ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Meaning-Making of Nutrient Uptake in Relation to Organizational Levels
Author: Pettersson, Alma Jahic
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Science,Science Instruction,Teaching Methods,Biology,Human Body,Scientific Concepts,Vocabulary,Animation,Video Technology,Foreign Countries,Elementary School Students

Previous research suggests that everyday expressions are commonly used in students' descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students' signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students' use of scientific terms and everyday expressions. The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students' drawings.
The Lazy Netflix B: An Ethnographic Study on the Use of Humour and Visual Metaphors in Teaching Graphic Facilitation
Author: Hautopp, Heidi
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethnography,Humor,Visual Aids,Facilitators (Individuals),Adult Education,Graphic Arts,Learning Activities

Graphic facilitation revolves around using multimodal representations in order to drive idea generation, learning processes and collaboration among groups. The use of graphic facilitation is a growing practice in organisational contexts and is slowly emerging in educational contexts. However, there is a lack of research on the role of the facilitator when teaching graphic facilitation. At the beginning of basic graphic facilitation courses, facilitators are often met by enthusiastic participants who at the same time are hesitant and lack belief in their own drawing skills. Thus, the paper aims to provide insights into didactical considerations of facilitators when organising teaching that empowers participants to gain confidence in their own drawing abilities as an entry point to using graphic facilitation in their daily work. The empirical data used for analysis is based on participatory observations of two professional facilitators teaching two- to three-day basic courses in graphic facilitation. These observations are combined with follow-up interviews with the teachers. The analysis shows how visual metaphors and humoristic utterances are built up throughout the courses as social memories that are carried out and refined by participants. Thus, the study demonstrates how the use of humour and visual metaphors became multimodal 'hooks' of social memories, which support a playful and safe learning environment. The findings show how the teachers had a crucial role in initiating, acknowledging and supporting the use of humour in these settings. Based on the empirical findings, the paper concludes by outlining potentials and challenges specific to using humour and visual metaphors when teaching graphic facilitation.
Intercultural Competence Gains from Study Abroad in India
Author: Krishnan, Lata A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Program Effectiveness,College Students,Majors (Students),Speech Language Pathology,Measures (Individuals),Scores,Foreign Countries,Program Descriptions,Learning Activities,World Views,Service Learning,Experiential Learning,Outcomes of Education

Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang &amp; Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country.
Perceptions of Immediate Written Feedback Provided to SLP Graduate Clinicians during Tele-Therapy Sessions
Author: Hinman, Darya
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Written Language,Feedback (Response),Graduate Students,Speech Language Pathology,Speech Therapy,Teleconferencing,COVID-19,Pandemics,Technology Uses in Education

Given the status of clinical practice and the heavy reliance on technology due to COVID-19, it is important to investigate clinical supervision practices. The purpose of this study was to determine whether immediate feedback using technology was beneficial for a university clinical setting specifically where current supervision of students is undertaken via a virtual platform. The chat function via the Zoom teletherapy platform was used to deliver immediate written feedback to SLP graduate clinicians. Utilizing technology allowed supervisors to provide immediate, in-session written feedback to SLP graduate clinicians. The objective was to investigate the perceptions of immediate feedback for the SLP graduate clinicians and their supervisors. The objective was met through the utilization of surveys at the end of the study which indicated a preference for immediate feedback for both the supervisors and the SLP graduate clinicians. Having the ability to use technology helped supervisors support the SLP graduate clinicians discretely, especially given the nature of remote supervision. Immediate written feedback utilizing technology should be considered as a means of supporting the SLP graduate clinicians in developing their clinical skills.
A Comprehensive Antiracist Framework for SLHS Education: A Sample Curriculum Related to Arab American Populations
Author: Khamis-Dakwar, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Racism,Social Justice,Equal Education,Curriculum,Arabs,North Americans,Minority Group Students,Communication Disorders,Culturally Relevant Education,Social Bias,Cultural Awareness,Language Minorities,Service Learning

