ethanporcaro/eric-fulltext-meta huggingface dataset:
Curricular Integration and Measurement of Cultural Competence Development in a Group of Physical Therapy Students
Author: Palombaro, Kerstin M.
Date: 2015-10-00
Type: Journal Articles
Subjects: Physical Therapy,Graduate Students,Allied Health Occupations Education,Integrated Curriculum,Cultural Awareness,Correlation,Program Effectiveness,Experiential Learning,Clinical Experience,Clinical Teaching (Health Professions),Volunteers,Self Evaluation (Individuals),Measures (Individuals),Learning Activities,Demography

Introduction and Background: The link between cultural competence and effective physical therapy encounters is established. Physical therapist educational programs face the challenge of fostering the cultural competence of students in effective and meaningful ways within the curriculum. They also face the challenge of measuring the development of cultural competence to establish efficacy in the curriculum. One program measured the development of cultural competence in its students using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) before and after the program's various educational opportunities immersed throughout the curriculum that could serve to increase cultural competency. In the three-year curriculum, the students participated in both mandatory and voluntary experiential learning opportunities. Required didactic presentations and activities were integrated throughout the curriculum and designed to enhance cultural competence. Voluntary experiences included providing service and/or leadership to a student-run pro bono clinic. The program was interested in whether cultural competency increased after these experiences and whether leadership opportunities or additional hours of voluntary service beyond the class median caused increases that exceeded the minimal detectable change (MDC) reported in the literature. Methods: All students completed the IAPCC-SV at the beginning of their Doctor of Physical Therapy education and again at the end of their final year of didactic curriculum. Results: For the class of 2011, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (56.51 +/- 4.82) to post-test (64.16 +/- 6.19), p = 0.001. For the class of 2012, a Wilcoxon signed ranks test noted a significant increase in IAPCC-SV scores from pre-test (58.87 +/- 5.67) to post-test (64.13 +/- 5.47), p = 0.001. Sixteen students from the class of 2011 and 13 from the class of 2012 exceeded the 8.57-point MDC of the IAPCC-SV. Discussion and Conclusion: Exposure to a variety of cross-cultural encounters throughout a physical therapy curriculum significantly increases self-rating of cultural competence in these graduate students. Students who take advantage of volunteer leadership roles in extensive cross-cultural encounters may be more likely to achieve an increase that exceeds the MDC on the IAPCC-SV. These results are particularly interesting given that the students themselves were ethnically homogeneous and did not experience cultural diversity within the constituents that made up their class or faculty.
The Read-Aloud Accommodation during Instruction: Exploring Effects on Student Self-Perceptions and Academic Growth
Author: Witmer, Sara E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Reading Aloud to Others,Disabilities,Instructional Effectiveness,Achievement Gains,Locus of Control,Self Concept,Hypothesis Testing,Correlation,Reading Difficulties,Teaching Methods,Special Education,Longitudinal Studies,Elementary School Students,Teacher Surveys,Student Evaluation,Student Characteristics,Structural Equation Models,Reading Comprehension,Problem Solving,Reading Achievement,Mathematics Achievement,Reading Skills,Mathematics Skills

The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on accommodations during testing rather than during instruction. Recent research does indicate positive effects of test accommodations on students' reports of self-efficacy. In the current study, an examination of the effects of the RA during instruction on growth in academic achievement among students with high-incidence disabilities was conducted, along with an examination of effects on locus of control (LOC) and self-concept, which were hypothesized to have mediating effects on the relationship between accommodation provision and academic growth. Results suggested a relationship between receiving an accommodation and LOC, but no subsequent effects on academic growth, apart from a marginally significant relationship between LOC and growth in passage comprehension.
The Case for a Major in Writing Studies: The University of Minnesota Duluth
Author: Beard, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Majors (Students),Writing (Composition),Core Curriculum,Intellectual Disciplines,Program Descriptions,Social Change,Social Action,College Credits,Writing Instruction

