ethanporcaro/eric-fulltext-meta huggingface dataset:
The Charlotte Action Research Project: A Model for Direct and Mutually Beneficial Community-University Engagement
Author: Morrell, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,School Community Programs,Partnerships in Education,Models,Universities,Program Evaluation,Urban Renewal,Graduate Students,Community Involvement,Urban Areas,Planning,Social Justice,Problem Solving,Social Science Research,Semi Structured Interviews

This article describes the evolution of the Charlotte Action Research Project (CHARP), a community-university partnership founded in 2008 at the University of North Carolina at Charlotte, and focuses particularly on the program's unique organizational structure. Research findings of a project evaluation suggest that the CHARP model's unique strength lies in its ability to allow for the exploration of &quot;wicked&quot; problems that have resulted from structural and sociospatial inequality in cities because tangible issues identified by community partners become action research priorities for the CHARP team. Additionally, CHARP allows for the transcendence of the practical, logistical barriers often associated with community-university partnerships by employing graduate students as staff. It is suggested that the CHARP model provides a starting point for a unique model of engagement infrastructure at universities that goes beyond service provision and volunteerism to include community-based participatory and action-based research within a critical theory paradigm.
The Impact of Socially Engaged Theatre across Communities: A Tale of Two Slave Cabins
Author: Long, Harrison
Date: 2015-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Theater Arts,Slavery,Urban Schools,Rural Schools,United States History,African American History,Social Influences,Housing,Drama,Workshops,Teaching Methods,Racial Bias,Discussion (Teaching Technique),Consciousness Raising,Interviews,Student Participation,College Students

What happens when one controversial text meets another in performance? How do diverse audiences from rural and metropolitan areas respond to powerful yet provocative material? The Kennesaw State University Department of Theatre and Performance Studies sought to answer these questions with &quot;Splittin' the Raft,&quot; a dramatic adaptation of Mark Twain's &quot;Adventures of Huckleberry Finn&quot; as interpreted by ex-slave and abolitionist Frederick Douglass. Funded by the National Endowment for the Arts, the ensemble toured seven North Georgia communities, ranging from inner-city schools to rural mountain towns. The struggles faced and the conversations encountered prove the lasting legacy of American slavery. Socially engaged theatre can create a unique forum for constructive dialogue within communities. This article highlights the healing conversations inspired by this student production and explores some widely contrasting responses to renovated slave dwellings in two Georgia communities, Oxford and Sautee Nacoochee.
Portfolio and Certification Programs in Community Engagement as Professional Development for Graduate Students: Lessons Learned from Two Land-Grant Universities
Author: Matthews, Paul H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Land Grant Universities,Professional Development,Portfolios (Background Materials),Certification,Citizen Participation,Research Universities,Graduate Study,Art,Partnerships in Education,Outreach Programs,Service Learning,Counseling,Mentors,Justice,Conflict Resolution,Athletics

Although growing numbers of graduate students nationwide express interest in developing and documenting boundary-spanning skills in community-engaged research, teaching, and outreach, formal opportunities to do so are often limited, especially at the large research institutions producing most future faculty members. This article focuses on initial steps being taken to provide professional development for graduate students through portfolio and certification programs at two large, public, land-grant, research-intensive, Carnegie-engaged institutions in different parts of the United States: Michigan State University and the University of Georgia. For each university, the authors describe the context and history; the specific steps being taken to support graduate students in community-engaged research, teaching, and practice; and the impacts, outcomes, and lessons learned to date from this work.
Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability
Author: Hart Barnett, Juliet E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Mental Retardation,Transitional Programs,Employment Qualifications,High School Students,Dining Facilities,Program Development,Job Training,Job Skills,Self Determination,Teacher Collaboration,Alignment (Education),Student Participation,Relevance (Education),Instructional Materials,Best Practices,Research,School Community Programs,Reinforcement,State Standards

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are underemployed. Enrollment in vocational or employment-related programs in high school improves post-secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, research-based, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.
School Experiences of an Adolescent with Medical Complexities Involving Incontinence
Author: Filce, Hollie Gabler
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Experience,Adolescents,Chronic Illness,Hygiene,Interviews,Documentation,Attendance Patterns,Anxiety,Student Needs,Communication Strategies,Underachievement,Coping,Student Characteristics,High School Students,Physical Disabilities,Student Attitudes,Academic Achievement,Educational Environment,Emotional Response

