ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Instruction + UDL = Access for Diverse Learners: How to Plan and Implement an Effective Multisensory Spelling Lesson
Author: Metcalf, Debbie
Date: 2009-00-00
Type: Journal Articles
Subjects: Video Technology,Spelling,Multisensory Learning,Access to Education,Student Characteristics,Teaching Methods,Lesson Plans,Direct Instruction,Elementary School Students,Learning Disabilities,Antisocial Behavior,Attention Deficit Disorders,Barriers,Auditory Stimuli,Tactual Perception,Stimuli,Kinesthetic Perception,Visual Stimuli

This article describes a lesson plan model that applies principles of universal design for learning (UDL) and multisensory learning centers to the framework of a traditional direct instruction spelling lesson for elementary students with learning, social, and attention problems. It reviews essential components of UDL and demonstrates how to incorporate multiple means of representation, engagement, and expression with elements of direct instruction. In a pilot project, a traditional lesson plan for teaching high frequency spelling words is expanded to account for student characteristics, their potential academic barriers to learning, and appropriate UDL supports for each. Three multisensory centers used during independent practice to activate auditory, tactile, kinesthetic, and visual senses and provide multiple opportunities for student access and participation are described. Step-by-step procedures for making and using whisper phones, sand trays, and magnet letter centers are presented. Also included are directions for students, a teacher checklist, and a video clip demonstration of each center. (Contains 4 figures, 3 tables, and 2 boxes.)
Combining Classic Literature with Creative Teaching for Essay Building in an Inclusive Urban High School Classroom
Author: Connor, David J.
Date: 2009-07-00
Type: Journal Articles
Subjects: Learner Engagement,Classics (Literature),Special Education Teachers,Creative Teaching,Essays,Inclusion,High Schools,Urban Schools,Language Arts,Student Diversity,Teacher Collaboration,Regular and Special Education Relationship,Discussion (Teaching Technique),Thinking Skills,Teaching Methods

The urban inclusive high school classroom is a challenge for both students with disabilities and their teachers. Pressure is intensified when a year long course of study ends in a mandated state examination in English Language Arts, required for student graduation. This article highlights the experiences of two teachers in a New York City inclusive high school serving a very diverse student body. Both teachers work collaboratively with special educators and share ways in which they successfully engage all of their students in a multicultural curriculum featuring both traditional and &quot;modern classic&quot; texts. Three important inter-connected topics addressed include: (1) discussing examples of classic traditional and multicultural literature; (2) creatively teaching classic literature to stimulate student engagement and original thinking; and, (3) using student knowledge about classic literature to teach sub-skills necessary for writing a strong essay that will serve them well for the state mandated exam, and ultimately, in college. (Contains 11 figures.)
Making It Happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design for Learning
Author: Stanford, Barbara
Date: 2009-07-00
Type: Journal Articles
Subjects: Individualized Instruction,Access to Education,Inclusion,Disabilities,English Language Learners,Grade 5,Elementary School Students

When children of diverse disabilities and students with ELL rulings are included in traditional classrooms, regular education teachers face a dilemma: How to teach the standard curriculum and teach the new inclusion students? How do they teach students with different heritages and linguistic backgrounds? Differentiated Instruction (DI) is content, process, and product related to student learning. DI can be implemented through Retrofitting the curriculum or Universally Designing the curriculum for learning. This article operationalizes the terminology related to DI, Retrofit Framework, and Universal Design for Learning (UDL). A student vignette contrasts how the elements of Retrofit verses UDL come to life in the teaching-learning process. After reading the vignettes, the reader will determine which pathway could lead to more positive learning environment for learners with and without exceptionalities.
"Teacher, It's Just like What Happens at My House"
Author: Verden, Claire E.
Date: 2009-07-00
Type: Journal Articles
Subjects: Role Models,Intervention,Behavior Disorders,Skill Development,Reading Programs,Reading Aloud to Others,Urban Schools,Middle School Students,Emotional Disturbances,Prosocial Behavior,Journal Writing,Group Discussion,Reflection,Teaching Methods,Behavior Modification,Cultural Relevance,Interpersonal Competence