Black, Indigenous, and People of Color (BIPOC) students in higher education programs in Speech, Language, &amp; Hearing Sciences (SLHS) experience structural racism, entering a majority white profession, while confronting social inequalities in their personal and professional communities. A vision of an antiracist decolonized antiracist curriculum enhances the integration of BIPOC students in academic programs in the field, while also facilitating the preparation of non-BIPOC students to meet the needs of a growing and diverse community of individuals with communication disorders. Such a curriculum must be comprehensively designed to include pedagogy, community-based, and research based educational activities, and to adequately prepare students to be culturally responsive within our profession. The quantity and quality of available resources on diverse populations in the field is woefully limited, so this paper exemplifies the principles of this approach through research, teaching, and community-based learning activities focused on Arab Americans, to exemplify one possible application of such curricular transformation.
The Problem-Identification Process Prior to the Initiation of a Networked Improvement Community
Author: Kallio, Julie M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Identification,Educational Practices,Communities of Practice,Educational Change,Participatory Research,Educational Improvement,Networks,College School Cooperation,Case Studies,Partnerships in Education,Models,State Departments of Education,Universities,Meetings,Reports,Specialists,Instructional Design,Individualized Instruction,Kindergarten,Elementary Secondary Education,Teacher Attitudes,Teaching Methods,Standards,Educational Objectives,Statewide Planning

In this paper, I present a design case of the problem-identification process prior to the initiation of a Networked Improvement Community (NIC). A NIC is a type of research-practice partnership (RPP) that brings together researchers and practitioners to tackle complex problems of practice, and in doing so, proposes a social reorganization of the traditional education change processes. Central to initiating a NIC, and RPPs more broadly, is the identification of a common problem of practice, but this step often takes place before research on a partnership begins. To investigate how a problem of practice is identified, I use the case of PiPNIC, the Personalization in Practice -- Networked Improvement Community, in which a team of university-based researchers used participatory design methods to identify a common problem of practice that would ultimately bring together educators from five schools to participate in the NIC. In the case, I show how the research team constructed a rich problem-solution space and identified a different problem of practice than the research team initially conceived. The problem-identification process, I therefore argue, should be included as a critical component of the NIC initiation framework, and I suggest the &quot;problem-solution space&quot; as a conceptual tool for the joint negotiation of problem identification. The case illuminates how NICs operationalize a social reorganization of research and development in education.
Upper Secondary School Students&apos; Design of Arguments in Essays
Author: Åberg, Eva Svärdemo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Persuasive Discourse,Essays,Writing Assignments,Design,Visual Aids,Imagery,Multimedia Materials

This article explores how arguments are made in student essays through the use of writing and visual resources. The data set comprises 54 essays with a passing grade from students in their final year of upper secondary school in Sweden. The data is analysed using a multimodal approach to knowledge representation on arguments in essays, involving analysis of textual composition and content in both written text and visual resources. The study gives an insight into how students design essays in relation to academic requirements, how their arguments realise epistemological commitments, and what affordances are given through the use of writing and visual resources. The results reveal that academic argumentation varies considerably between the essays. There is an overrepresentation of written and declarative knowledge in the essays, where the arguments are grounded in various web-based sources, and visualisations are used for making conceptualisation and classification more salient in writing. Both written and visual resources offer affordances in the making of arguments on the bases of the modes for communication. This article concludes that there are many high demands of knowledge defined for the task of preparing for higher education, which are not easily represented in the students' arguments in essays.
Building a Pipeline of Bilingual SLPs to Serve Dual Language Learners: An Inclusive Model of Interprofessional Education
Author: Pruitt-Lord, Sonja
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Bilingualism,Minority Group Students,Graduate Students,Equal Education,Race,Ethnicity,Racism,Inclusion,Strategic Planning,Student Recruitment,School Holding Power,Academic Persistence,Allied Health Occupations Education,Teaching Methods,Grants,Interprofessional Relationship,College Faculty,Organizational Change,Teacher Role,Best Practices,Culturally Relevant Education,Intervention,Interdisciplinary Approach,English (Second Language),Second Language Learning,Diversity,Financial Support