The educational implications of chronic illnesses which involve incontinence are not well represented in the literature. The experiences of an adolescent with multiple complex illnesses, including incontinence, were explored via an intrinsic case study. Data were gathered from the adolescent, her mother, and teachers through interviews, email correspondence and school documentation over four months. Analytic memo writing was used to promote reflexivity and address researcher subjectivity. Three prominent themes emerged. There were excessive absences from school which were not always due to the physical implications of the student's incontinence. Some absences were attributed to fear of accidents at school or even fabricated by the student to avoid attendance. Next, an incomplete and inconsistent support and communication system was found which contributed to academic underachievement. Finally, the persona presented by the student led to inaccurate assumptions by school personnel and sometimes her mother regarding her ability to cope with her condition.
There's No Place Like Home: Training, Practices, and Perceptions of Homebound Services
Author: Petit, Constance C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Home Instruction,Homebound,Special Education,Disabilities,Teacher Surveys,National Surveys,Itinerant Teachers,Special Education Teachers,Specialists,Teacher Attitudes,Teacher Effectiveness,Self Efficacy,Elementary Secondary Education,Multivariate Analysis

Homebound services involve the delivery of special education in settings other than school sites. Such settings typically include students' homes or hospitals. Most often associated with early childhood special education and with students who are medically or physically fragile, homebound services can also be for those in need of interim alternative educational settings (IAES). Although homebound services have been available to some students with disabilities for more than 50 years, little research exists on that delivery model. This study investigated the training, practices and perceptions of service providers who work in homebound settings. Data from a self-administered survey of a national sample were analyzed. Key findings included: a widespread lack of training for professionals who delivered homebound services; an absence of school district or agency policies or procedure concerning the delivery of such services; and statistically significantly higher perceptions of self-efficacy by those who did receive training.
Educational Implications of Costello Syndrome: The Team Approach
Author: Murdick, Nikki L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Mental Retardation,Genetic Disorders,Physical Disabilities,Multiple Disabilities,Student Needs,Individual Characteristics,Early Intervention,Physical Therapy,Occupational Therapy,Needs Assessment,Children,Inclusion,Speech Language Pathology,Special Education,Visual Impairments,Adolescents,Accessibility (for Disabled),Planning,Family Involvement

Since the 1990s the number of children with disabilities placed within the general education classroom has steadily increased. Many of these children are provided special education services under the generic disability title &quot;intellectual disability.&quot; Over the past decade, there has been a significant amount of research concerning rare genetic syndromes that result in separating developmental disabilities into categories using similar origins and characteristics. Costello syndrome is one of these rare syndromes. Although information is available to medical practitioners, it has seldom been communicated to educators. The authors have taken the available data and, using a team approach, made recommendations for involving medical and health professionals in educating students with Costello syndrome.
Obsessive Compulsive Disorder: What an Educator Needs to Know
Author: Chaturvedi, Amrita
Date: 2014-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Attention Deficit Hyperactivity Disorder,Comorbidity,Depression (Psychology),Neurological Impairments,Mainstreaming,Inclusion,Student Needs,Academic Accommodations (Disabilities),Interpersonal Competence,Antisocial Behavior,Bullying,Victims,Social Isolation,Self Esteem,Academic Achievement,Interdisciplinary Approach,Cooperative Planning,Attendance Patterns,Notetaking,Assignments,Tests,Intervention,Metacognition,Anxiety Disorders

The presence of obsessive compulsive disorder (OCD) impairs social, emotional and academic functioning. Individuals with OCD may have co-morbid disorders including attention deficit hyperactivity disorder, depression, oppositional defiant disorder, or Tourette syndrome. Challenges occur when students with OCD become a part of the general education classroom. This article provides an overview of OCD and presents information to assist teachers and school staff to successfully meet the needs of students with OCD.
Early Exposure to People with Physical and Sensory Disabilities and Later Attitudes toward Social Interactions and Inclusion
Author: Lund, Emily M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Familiarity,Peer Relationship,Elementary School Students,Secondary School Students,Attitudes toward Disabilities,College Students,Disabilities,Inclusion,Interaction,Social Influences,Physical Disabilities,Social Isolation,Attitude Measures,Coding