The Major in Writing Studies (with emphases in Professional Writing and in Journalism) at the University of Minnesota Duluth marks a curricular innovation. This profile traces the intellectual arguments that created space for a Department and Major in Writing Studies at UMD. Those arguments included a differentiation from the contested spaces of other disciplines (literary studies and communication studies) as well as from the prior disciplinary identity of the Department (composition studies). These arguments also included a positive identification of Writing Studies as one of the disciplines defined by its object (akin to American Studies, Women's Studies, etc.). The object of Writing Studies at UMD is writing, defined as a practice, a tool for cognition and social action, and a force for sociocultural change. These arguments are manifest in the core curriculum of the major (16 credits of courses across all four years of the students' coursework).
Still Sophistic (After All These Years): An Interview with Susan Jarratt
Author: Holiday, Judy
Date: 2010-00-00
Type: Journal Articles
Subjects: Scholarship,Interviews,College Faculty,Biographies,Rhetoric,Writing (Composition),Career Choice,Rhetorical Theory,Feminism,Activism,Persuasive Discourse,Discourse Analysis,Writing Instruction,Public Speaking

In this interview Susan Jarratt reviews the trajectory of her scholarship and revisits some of the lessons learned from a variety of her projects while simultaneously drawing out historical and narrative continuities of seemingly disparate time periods and contexts. In doing so, she elucidates the value of scholarship as a political and instructive tool that can be usefully applied to both teaching and administration.
Sustaining Writing Theory
Author: Patrick, Amy M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing (Composition),Sustainability,Writing Processes,Writing Strategies,Technological Advancement,Theory Practice Relationship,Writing Instruction,Ecological Factors,Educational Practices,Educational Theories,Discourse Communities

This article examines ways in which the fundamentals of both writing studies and sustainability studies overlap and complement each other, ultimately moving toward a theory of writing that not only is sustainable, but that also sustains writing practice across a variety of areas. For example, in order to be sustainable, both writing and geographical communities must consider several elements in any decision or employed strategy. Both writing (the act and the teaching of it) and sustainability studies are localized, regionally specific. Key to the argument's theoretical positioning is the role of technology and technological innovation in both a community and a classroom in terms of inhibiting and facilitating sustainability and communication.
Standardizing English 101 at Southern Illinois University Carbondale: Reflections on the Promise of Improved GTA Preparation and More Effective Writing Instruction
Author: Dively, Ronda Leathers
Date: 2010-00-00
Type: Journal Articles
Subjects: English Instruction,English Curriculum,Standards,Universities,Incentives,Politics of Education,Writing Teachers,College Faculty,Teaching Assistants,Graduate Students,Educational Change,Course Descriptions

With a particular focus on the preparation of teaching assistants, this profile details the recent transition to a standardized English 101 curriculum at Southern Illinois University Carbondale (SIUC). More specifically, the profile details theoretical and practical incentives for the move, as well as political and logistical challenges encountered by Writing Studies staff in conceiving and implementing the new curriculum. The profile ends with a discussion of the perceived benefits of standardizing English 101 at SIUC and, presumably, by extension, in the context of similar institutional contexts.
&quot;If You Don't Believe That You're Doing Some Good with the Work That You Do, Then You Shouldn't Be Doing It&quot;: An Interview with Cindy Selfe
Author: Bailie, Brian
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Theory Practice Relationship,Teaching Methods,Interviews,Higher Education,Computer Attitudes,Teacher Attitudes

In this interview, Cindy Selfe talks about the intersections of technological literacy, digital scholarship, poststructuralist theory, and university politics. In doing so, she provides a lens for scholars trying to understand the milieu of the university by viewing its potential in juxtaposition to its past; explains how technology redefines the boundary between theory and experiential reality; and recommends a set of simple questions digital scholars can ask themselves when attempting to create localized, sustainable tactics demonstrating their work has the reach and scope of their immediate non-digital peers.
An Examination of Important Competencies Necessary for Vocational Agriculture in Selected Senior Secondary Students in Ijebu North Local Government Area, Nigeria
Author: Onanuga, Peter Abayomi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Competence,Vocational Education,Agricultural Education,Gender Differences,Performance Based Assessment,Rating Scales,Observation,Secondary School Students,Secondary Schools,Hypothesis Testing,Job Skills,Pretests Posttests,Experiential Learning,Conventional Instruction,Teaching Methods