Speech-language pathology graduate programs do not reflect equity across racial and ethnic groups. Training programs must adopt an anti-racist stance and intentionally and strategically plan for equity and inclusion of students and professionals who are Black, Indigenous and Persons of Color (BIPOC). Retention of minoritized students must be supported by inclusion efforts. The authors review systems of support essential to the recruitment and retention of BIPOC students in graduate programs. Through funding support from a grant, the authors developed a model of training bilingual SLP students to work with dual language learners through an inclusive model of interprofessional education. Finally, the authors conclude with a discussion of questions faculty should consider to create institutional change. The authors are hopeful that this article provides SLP programs a best practice framework to build a diverse pipeline of speech-language pathologists better equipped to deliver effective culturally and linguistically responsive interventions for the clients served within our field and across our transdisciplinary work.
Implementing a Mindfulness Program for Graduate SLP Students at a Hispanic-Serving Institution
Author: Mead, Jean
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Graduate Students,Hispanic American Students,Minority Serving Institutions,Metacognition,Diversity,Ethnic Groups,Student Attitudes,Student Experience

The purpose of this study was to add participant racial/ethnic diversity to the growing body of literature on the implementation of mindfulness programs in speech-language pathology curriculum. A sample of 31 graduate speech-language pathology students enrolled at a Hispanic-serving institution, whereby 87% identified as Hispanic/Latinx, participated in eight weekly mindfulness sessions. At the end of the final session, students completed a six-question survey. Two questions that generated student feedback on the program's structure were analyzed for the purposes of this pilot study using descriptive statistics and thematic analysis procedures. Preliminary results revealed that students valued breathing techniques, ambiance, and music more than other elements of the mindfulness program. Program scheduling, structure, and aspects of content were cited as components to be modified for future program offerings. Implications for incorporating activities that allow for regular, anonymous feedback from students throughout the program has the potential to optimize the overall experiences for students across disciplines and cultures.
Preparing Culturally and Linguistically Diverse Students to Work with Culturally and Linguistically Diverse Populations: A Program Design and Student Outcomes Study
Author: Alfano, Alliete R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Disorders,Student Diversity,Speech Language Pathology,Allied Health Personnel,Allied Health Occupations Education,Practicums,Bilingualism,Required Courses,Scores,Minority Group Students,Graduate Study,Graduate Students,Admission (School),Selective Admission

Adequate service provision for culturally and linguistically diverse (CLD) clients has been an issue the field of speech-language pathology (SLP) has been grappling with. At the root of this issue is a lack of professional CLD training in SLP programs and a lack of diversity among the students enrolled in these programs. The current study described the MS-SLP bilingual emphasis curriculum and recruitment practices at Florida International University (FIU). Outcomes for the MS-SLP graduates were also explored. The FIU MS-SLP program entails three dedicated courses on bilingual clientele with communication disorders across the lifespan, infusion of CLD concepts across all required courses, clinical practicum experiences with CLD clients, and taking a non-traditional approach in the admissions process by not making GRE scores compulsory. Through statistical analyses, FIU MS-SLP graduate Praxis test scores were compared to those of SLP graduates, nationally. White non-Hispanic/Latinx, Asian, and Black graduates of FIU's MS-SLP program attained comparable Praxis scores while Hispanic/Latinx FIU MS-SLP graduates scored significantly higher than their counterparts, nationally. Implications include the need for graduate SLP programs to reconsider traditional admissions requirements which historically prevent many CLD students from being accepted into graduate school. Only by recruiting CLD students and pragmatically implementing cultural competence objectives into the SLP graduate program curricula will the field of SLP be able to address the critical shortage of bilingual and CLD speech-language pathologists.
Infusing Multicultural Instruction: An Experiential Learning Project
Author: Whited, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,Experiential Learning,Student Projects,Active Learning,Graduate Students,Cultural Awareness,Disabilities,Race,Attitude Change,Instructional Effectiveness