This study assessed the relationship between exposure to classmates with visible impairments in primary and secondary schools with later attitudes toward people with disabilities. Fifty college students (mean age = 20.28 years; 76% female) completed measures assessing the extent and quality of recalled exposure to classmates with disabilities in elementary and secondary school. Attitudes toward social inclusion and toward a hypothetical social interaction were also measured. Participants reported generally high levels and quality of exposure, with significantly more exposure at the secondary level. Quality of exposure at both the elementary and secondary levels was significantly (p &lt; 0.01) correlated with more positive cognitions (i.e., thoughts) during a hypothetical social interaction. Cognitions were not significantly correlated with emotions or behaviors, and amount of elementary exposure was negatively correlated with attitudes to social inclusion (p &lt; 0.05). These results suggest a possible relation between positive early experiences and later friendship intentions that should be further explored.
Dogs in the Hall: A Case Study of Affective Skill Development in an Urban Veterinary Program
Author: Martin, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Urban Schools,Veterinary Medicine,Affective Behavior,Skill Development,Internship Programs,Laboratories,Animals,Experiential Learning,Career Development,Emotional Development,Vocational Education,Observation,Interviews,Documentation,Content Analysis,Comparative Analysis,Student Attitudes,Program Effectiveness,Constructivism (Learning),Case Studies

The purpose of this bounded single case study was to explore how an urban high school veterinary program impacted students' affective skill development. The program was unique because students were required to participate in internships with local animal care businesses and care for animals within the school veterinary laboratory. The responsibility of caring for the animals created a compassionate and safe environment sought by students and faculty alike. Animals provided students a hands-on learning tool facilitating career skill development, social and professional connections within the community, and emotional skill development. These findings may be interpreted as transferable to other agriculture or Career and Technical Education students in similar immersive experiences.
Another Tool in the Belt: Self-Directed Professional Learning for Teachers of Students with Moderate and Severe Disabiliites
Author: Shurr, Jordan
Date: 2014-00-00
Type: Journal Articles
Subjects: Moderate Mental Retardation,Severe Disabilities,Special Education Teachers,Faculty Development,Professional Development,Teacher Improvement,Community Education,Self Evaluation (Individuals),Behavioral Objectives,Social Support Groups,Progress Monitoring,Data Collection,Active Learning

Chronic shortages, high attrition rates, the unique demands of the job, and geographic isolation from colleagues have been identified as unique challenges within the profession for teachers of students with moderate and severe disabilities. Many different forms of professional development exist for educators; however, these experiences do not always adequately meet the specific needs of individual teachers. This article presents an additional tool for professional learning utilizing a framework for selecting, monitoring and assessing progress toward self-identified areas of professional growth. The proposed model considers teacher development in three dimensions including school-based, community-based, and universal growth.
Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness
Author: Folds, Lea D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Advanced Courses,Secondary School Mathematics,Attendance,Student Mobility,Career Readiness,High School Seniors,Regression (Statistics),Race,Scores,Vocational Evaluation,Predictor Variables

The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in participants' applied mathematics scores, 24.6% of the variance in their reading for information scores, and 25.8% of the variance in their locating information scores. Race and highest-level mathematics course were significant in all three models with highest-level mathematics course explaining the largest portion of the variance in participants' scores.
Developing Training Programs to Save Lives: Serving Students with Complex or Emergency Healthcare Needs
Author: Urso, Annmarie
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Personnel,Emergency Programs,Student Needs,First Aid,Health Services,Preservice Teachers,Child Health,Federal Legislation,Educational Legislation,Disabilities,Equal Education,Needs Assessment,School Nurses,Student Surveys,Partnerships in Education,Teacher Education,Pilot Projects