This article describes a sixteen-week, read-aloud intervention conducted using culturally and experientially-relevant literature with six urban middle school youth with emotional and behavioral disorders (EBD), to facilitate prosocial skill development through opportunities for personal reflection and sharing through journaling and group discussions. Key elements of this daily read-aloud time included the selection and reading aloud of experientially-relevant literature reflecting the lives of the students in the classroom, as well as group discussions and individual journaling related to the story content. Findings from the study indicated that, through this intervention, 1) students identified with the stories' main characters and saw them as role models for prosocial choice-making in interactions with others; and 2) through opportunities for reflection on story events similar to their lives, students gained insight into pivotal events shaping their own inappropriate behavioral choices and shared them with the teacher, who was then able to shape more effective functional behavior interventions. Findings provide the context for suggested practices. (Contains 3 tables and 1 footnote.)
For-Profits on the Move
Author: Wildavsky, Ben
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Research Universities,Global Approach,Entrepreneurship,Technology,Technology Uses in Education,Accountability,Distance Education,Electronic Learning,Virtual Universities,Private Colleges,Information Technology,Educational Technology

Because the globalization of traditional research universities has so far been largely an elite phenomenon, for-profit higher education has become the kind of high-growth worldwide industry that would attract entrepreneurs. The for-profit sector, by contrast, has targeted a vast and vastly different student market: non-elite learners, often poorly served by existing institutions, who are eager to earn practical, career-oriented degrees. And for-profits have grown quickly in part because of their willingness to use technology far more aggressively than their more conventional university counterparts. Growth in for-profit higher education is in part a function of growth in postsecondary education more generally. With the expansion of the global for-profits, the students' needs are being catered to with distinctly new forms of instruction. Hand in hand with the rise of for-profit education, technology is increasingly being used to reach students both within individual nations and across borders. (Contains 33 endnotes.)
The Tethered Self: Technology Reinvents Intimacy and Solitude
Author: Turkle, Sherry
Date: 2011-00-00
Type: Journal Articles
Subjects: Intimacy,Computer Networks,Social Networks,Computers,Robotics,Technology,Technology Uses in Education,Computer Uses in Education,Handheld Devices,Technology Integration,Computer Mediated Communication,Telecommunications,Educational Technology,Information Technology

The author has been a witness to the birth of the personal computer culture, with its intense one-on-one relationships with machines, and then to the development of the networked culture, with people using the computer to communicate with each other. In her most recent work on the revolutions in social networking and sociable robotics, she sees a world of new possibilities as well as perils. Technology is the architect of people's intimacies, but this means that as they text, Twitter, e-mail, and spend time on Facebook, technology is not just doing things for people, but to them, changing the way they view themselves and their relationships. In this article, the author reflects on how technology reinvents intimacy and solitude. (Contains 24 endnotes.)
Rising Mal-Employment and the Great Recession: The Growing Disconnection between Recent College Graduates and the College Labor Market
Author: Fogg, Neeta P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Labor Market,College Graduates,Higher Education,Bachelors Degrees,Education Work Relationship

This article looks at the phenomenon of mal-employment among college graduates in the United States, beginning with an overview of labor-market trends and the effects of the Great Recession on the job-market experiences of young people, including recent college graduates. It then defines &quot;mal-employment&quot; and examines its incidence over time. The article also reviews earnings differences between mal-employed college graduates and their counterparts across major fields of undergraduate study and presents estimates of the earnings premium or penalty for those who are appropriately or inappropriately employed. The findings are relevant to the choices that individuals and institutions make, especially as the nation adjusts to continuing conditions of excess supply in most labor markets for an extended period. (Contains 2 charts, 4 tables and 16 endnotes.)
Activity-Based Budgeting in Higher Education
Author: Szatmary, David P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Budgeting,Continuing Education,Continuing Education Units,Higher Education,College Administration,Financial Exigency,Costs,Expenditures,Income,Financial Support,Educational Technology,Models

As other universities across the country struggle with their financial challenges, continuing education units can serve the same pioneering role in the development of new financial and budget systems. Confronted by serious financial shortfalls during the last three decades, university administrators started to focus on new budget and revenue allocation models. They have at least five budgeting models at their disposal to project future trends and assist in decision making. These models include: (1) Incremental budgeting; (2) Proxy-based budgeting; (3) Traditional budgeting; (4) Activity-based budgeting; and (5) Expanded activity-based budgeting. The activity-based models are most effective when universities meet certain conditions. They are most useful for a large university with a number of different services and variations on those services. The activity-based budget model can support a centralized management model, a decentralized one, or a combination of the two. It simply offers information about financial performance within and between academic units for the people making decisions. (Contains 2 tables and 3 endnotes.)
Innovation and Impact: Shaping Our Value through Trend Analysis
Author: Glessner, Linda L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Higher Education,Continuing Education,Trend Analysis,Professional Education,Community Colleges,Two Year Colleges,Case Studies,Surveys,Feedback (Response),Educational Technology,Professional Continuing Education