The study investigated the effectiveness of a multicultural project implemented for the purpose of infusing multicultural instruction into a graduate level infant language disorders class in a speech-language pathology graduate program. The participants were 24 graduate students who ranged in age from 23-32, 20 were white, 4 were Black. A pretest and posttest survey were implemented along with journal entry thematic analysis to evaluate qualitative changes in learning. The results of the survey indicate that this experiential learning project can promote increased understanding, awareness and confidence in students related to multicultural issues. The journal analysis revealed that students were provided an opportunity to understand the impact of structural inequities related to intersectionality.
Pragmatic Humanism in CSD Diversity Education: A Conceptual Framework to Engage Students across the Political and Cultural Spectrum
Author: Kroll, Tobias A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Race Theory,Cultural Influences,Political Influences,Humanism,Diversity,Whites,Racism,Learner Engagement,Communication Disorders,Teaching Methods

The purpose of this reflection on scholarly teaching is to outline the difficulties arising when critical race theory, in its misappropriated and popularized form that dominates current discourse, is deployed as the sole educational framework in CSD education. We wish to offer an alternative framework, pragmatic humanism. The latter is expounded as a paradigm that can reap the benefits of critical race theory without succumbing to the absolutist claims of its popularized variant. It will be argued that pragmatic humanism is a useful framework for diversity teachers in CSD who are faced with an overwhelmingly White, conservative student body that may be reluctant to accept the realities of racism.
Teaching Culturally Responsive Evidence-Based Practice in Speech Language Pathology
Author: Horton, RaMonda
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Relevance,Evidence Based Practice,Intervention,Speech Language Pathology,Diversity,Dialects,Minority Groups,Allied Health Personnel,Competence,Language Usage,Social Influences,Communication Disorders,Allied Health Occupations Education

Faculty teaching students in communication sciences and disorders to engage in evidence-based practice (EBP) must consciously work to overcome the lack of considerations for cultural and linguistic differences. Much of the literature on evidence-based treatment approaches fails to address contextual aspects of cultural-linguistic diversity or actively excludes non-white speakers of languages and dialects that are not White Mainstream American English from studies and analyses to maintain homogeneity. Cultural adaptation frameworks developed in the fields of education and psychology can provide guidance for integrating culturally responsive frameworks, tools, and strategies with EBP pedagogy. This paper provides the reader with an overview of relevant research on how cultural adaptation of evidence-based interventions is defined and how it can lead to culturally responsive, relevant, and sustaining teaching of EBP processes and procedures.
Strategies to Implement Multicultural Education in Communication Sciences and Disorders
Author: Bradshaw, Janet L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,Curriculum Implementation,Communication Disorders,Communication (Thought Transfer),Teaching Methods,Cultural Awareness

Multicultural education is a foundational imperative for the field of communication sciences and disorders (CSD). The increasing cultural diversity of the United States' population, which includes cultural groups based on race, religion, gender, sexual orientation, and socioeconomic class, implores effective implementation of multicultural education in CSD. Multicultural education can be defined as a dynamic, multifaceted process that seeks to increase cross-cultural understanding in culturally and linguistically diverse (CLD) groups (See Sleeter, 1996; Ozturgut, 2011). Minimal training in multiculturalism paired with a limited awareness for cultural humility compounds the ability of educators and students to implement effective teaching, learning, and clinical services (Horton-Ikard &amp; Munoz, 2010; Victor, 2012). Furthermore, implicit training techniques may not prove effective as students fail to realize multicultural training is being implemented (Randolph &amp; Bradshaw, 2018). This article will discuss the effectiveness of various instructional models (e.g., independent multicultural course) and provide evidence-based strategies to cultivate multicultural education and support cultural humility within the CSD curriculum.