ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Student Learning Communities to Recruit STEM Students with Disabilities
Author: Izzo, Margaretha Vreeburg
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Formative Evaluation,Disabilities,Self Advocacy,Career Development,STEM Education,Communities of Practice,College Students,High School Students,Transitional Programs,Self Determination,Skill Development,Academic Accommodations (Disabilities),Developmental Studies Programs,Student Recruitment,Likert Scales,Institutional Advancement

Student Learning Communities (SLCs) for high school and college students with disabilities interested in pursuing science, technology, engineering, and mathematics (STEM) degrees were piloted at a major Midwestern university from 2009 to 2011. Students participated in a series of weekly sessions and/or a residential campus experience as part of a multifaceted intervention that included instruction on transition, self-determination, and self-advocacy skills. These activities culminated in the development of customized Self-Advocacy Plans and Transition Portfolios that students presented as their final project for the SLCs. Survey results from a formative evaluation process reveal that students gave high ratings to the development of Self-Advocacy Plans and Transition Portfolios as well as networking with other students with disabilities who are interested in STEM. The majority of students who participated in the STEM-focused SLCs were admitted to STEM degree programs at the undergraduate or graduate levels. These findings suggest the value of providing SLCs to teach self-determination, self-advocacy, and career development skills to students with disabilities, especially for students interested in STEM careers. (Contains 4 tables.)
Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorders in Postsecondary STEM Courses
Author: Graves, Laura
Date: 2011-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Learning Disabilities,Interviews,Asynchronous Communication,Computer Mediated Communication,STEM Education,Educational Technology,Computer Uses in Education,College Students,Web Sites

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews lasting 40 minutes. A total of 11 student participants with LD and/or ADHD were interviewed. Student participants were enrolled in math, biology, and chemistry courses that utilized asynchronous online access of digital recordings. Interview data were individually analyzed and compared through a cross-case analysis. Students reported that the use of asynchronous online access enhanced their learning experiences according to six themes: clarity, organization, asynchronous access, convenience, achievement, and disability coping mechanism. (Contains 1 table.)
Evaluation of Programmatic Interventions to Improve Postsecondary STEM Education for Students with Disabilities: Findings from SciTrain University
Author: Moon, Nathan W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Teaching Methods,Accessibility (for Disabled),Intervention,Related Services (Special Education),Program Evaluation,Evaluation Methods,Postsecondary Education,STEM Education,Access to Education,Science Course Improvement Projects,Educational Indicators,Professional Development,Research Methodology,Research Design

This article discusses the evaluation of programmatic interventions to enhance postsecondary STEM education for students with disabilities. SciTrain University, a federally funded project to provide instructor training on accessible teaching according to universal design principles, is presented here as a case study on evaluation for similar programs. This article highlights the evaluation process, including relevant evaluation questions and selection of indicators, use of a mixed-methods approach, and development of instruments. We give particular attention to the utilization of longitudinal participants in order to document the project's effectiveness. Project evaluators used demographic and performance data, classroom observations, and online journals to determine the efficacy of the training provided to these longitudinal participants. For these three activities, we discuss the development and deployment of instruments and offer some preliminary findings. Finally, the article concludes with a brief discussion of internal project assessment and its role in project refinement. Given a dearth of scholarship on the evaluation of programs to enhance STEM education for students with disabilities, this article seeks to provide some practical insights into the potential for mixed-methods approaches. (Contains 2 tables and 6 figures.)
The Impact of a Working Conference Focused on Supporting Students with Disabilities in Science, Technology, Engineering, and Mathematics (STEM)
Author: Rule, Audrey C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Majors (Students),Disabilities,Workshops,STEM Education,Student Needs,Teacher Attitudes,Physical Disabilities,Attitudes toward Disabilities,Secondary Education,Postsecondary Education,Transitional Programs,Community Colleges,Preservice Teachers,Teacher Characteristics,Questionnaires