Several years ago, members of the Futures and Markets (FAM) Commission of the University Professional and Continuing Education Association (UPCEA) realized that the commission was uniquely positioned to put a face on the future of continuing higher education. The commission took on an ambitious research agenda in fall 2010 to identify emerging or future trends that have an impact on continuing professional education; to ask questions regarding the implications of such trends for the association at large; and to develop a range of informed responses to such trends. The commissioners began a conversation about trends that could catalyze the realignment of continuing education. They agreed that the best way to convey the significance of the identified areas and the overarching categories was to develop case studies and conduct an institutional survey relating back to the research agenda. Finally, they needed to share the studies and survey results with the broader membership and solicit feedback from their regional communities of practice (COP's), Executive Committee, and sister commissions. This article describes the efforts and findings of the Futures and Markets Commission, and provides resources for higher education leaders. (Contains 1 figure.)
The Struggle to Succeed: Factors Associated with the Persistence of Part-Time Adult Students Seeking a Master's Degree
Author: Cohen, Marian A. O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Persistence,Adult Students,Educational Experience,Graduate Students,Correlation,Part Time Students,College Preparation,Social Support Groups,Family Relationship,Physical Health,Mental Health,Educational Attainment,Social Capital,Cultural Capital,Role,Student Attrition,Masters Degrees

Studies of student persistence at the undergraduate level are numerous and well known to those in the field, but at the graduate level, they are far more limited. The latter generally focus on doctoral candidates or those enrolled in professional programs. Master's-degree candidates, especially those who pursue a degree on a part-time basis at a public institution have not received particular attention. This study looked at specific institutional and external factors that might contribute to persistence among part-time master's-level students at a public institution. Independent variables included educational experiences; academic preparedness and support; family and social support and responsibilities; economic and career considerations; physical and mental health; and social and cultural capital. While the authors found that some institutional factors played a role in student persistence, it was primarily factors external to the institution that determined persistence-attrition outcomes within their population. (Contains 4 tables.)
Student Satisfaction and Graduate Part-Time Students
Author: Moore, Monica Moody
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Part Time Students,Multicampus Colleges,Student Surveys,Feedback (Response),Student Experience,Internet,Data,Reliability,Student College Relationship,School Orientation,Community Development,Participant Satisfaction

The Advanced Academic Programs (AAP) of the Zanvyl Krieger School of Arts and Sciences at Johns Hopkins University (JHU) enrolls approximately 2,700 part-time graduate students across three physical locations. It is a complex organization whose target audience is a sophisticated consumer of higher education. With the support of Eduventures, AAP designed and administered a web-based survey to get data about the experience of its students. The impetus for the student experience survey was threefold: First, rather than rely on anecdotes or impressions, AAP needed reliable data coming directly from students that could be systematically gathered and analyzed. Second, AAP experienced record enrollment in 2009. Third, the student survey could validate AAP's assumptions about the quality of the Hopkins experience, specifically promises made to students during the "courtship" and recruitment process. The survey was worthwhile for both AAP and its students. Students were given an opportunity to share their feelings and to participate in improving the quality of their experience at AAP; AAP, in turn, was able to respond to the needs of its students in the most effective way.
Improving Retention and Enrollment Forecasting in Part-Time Programs
Author: Shapiro, Joel
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Students,Part Time Students,Enrollment Trends,Data Analysis,Pattern Recognition,Prediction,Enrollment,School Holding Power,Enrollment Management,Strategic Planning,Budgeting,Quarter System,Models,Accuracy,Probability,Dropout Characteristics,At Risk Students,Identification

