese descent during World War II lies at the heart of ongoing discussions in American social studies. We analyzed inputs of members of the Yahoo! Answers Q&amp;A online community following students' questions dealing with differential treatment of Japanese and German and Italian American citizens during World War II, and whether the internment of Japanese Americans was justified. The questions were submitted to the community by students struggling with their coursework. The majority of responses to the first question justified the differential treatment, citing national security and presenting Japanese Americans as a threat. The dominant position in the case of the second question negates internment legitimacy and views it as a gross violation of justice and as a racially motivated act. These stances, likely to make their way into submitted assignments by students, necessitate the familiarization of teachers with such discussions as they take place within Q&amp;A communities.
The Function and Influence of the Emancipatory Binary and the Progressive Triad in the Discourse on Citizenship in Social Studies Education
Author: Johnson, Marcus Edward
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Social Studies,Academic Discourse,Journal Writing,Systems Approach,Citations (References),Scholarships,Teaching Methods,Discourse Analysis,Democracy,Socialization

Using an analytic informed by Nietzschean genealogy and systems theory, this paper explains how two conceptual structures (the emancipatory binary and the progressive triad), along with standard citation practices in academic journal writing, function to sustain and regenerate a progressive perspective within social studies education scholarship. Exemplary essays, drawn from social studies education scholarship from the 1970s, 1980s, and 1990s are presented and examined in reference to the function of the conceptual structures in the evolution of the discourse on citizenship in social studies education.
Perceptions of Student Teaching Abroad: Upon Return and Two Years After
Author: Doppen, Frans H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Study Abroad,Student Teaching,International Programs,Preservice Teacher Education,Outcomes of Education,Global Approach,Teaching Experience,Phenomenology,Case Studies,Foreign Countries,Teacher Effectiveness,Student Surveys,Interviews,Program Effectiveness,Cultural Awareness,Overseas Employment,Consortia

This study sought to identify preservice teachers' perceptions of their student teaching abroad experience and its effectiveness in preparing them to be globally competent educators upon completion of their student teaching as well as two years after. Findings indicate that they perceive their experience to have been both advantageous and effective and that it enhanced their global-mindedness. More than two years after student teaching abroad the experience continues to have a personal and professional impact as they find themselves to be more global-minded and seeking opportunities to share their abroad experience.
Teachers&apos; Views on Co-Education: Co-Education or Single-Sex Education?
Author: Sari, Mediha
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Coeducation,Elementary School Teachers,Secondary School Teachers,Statistical Analysis,Foreign Countries,Single Sex Classes,Gender Differences,Teaching Experience,Likert Scales

The purpose of this study is to investigate teachers' views on co-education. The study, which adopted a descriptive screening model, involved 240 teachers (142 females and 84 males) working in four primary schools and four secondary schools located in the central towns of Adana. Data were collected using Views on Co-education Scale (VCS). Analysis included descriptive statistics as well as Mann Whitney-U and Kruskal Wallis H tests. Results show that teachers mainly support co-education and do not adopt single-sex education. Religion teachers had the lowest scores in terms of supporting co-education.