The number of students with special health care needs (SHCN; McPherson, Arango &amp; Fox, 1998) and the frequency of life-threatening health emergencies in schools (e.g., asthma, diabetes, severe allergic reactions, cardiac arrest, seizure disorders), continues to increase. It has become increasingly important for teachers to be trained in cardiopulmonary resuscitation (CPR) and use of automated external defibrillators (AED) in response to the growing number of students with SHCN in school settings and to assist life-threatening emergencies as they arise on school campuses. The purpose of this article is to describe a collaborative project that trained 38 preservice teachers to use CPR and AED in emergency situations. An established long-term goal of the project was to create a sustainable delivery model of three faculty members certified to train all preservice teacher candidates to competently provide first aid, perform CPR, and use an AED, while taking coursework and learning about support services for students with SHCN.
Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness
Author: Heller, Kathryn Wolff
Date: 2013-00-00
Type: Journal Articles
Subjects: Knowledge Level,Familiarity,Terminal Illness,Physical Disabilities,Comorbidity,Questionnaires,National Surveys,School Support,Special Education Teachers,Knowledge Base for Teaching,Death,Pain,Hospices (Terminal Care),Elementary Secondary Education,Mental Health Programs,Health Services,Counseling Services,Resource Staff,Teacher Role,Teacher Surveys,Teacher Attitudes

This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge and support in this area than 21 years ago, although there continues to be deficits. For teachers receiving support, the school nurse was identified as their primary source of support, as well as the primary source to answer questions, and discuss the teachers' role. School counselors were identified as the primary support for classmates (in addition to receiving support from their teacher). Teachers identified several areas in which they wanted assistance and support which have implications for future research and training.
Teaching Children with Niemann-Pick Disease
Author: Gartin, Barbara C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Genetic Disorders,Diseases,Special Needs Students,Teacher Role,Metabolism,Knowledge Level,Educational Environment,Student Needs

Niemann-Pick Disease (NPD) is a group of rare inherited disorders that are both systemic and degenerative. Knowledge of the disease, its characteristics, and its progression are essential for the teacher and related service personnel to provide an appropriate educational experience for the student. For the teacher who has a student with NPC in his/her classroom, the focus is two-fold: first to provide a supportive academic environment for the student with NPC and her/his classroom peers; and, second, to provide emotional support for the student and the family. Included in this manuscript are suggested accommodations for the teacher and other therapists and related service personnel to use in providing an appropriate education for a student with NPC.
Language Fluency and Study Abroad Adaptation
Author: Savicki, Victor
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Language Fluency,Cultural Pluralism,Cultural Awareness,Interpersonal Competence,Interpersonal Communication,Cognitive Processes,Correlation,College Students,Measures (Individuals),Rating Scales,Questionnaires,Student Surveys,Statistical Distributions,Affective Behavior,Student Behavior,Empathy

Many study abroad programs require language proficiency, emphasize language learning, or otherwise support the development of language skills for their students. A general assumption underlying this attention to foreign language acquisition is that access to the host culture is increased as students are able to converse with host nationals using that foreign language (Edelstein, 2009). Likewise, some theorists have promoted the idea that being able to converse and think in a foreign language gives the speaker special access to the manner in which native speakers might conceptualize and construe their reality (Hill &amp; Mannheim, 1992). Yet there is some debate about the centrality of language learning in the process of developing intercultural competence. Bennett (2008) for example, says that a fluent foreign language speaker without intercultural competence may be a &quot;fluent fool&quot; who knows how to unknowingly insult host nationals using perfect vocabulary and grammar (p. 17). The current study examines the relationship of language fluency to a variety of outcomes of study abroad. The general question posed is &quot;Does the requirement for foreign language fluency lead to better study abroad outcomes?&quot; The outcomes examined roughly follow Ward's ABC model of acculturation (Ward, 2001, Ward, Bocher , &amp; Furnham, 2000). This model suggests that study abroad outcomes fall into three categories: affect, behavior, and cognition. Affect (A) is mostly measured by psychological constructs related to the mental and emotional well-being of study abroad students. The behavioral aspect (B) is measured by attending to the ease and completeness with which a student &quot;fits in&quot; with the host culture. Cognition (C) is measured by examining aspects of the students' social identification. All three outcomes will be assessed in the current study, with special emphasis on the behavioral variable of sociocultural adaptation. The general hypothesis is that prior language fluency will enhance student study abroad outcomes on all of the ABC categories. A brief review of relevant literature will set the context for specific hypotheses and subsequent research findings.