This article describes a model that can be used to analyze student enrollment data and can give insights for improving retention of part-time students and refining institutional budgeting and planning efforts. Adult higher-education programs are often challenged in that part-time students take courses less reliably than full-time students. For many institutions, part-time adult students are also less likely to graduate and complete a credential program. The model presented in this article is unique in that it &quot;de-cohortizes&quot; student enrollment data and then uses students' own enrollments as a predictor of future enrollments. The benefits of such a model are twofold. First, students' past enrollments are, in fact, predictive of future enrollments. Second, insofar as students' enrollment patterns are constantly changing each quarter, the predictive power of the model increases over time for each student. (Contains 3 figures, 1 table and 3 endnotes.)
Meeting the Challenge of Free Education: How to Make Money When the Competition Is Giving It Away
Author: Matkin, Gary W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,College Administration,Administrator Responsibility,Money Management,Economic Impact,Education,Educational Opportunities,Higher Education,Continuing Education,Commercialization,Technological Advancement,Competition,Economic Opportunities,Social Change

In the very near future, the huge and rapidly growing store of free, online learning opportunities will completely transform higher continuing education. The beginnings of this transformation are already evident and the factors compelling this change are so powerful that free learning is no longer a "trend." Rather, free learning is an imperative that must be recognized soon if current higher-education institutions, and particularly their continuing-education arms, are to survive and continue to be useful to society. This article is designed to help CE leaders become aware of and respond to the business challenges posed by the commodification of learning. Driving this practical and financial orientation is a much more profound idea and goal--the possibility that everyone could learn anything, anywhere, anytime, and for free.
The Landscape of Quality Assurance in Distance Education
Author: Scull, W. Reed
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Continuing Education,Educational Quality,Quality Control,Evaluation Methods,Accountability,Total Quality Management,Best Practices

Distance education permeates the field of professional and continuing education to such an extent that quality assurance (QA) is a topic no distance educator or administrator should avoid. Quality assurance is an issue not just for continuing education but also for higher education generally. Given the disruptive impact of distance education and technology on understandings of educational quality, this article provides an overview of quality-assurance issues in distance education. In that spirit, the authors examine topics across four general themes: (1) the external and internal dimensions of quality assurance; (2) major initiatives that affected distance education quality assurance; (3) the most promising tools and techniques in the field; and (4) a look forward to what will likely influence the landscape of quality assurance in distance education.
Purdue Extended Campus: Transparency, Accountability, and Assessment in Strategic Planning
Author: Cunningham, Robin
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Extension Education,College Presidents,Leadership Styles,Institutional Research,Leadership,Accountability,Lifelong Learning,Program Development,Program Evaluation,Cost Effectiveness,Enrollment Trends,Measurement,Goal Orientation,Institutional Mission,Strategic Planning,Systems Approach

In 2002 President Martin Jischke initiated a new era in strategic planning at Purdue. Under his leadership, strategic planning became a centralized activity with unit plans aligned to the university plan. Strategic goals were designed to have maximum impact, which would be measurable through metrics. Strategic planning at Purdue would be an outward-facing activity--a public expression of the university's progress and its value to the state and its broader constituent base. The senior leadership team of Purdue Extended Campus (PEC) developed its first strategic plan in this new environment for 2003-2008. Building on its success with the first plan, PEC had the confidence to make significant adjustments both in terms of focus and process. Where the first plan focused on the unit and, in turn, the university, the second, &quot;Engaging Customers--Delivering Solutions,&quot; sought to have an impact on the people that PEC served. And where the first plan was top-down, the second involved stakeholders more deeply at every phase of development. This case study describes PEC's experience with the 2009-2014 plan, from the process of planning to implementation and assessment, and concludes with lessons learned.
Kansas State University: 2+2 Partnerships with Community Colleges
Author: Maes, Sue
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Colleges,Continuing Education,Adult Students,Marketing,Higher Education,Two Year Colleges,Partnerships in Education,Bachelors Degrees,Adults

This article focuses on how Kansas State University (K-State) built partnerships with all 19 community colleges in Kansas and streamlined the process of providing place-bound adult students with access to complete a bachelor's degree while continuing to live, work, and serve in their home communities. Kansas State University (K-State) has been an educational leader in the state, delivering online degree programs for more than 16 years. For the past five years, K-State's Division of Continuing Education has been partnering with community colleges to address the needs of working adults who could access education locally or who already had many university credits but no bachelor's degree. The partnerships, called &quot;2+2 agreements,&quot; provide services, direction, and a streamlined completion process for place-bound students in the form of degree maps that determine the courses they need to take from their community college and the courses they can take at a distance through K-State to complete a K-State bachelor's degree. In addition to benefitting students, 2+2s have opened up opportunities for enhancing marketing strategies that benefit the community colleges and the four-year institution. As a case study, it may offer other institutions practices and approaches in connecting community colleges with continuing education units.