ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Shaping the Faculty: Emergence and Development of &quot;Permanent-Contingent&quot; Roles through the Lens of Cultural-Historical Activity Theory
Author: Tkachenko, Oleksandr
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Tenure,Research Universities,Social Theories,Cultural Context,History,Employees,Nontenured Faculty,Ethnography

This study retrospectively examines the emergence and development of a new class of full-time non-tenure track employees in a large land grant research university in the U.S., which created the employment category in 1980. We employ cultural-historical activity theory (CHAT) to explore how this class of employees became institutionalized within the university organizational structure and within the university's consultative and decision-making processes. The study advances the understanding of how broad academic personnel strategies emerge in higher education. Given that there are few longitudinal studies examining the way personnel strategies are made in higher education, we hope that this paper will provide a useful frame of reference for developing research on institutions of higher education as work environments. By utilizing CHAT in a higher education setting, our inquiry also contributes an alternative perspective to the stream of research on organizational change in higher education.
Who Needs Parent-Teacher Meetings in the Technological Era?
Author: Nitza, Davidivitch
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Teacher Conferences,Parent Participation,Computer Mediated Communication,Parent Attitudes,Teacher Attitudes,Questionnaires,Likert Scales,Attitude Measures,Hypothesis Testing,Regression (Statistics),Correlation

In this study we shall examine parent-teacher meetings in the technological era, i.e., whether parent-teacher meetings are still relevant, how they should be conducted, whether it is necessary to change the structure of the parent-teacher meeting or its conception by parents, students, and teachers. For this purpose, identical questionnaires were administered to teachers and parents, with an added question on suggestions for increasing efficacy. The questionnaires show that there is need for change. This study is a pioneer study, and therefore it proposes suggestions for further research. Furthermore, a proposal for increasing the efficacy of parent-teacher meetings was offered by the researchers. Once further research is undertaken in this field, it will be possible to perform a more thorough exploration of the issue, of which the current study provides an initial overview.
Studying Abroad Inclusively: Reflections by College Students with and without Intellectual Disability
Author: Prohn, Seb M.
Date: 2016-12-00
Type: Journal Articles
Subjects: Study Abroad,Inclusion,College Students,Student Attitudes,Reflection,Intellectual Disability,Student Journals,Journal Writing,Content Analysis,Student Development,Attachment Behavior,Attitudes toward Disabilities,Physical Mobility,Transportation,Barriers,Educational Benefits,Travel,Foreign Countries,Student Experience

Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group's daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.
Implementing Positive Behavior Support in Preschools: An Exploratory Study of CW-FIT Tier 1
Author: Jolstead, Krystine A.
Date: 2017-01-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Program Implementation,Preschool Education,Intervention,Classroom Techniques,Contingency Management,Student Behavior,Behavior Problems,Preschool Children,Positive Reinforcement,Preschool Teachers,Interpersonal Competence,Program Effectiveness

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.
Closed Captioning Matters: Examining the Value of Closed Captions for &quot;All&quot; Students
Author: Morris, Karla Kmetz
Date: 2016-00-00
Type: Journal Articles
Subjects: Assistive Technology,Online Courses,Instructional Materials,Distance Education,Accessibility (for Disabled),Layout (Publications),College Students,College Faculty,Educational Benefits,Video Technology,Access to Education,Cost Effectiveness

As the number of online course offerings expands and student retention and graduation metrics proliferate, colleges and universities are examining how to maximize student comprehension, meet the needs of a diverse student body, comply with accessibility regulations, and avoid litigation. One area of particular interest is the use of closed captioning in online course materials. The University of South Florida St. Petersburg Distance Learning Accessibility Committee and faculty contributors conducted an initial investigation to determine the benefits of providing captioned media for students with and without disabilities. Reported here are student outcome data from two online courses and the benefits of captioning for students and faculty are explored. In addition, this practice brief includes a discussion about how captioned videos employ principles of universal design to make course content accessible to students in online courses. A section of the article addresses the cost of captioning videos as well as alternate transcription options. The article concludes with the results and recommendations for further research.
Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities
Author: Mitchell, Joshua J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Disabilities,Self Control,Self Management,Student Needs,Success,Postsecondary Education,Surveys,Attention Deficit Hyperactivity Disorder,Higher Education