The study analyses the relationship existing between some specified competencies important to vocational agriculture and preparation for occupation between male and female students in senior secondary schools in Ijebu-North Local Government Area, Nigeria. It adopted the classical design for change experiment (i.e. before and after measures) with eighty-eight subjects (60 males and 28 females) from two schools purposively selected while the classes remained intact. Three objectives and one null hypothesis were formulated to conceptualize the study. The instruments used for the study were two, namely: Agricultural Skill Performance Test (ASPT) and Observer's Rating Scale (ORS); and the data obtained were analyzed using frequency, percentages, graphs and point-biserial correlation co-efficient. The results revealed that 47.73% of the subjects received occupational work experience in schools whereas 52.27% did not; and out of the proportion of (52.27%) representing 46 subjects, 60.87% received outside the school but 39.13% had no opportunity at all. It also showed that a moderately low positive correlation existed between specified competencies important to vocational agriculture and preparation for occupation with a rpb value of 0.34. The study advocated amidst others, for a general change of attitude among stakeholders towards agricultural science being perceived as mere academic rather than being both vocational and academic.
Integration of Academic and Behavioral MTSS at the District Level Using Implementation Science
Author: Freeman, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: School Districts,Board of Education Role,Leadership,Intervention,Behavior Problems,Positive Behavior Supports,Response to Intervention,Teamwork,Cooperation,Administrator Role,Training,Professional Development,Technology Uses in Education,Emergent Literacy,Elementary School Students,Reading Tests,Reading Fluency,Program Implementation,Coaching (Performance),Performance Based Assessment,Decision Support Systems,Change Strategies,Systems Approach,Elementary Secondary Education

The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for implementing MTSS. Although the role of the district in MTSS has varied, many leaders in the field of education consider district leadership and involvement an essential component for successful MTSS implementation. District leadership in MTSS is used to provide schools with political and administrative support, training and technical assistance, layered in-service curricula, data-based decision making systems for ongoing evaluation, and access to interagency relationships for supporting student health and wellbeing. This article addresses the key district mechanisms that are used to integrate academic and behavioral interventions as school personnel learn new strategies for improving outcomes for students.
A Model of MTSS: Integrating Precision Teaching of Mathematics and a Multi-Level Assessment System in a Generative Classroom
Author: Weisenburgh-Snyder, Amy B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Response to Intervention,Precision Teaching,Progress Monitoring,Mathematics Instruction,Protocol Analysis,Problem Solving,Educational Assessment,Teaching Methods,Educational Environment,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Educational Objectives,Case Studies,Disabilities,Achievement Tests,Standardized Tests,Grade 4,Grade 5,Grade 6,Elementary School Students,Decision Making,Pretests Posttests,Student Evaluation,Theory Practice Relationship,Instructional Effectiveness

In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional intervention. A multi-level assessment system, combined with evidence-based practices of teaching and learning can result in systematically accelerated student progress in mathematics thus enhancing RtI frameworks. Additionally, PT contributes to nourishing a Multi-tiered System of Support (MTSS) implementation by creating a common language between and amongst students, teachers, families, and administrators. In this unique blended system, the data collected by administrators, teachers, and students are continuously assessed and used to inform instruction and teacher training needs. A graphic presentation of these data on the Standard Celeration Chart (SCC) guides goal setting and interventions. This paper presents a case study detailing the rapid progress of a class of students during one academic school year using PT.
Workers Can't Find Jobs, Jobs Can't Find Workers: Solving the Talent Paradox
Author: Rao, Harika
Date: 2015-00-00
Type: Journal Articles
Subjects: Job Skills,Labor Needs,Undergraduate Students,Thinking Skills,Employment Potential,Career Counseling,Counselor Attitudes,Student Attitudes,Educational Needs,Correlation,Achievement Gap,Curriculum Development,Barriers,Hypothesis Testing,Models,Semi Structured Interviews

The purpose of the research was to understand the latest job skill requirements for undergraduates from the real world as perceived by the students themselves and their career counselors at a university in South Florida. The study intended to provide relevant inputs to enhance the marketability of the undergraduate students by seamless transformation of students from &quot;learning to earning&quot; stage in life by using two interventions, de Bono's Six Thinking Skills and Covey's 7 Habits. The study sought to understand the perceptions and practices of the undergraduate students and the career counselors in relation to the de Bono (1985) thinking skills and Covey's 7 Habits (1989) and the extent to which such awareness would help in their lives after college graduation. The study may provide useful insights into the nature of self-development not only to the students but also to the educators and the program developers in developing appropriate pedagogical reform initiatives. This study found that many students were unaware of the de Bono's Six Thinking Hats and Covey's 7 Habits models. The findings of this study support the hypothesis that there is a positive relationship between use of components of the two interventional models, namely, de Bono's Six Thinking Hats and Covey's 7 Habits, and bridging the skill-gap of undergraduate students. However, the application of these two models at the undergraduate level has been an exception rather than a rule.
A Comparative Study of the Critical Thinking Skills among the Students of Accounting and Software in the Female Technical and Vocational University in the City of Borojerd
Author: Bagheri, Mahdi
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Comparative Analysis,Accounting,Computer Science Education,Technical Education,Vocational Education,College Students,Statistical Analysis,Critical Thinking,Thinking Skills,Scores,Educational Change,Measures (Individuals),Foreign Countries,Questionnaires