This paper examines the effects of a two-day working conference on attitudes and dispositions of educators and other professionals who have a responsibility to students with disabilities. During this professional meeting, participants shared their experiences and suggested strategies to better educate students with sensory and mobility disabilities. The purpose of this working conference was to stimulate dialogue to (a) improve attitudes toward, (b) investigate ways to better support, and (c) plan accommodations/supports for students with disabilities who have interests in science, technology, engineering, and mathematics (STEM) in secondary and postsecondary settings. Speakers and participants examined ways to support students transitioning from high school to postsecondary education, shared ideas to ease transitions from community colleges into STEM majors in four-year institutions, explored options for resolution of issues, and advanced recommendations for improving the quality of STEM education. A group of 66 professionals from a Midwest state and 159 upper division preservice students in teacher education participated as collaborative partners with speakers from exemplary programs during this working conference. Workshop participants had more positive attitudes toward teaching science for each of the four areas investigated: attitudes toward students, work-related dispositions, postsecondary dispositions, and work-related performance. The evidence indicates that a short-term working conference can significantly impact educators' preparedness, responsiveness to make accommodations, and attitudes toward including students with disabilities. (Contains 8 tables.)
The Why? What? When? and How? of Tutoring: The Development of Helping and Tutoring Skills in Children
Author: Wood, David
Date: 2003-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Tutoring,Helping Relationship,Young Children,Time on Task,Low Achievement,Help Seeking,Pedagogical Content Knowledge,Inhibition,Tutors,Teacher Student Relationship,Reading Programs,Modeling (Psychology),Educational Strategies,Contingency Management,Learning Problems,Intelligent Tutoring Systems,Outcomes of Education,Teaching Methods,Learning Theories,Self Control,Active Learning,Sociocultural Patterns

In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the  2002 Teacher Leader Institute in Boston, Massachusetts.]
You Go to b ab t Rod the 16 Levo "[You Got to Be Able to Read the 16 Level]": Derek's Literacy Learning Story in First Grade
Author: Dantas, Maria Luiza
Date: 2003-00-00
Type: Journal Articles
Subjects: Literacy Education,Reading Instruction,Grade 1,Elementary School Students,Student Needs,Sociocultural Patterns,Context Effect,Expectation,Classroom Environment,Environmental Influences

This paper examines the co-constructed nature of classroom life, and what became constituted as one child's story of literacy learning in first grade. It takes an over-time look at how opportunities for literacy learning were constructed within multiple, intermingling contexts (classroom, school, district, and family). Derek's literacy learning story illuminates and illustrates the nature of (a) literacy learning as a negotiated process across multiple layers of context, (b) teaching decisions addressing an individual child as negotiating multiple perspectives and expectations, and (c) a definition of literacy as constituted by the negotiation of contexts, perspectives, and expectations. (Contains 3 figures.)
Metacognitive Strategy Knowledge: Comparison of Former Reading Recovery Children and Their Current Classmates
Author: Schmitt, Maribeth Cassidy
Date: 2003-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Failure,Reading Strategies,Metacognition,Item Analysis,Grade 1,Reading Programs,Reading Instruction,Grade 3,Grade 4,Measures (Individuals),Comparative Analysis,Statistical Analysis,Program Effectiveness

The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third- and fourth-grade classmates. Groups that totaled 486 randomly selected former Reading Recovery children and their current third- and fourth-grade classmates were tested using the Metacomprehension Strategy Index (Schmitt, 1988, 1990) to determine their levels of strategy awareness. Comparison of means using analysis of variance was conducted to determine if there were differences in children's levels of declarative strategy knowledge, and an item analysis of the Metacomprehension Strategy Index was generated to illustrate the types of strategies children indicate they use, including the conditional knowledge of knowing when to use them. In addition to results, the efficacy of the Reading Recovery program in helping children reach and maintain cohort-level performance in strategy knowledge is discussed as a means of exploring the timely question of children's subsequent performance. (Contains 2 tables and 4 figures.)
Envisioning Story: The Eye Movements of Beginning Readers
Author: Duckett, Peter
Date: 2003-00-00
Type: Journal Articles
Subjects: Picture Books,Eye Movements,Reading Strategies,Miscue Analysis,Reading Processes,Beginning Reading,Grade 1,Oral Reading,Psycholinguistics,Emergent Literacy,Elementary School Students,Correlation,Oral Language,Visual Perception,Pictorial Stimuli

Miscue analysis and eye movement analysis are used to explore the reading process of first-grade beginning readers as they use pictures and print in a picture book designed for instructional purposes. Eye movement miscue analysis (EMMA) is also used as a tool to gain insights into the reading strategies of the beginning readers in this study. Miscue analysis provides a psycholinguistic analysis of unexpected oral responses in the oral text that readers produce. Eye movement analysis provides an analysis of the visual fixations of readers in the pictures and the print. Both forms of analysis are used to examine the relationship between the oral and visual aspects of the reading process. This article focuses on first-grade beginning readers' use of pictures and print as they read. Patterns of eye movements relative to picture use, print use, and the relationships between the two media are described, analyzed, and compared. Major findings include that beginning readers are aware that reading is a complex process of making meaning from print and pictures; they exhibit many of the same reading strategies as older, more experienced readers; and they sample pictures in ways that are purposeful and know where to look for useful information. (Contains 1 figure and 1 table.)
Phonemic Awareness: Clarifying What We Know
Author: Chapman, Marilyn L.
Date: 2003-00-00
Type: Journal Articles
Subjects: Class Activities,Invented Spelling,Learning Activities,Phonemics,Metalinguistics,Phonological Awareness,Phonemic Awareness,Emergent Literacy,Reading Instruction,Reading Achievement,Teaching Methods,Intervention

In this article, Marilyn Chapman provides educators and others interested in early literacy with important information about phonemic awareness to help them make decisions about what to do in their schools. She begins with an explanation of phonemic awareness and how it relates to other aspects of literacy development such as phonological awareness and metalinguistic awareness (concepts of print). Next she explains key findings from research in order to address some of the most frequent claims about phonemic awareness and clarify what the research actually shows about phonemic awareness. She also describes a research-based developmental sequence to help educators determine age-appropriate expectations about phonemic awareness and related concepts and suggests strategies for assessment. This is followed by a discussion of classroom-based strategies for fostering children's phonemic awareness and related phonological skills through meaning-centered classroom activities that help children connect these skills to real reading and writing, particularly the importance of language play and the use of invented spelling. Finally, she provides suggestions for intervention for children who need additional support. (Contains 1 figure.)
Influences of Reading Group Experiences on Second Graders' Perceptions of Themselves as Readers
Author: Arya, Poonam
Date: 2003-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Student Attitudes,Reading Achievement,Reader Text Relationship,Reading Instruction,Self Concept,Differences,Reading Ability,Group Experience,Urban Schools,Peer Groups,Social Influences,Classroom Environment

This descriptive study focuses on the understandings expressed by nine second graders about themselves as readers and looks at the direct experiences of the students in their reading groups. Findings suggest that these proficient and less proficient readers hold very different perceptions of themselves as readers and that these perceptions are related to the differences in their learning-to-read experiences. Data also illustrate that although the teacher allocated equivalent amounts of instruction time for both proficient and less proficient readers, the pace of instruction for the less proficient readers was much slower than that of the proficient readers. (Contains 2 tables and 1 figure.)
Conversation as a Model of Instructional Interaction
Author: Van Bramer, Joan
Date: 2003-00-00
Type: Journal Articles
Subjects: Social Environment,Interpersonal Relationship,Interpersonal Communication,Grade 1,Early Intervention,Reading Difficulties,Discourse Analysis,Teacher Student Relationship,Classroom Environment,Transcripts (Written Records),Reading Programs,Models

The role of social context and the nature of human interaction provide rich resources for the study of learning and human cognition. In order to understand these elements more fully, it is important to consider the language in use within these contexts. The early intervention Reading Recovery is grounded in the belief that the conversation between the teacher and the student during the reading and writing of texts is the stimulus for learning. In this study, discourse analysis in the form of conversation analysis was used to analyze transcripts of the introduction to the new book from two Reading Recovery lessons. An intertextual analysis was also conducted on one of the transcripts to evaluate the conversational genre versus the traditional classroom discourse pattern of initiate, respond, evaluate (IRE). Results showed that one transcript sample was a clear example of a conversational discourse style with the teacher and student actively co-constructing meaning, while the other was an example of the more traditional IRE style with the student maintaining a passive stance to learning. Implications and limitations of the study are discussed.
Talking the Talk: A Close Examination of Teacher-Student Discourse around Written Artifacts
Author: McVee, Mary
Date: 2003-00-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Educational Assessment,Student Evaluation,English Language Learners,English (Second Language),Teacher Student Relationship,Teacher Role,Interpersonal Communication,Teacher Researchers,Discourse Analysis,African Languages,Family Environment,Parent Role,Researchers,Letters (Correspondence),Grade 3