The purpose of this study is to compare the critical thinking skills among the students of accounting and software in the female technical and vocational university in the city of Borojerd. This study is a descriptive-comparative research. The statistical population of this study includes the female students of accounting and software in the technical and vocational university in the city of Borojerd. A sample of 60 students was selected from this population randomly in the 2014. The sample consists of 30 students of accounting and 30 software students. In order to collect the research data, the second form of California Critical Thinking Skills Questionnaire was used. The research data were analyzed in the SPSS16 through analysis of variance (ANOVA). The average and standard deviation of the research data is 9.15 ± 3.09. Although the scores of accounting students were better than the scores of software students, but no significant difference was not observed between them. The difference between the two groups of respondents was significant in terms of inductive reasoning (p = 0.014). Another part of our findings revealed that the scores of critical thinking skills among the accounting and software students are similar to the scores of critical thinking skills of students in other countries. Our findings revealed that the scores of critical thinking skills of accounting and software students are lower than the scores of those in other countries. These findings point to the fact that the educational plans of this university need some reviews and modifications.
Self-Directed Learning: College Students' Technology Preparedness Change in the Last 10 Years
Author: Caravello, Michael J.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Technological Literacy,Independent Study,Student Surveys,Statistical Analysis,Comparative Analysis,Social Media

This study compares a sample of approximately 44 first year college students in 2005 and 2015 on Long Island, New York, in their technology preparedness and self-directed instruction. The researchers used a survey instrument including demographic information focused upon students' preparation for classroom technology in high school and college. First, the study compared the extent to which students use self-directed instruction relative to proficiency in technology in 2005 and 2015. Second, the study examined the technology preparedness in high schools and colleges. Third, the study compared the difference in technology preparedness in high school and college between students in 2005 and 2015.
School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria
Author: Aina, Stephen Ileoye
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Elementary Schools,Elementary School Students,Student Surveys,Student Attitudes,Public Schools,Private Schools,Questionnaires,Student Satisfaction,Statistical Analysis,Foreign Countries,Hypothesis Testing,Gender Differences

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in Ondo State. Two hypotheses were formulated and tested. The descriptive survey design was adopted for the study and a multi-stage sampling technique was used to select 900 respondents from both public and private primary schools within the state. The instrument for the study was a questionnaire which sought information on pupils' level of satisfaction with the school environment. The test retest method of reliability was used in determining the reliability of the instrument, a reliability coefficient of 0.89 was obtained. The data were analyzed with Statistical Package for Social Sciences (SPSS) using percentages, mean, standard deviation, t-test and Spearman rho to test the hypotheses at the 0.05 level of significance. The study found out that pupils in compliant schools were more satisfied with schooling than pupils in non compliant schools. It was recommended that adequate facilities should be provided for the non compliant schools to make pupils derive satisfaction with schooling.
Community Involvement and Perceptions on Land Use and Utilization Practices for Sustainable Forest Management in the Nandi Hills Forests, Kenya
Author: Tanui, Julius Gordon
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Involvement,Land Use,Foreign Countries,Mixed Methods Research,Forestry,Sustainability,Conservation (Environment),Counties

To ensure the existence of humankind and the sustainable utilization of the earth's resources, deliberate action needs to be channelled towards the conservation of the vital support systems of the entire Earth ecosystems. Forests in this case form quite a crucial part of this wider arrangement that if man does not deliberately conserve and sustainably manage them, they risk being plunged into an irreversible predicament. This study aims at identifying the perception and understanding of the local community on land use and utilization of the Nandi Hills Forests. A mixed methodological design which incorporated both qualitative and quantitative methodologies was embraced. The mixed methodological approaches used in this study were the concurrent triangulation and nested/embedded designs. A four-tier analysis was carried out once all the data had been coded and grouped. The state of the Nandi Hills Forests has been notably influenced by the level of awareness of the local community on the significance of sustainable forest management and what their actions and/or inactions mean to the forests.