As part of an ongoing research collaboration with university-based researchers, Nancy and her teaching partner, Meredith, implemented a loosely defined system of portfolios to supplement the other forms of assessment in their classroom. School-based and university-based researchers interviewed children to assess children's perspectives of their growth and progress. Situated within this larger study, the primary focus of this article is to present a sociolinguistic analysis of talk between one English language learner, Unesha, and her ESL teacher, Nancy, as they discuss Unesha's written artifacts collected within her portfolio. Using methods from discourse analysis, the authors focus on a narrow segment of transcript to demonstrate the various discourse strategies Nancy uses to help Unesha explore and articulate her understanding of her growth and progress in relation to written artifacts. The intent of this analysis is to help provide insights for other teachers and researchers who wish to explore how discourse strategies may scaffold a student's reflection and to provide insight into the challenges posed to teachers as they attempt to engage students in self-reflection around their work. Through a close reading of the transcribed interactions, the authors emphasize how the discussion affords an opportunity for the teacher Nancy to listen carefully to the student Unesha in order to discover what Unesha knows and to scaffold Unesha's explorations so that Unesha may talk in meaningful ways about her work. (Contains 1 table.)
Does Phonological Processing Distinguish between Students Who Are More or Less Responsive to Reading Recovery?
Author: Spector, Janet E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Phonemic Awareness,Early Intervention,Reading Programs,Pretests Posttests,Reading Improvement,Student Characteristics,Oral Language,Stimuli,Recall (Psychology),Naming,Visual Stimuli,Timed Tests,Grade 1

We investigated the relationship between three potential markers for reading difficulties (phonemic awareness, verbal short-term memory, and rapid automatized naming) and students' responsiveness to Reading Recovery instruction. At pretest, students' most prevalent weakness was on phonemic awareness, but more than half were below average on rapid automatized naming. Students who entered Reading Recovery with low scores on phonemic awareness and verbal short-term memory were less likely than those with higher scores to be at grade level in reading by the end of Reading Recovery. Pretest performance on rapid automatized naming did not distinguish between students who were more or less responsive to the intervention. (Contains 3 tables.)
Bakhtin's Dialogism in a Preschooler's Talk
Author: McCarthey, Sarah J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Language,Language Acquisition,Language Skills,Case Studies,Theories,Persuasive Discourse,Speech,Books,Story Telling,Mass Media,Audience Awareness,Literary Genres

The case study describes the application of Bakhtin's theories of dialogism to the language learning of one child. The author traces the development of her son's language development from age 2 and 9 months through the age of 5 and 6 months. The findings focus on the ways in which the preschooler appropriated language from books, his parent's stories, and the media to use in his own play and storytelling. As his language skills developed, he relied less on memorizing texts he had heard and began to combine information from multiple sources. With age and increased exposure to a wide variety of materials, the preschooler became more aware of genre and adapted his talk to an audience for his own purposes. The findings demonstrate how a child was involved in using others' words and in transforming them to apply to new settings such as his play and his own stories. Further, the child's use of speech genres provides examples of the ways in which context played a role in shaping a child's language development. (Contains 3 tables.)
No Teacher Left behind: The Development of a Professional Collaboration
Author: Johnson, C. Denise
Date: 2004-00-00
Type: Journal Articles
Subjects: Public School Teachers,College Faculty,Teacher Educators,Cooperation,Partnerships in Education,Interprofessional Relationship,Communities of Practice,Literacy,Professional Development Schools,Perspective Taking,Preservice Teachers,Methods Courses,Grade 1,Teaching Methods,Theory Practice Relationship,Reflective Teaching,Journal Writing,Higher Education,Classroom Environment,Differences,Teacher Student Relationship

The purpose of this article is to describe how a collaborative partnership between a public school teacher and university teacher-educator positively influenced their thinking about effective literacy practices in schools. The collaboration began when the two attended a state initiative summer literacy project. During the workshop they engaged in personal and collective reflection of their teaching practices and those presented during the training. These informal discussions became the basis for a collaborative partnership in which Vicki, the teacher, would periodically attend Denise's university reading methods course to work with preservice teachers and Denise to teach Vicki's first graders. In connections such as these, learning communities are established that benefit both teachers and university professors. (Contains 1 table.)