The increasing number of students with disabilities enrolling in postsecondary education, and the variety of these disabilities, challenges higher education institutions to meet the unique needs of these students. Academic coaching has been found to be effective in enhancing student success and is one approach that can help meet the needs of students with disabilities. This paper describes an academic coaching model for students with disabilities, discusses the theoretical foundations on which the model was developed, and summarizes the results of an assessment of the program.
An Academic Coaching Model Intervention for College Students on the Autism Spectrum
Author: Rando, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Models,College Students,Autism,Pervasive Developmental Disorders,Intervention,Transitional Programs,Program Development,Program Implementation,Public Colleges,Grade Point Average,Behavior Problems,Participant Satisfaction,Student Satisfaction,Outcomes of Education,Peer Teaching,Mentors

Based on the increasing numbers of students with high functioning autism spectrum disorder (ASD) entering colleges and universities, many schools are at a loss for how to support students needing services outside the typical academic assistance often required by students with disabilities. The diagnostic features and psychiatric characteristics associated with ASD (American Psychiatric Association, 2013), coupled with the transitions and stressors that come along with college life, present extraordinary challenges for these students. With the unique characteristics and support need of this population in mind, the Raiders on the Autism Spectrum Excelling (RASE) transition program was developed and implemented in 2012 to provide transitional support for students with ASD entering a midsized public university in the Midwest. First year results indicate an increase in student GPA over two semesters, a decrease in behavioral violations, and high levels of satisfaction with the program from both the students and the transition coaches.
Disability Services Partnerships with Faculty Members
Author: Scott, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,Student Personnel Services,Disabilities,College Faculty,Partnerships in Education,Student Personnel Workers,Models,Role

Creating impactful partnerships across university divisions can enhance the effectiveness and impact of the Disability Services Office. Research has shown the benefits of practitioners and faculty members collaborating; however, careful consideration and communication is needed in order for these collaborations to be successful and beneficial. In this practice brief, successful collaborations are examined and suggestions are made for Disability Services to foster partnerships with faculty members.
Doing the Right Thing: One University's Approach to Digital Accessibility
Author: Sieben-Schneider, Jill A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,Access to Computers,Accessibility (for Disabled),Computer Uses in Education,Change,Disabilities,Federal Legislation,College Students

This article describes the approach employed by one university to address a complaint filed by students with disabilities with the Department of Justice (DOJ) regarding the inaccessibility of information and communication technology (ICT). Prior to the DOJ complaint, the university did not have a process in place to address ICT accessibility. Using a project management approach, the university implemented a series of changes to create an infrastructure for digital accessibility. These changes sought not only to remediate the concerns presented in the investigation, but also to establish a process to manage future ICT accessibility concerns. While formal investigation by a federal agency is not something an institution wants to receive, it may be useful in bringing about necessary changes. The response generated by the university can serve as a model to proactively address digital accessibility in higher education.
Universal Design: Supporting Students with Color Vision Deficiency (CVD) in Medical Education
Author: Meeks, Lisa M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Access to Education,Medical Education,Visual Impairments,Medical Students,Assistive Technology,Visual Aids

Color Vision Deficiency (CVD) is a commonly occurring condition in the general population. For medical students, it has the potential to create unique challenges in the classroom and clinical environments. Few studies have provided medical educators with comprehensive recommendations to assist students with CVD. This article presents a focused review of the literature about the impact of CVD on medical education. Universal Design for Instruction (UDI) principles are leveraged to identify and provide recommendations for mitigating the effects of CVD and rendering medical education curricula more accessible to all students regardless of their CVD status. Examples of recommendations for the classroom, lab, and clinical settings include: adjusting the color of laser pointers, providing high quality grayscale images alongside microscope images, and coaching around strategies for recognizing clinical indicators (instead of color-related signs). The experience of a prominent medical school in the United States, which was faced with a high number of first-year students with CVD and implemented these recommendations, is described. Other medical schools can similarly adapt and implement these recommendations within their own programs.
Changing Systems to Provide Inclusive Higher Education for Students with Intellectual Disabilities
Author: Raynor, Olivia
Date: 2016-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Vocational Rehabilitation,Community Colleges,Two Year College Students,Transitional Programs,Partnerships in Education,Program Development,Outcomes of Education

For several decades, institutions of higher education (IHE) have been addressing the need for postsecondary education (PSE) for students with intellectual disabilities (ID). These efforts have increased significantly since 2008 with passage of the Higher Education Opportunity Act (HEOA). The law includes a defined set of services and activities which make up a Comprehensive Transition Program (CTP) of PSE for students with ID, as a pathway to employment. In response to student need and the HEOA, California developed a unique partnership between Vocational Rehabilitation (VR) and selected Community Colleges to create College to Career (C2C) Programs. This practice brief describes PSE programs for students with ID in general and development of the C2C programs. It also shares student outcome data and implications from the C2C programs which may be applicable to other colleges and universities as they strive to meet the PSE needs of students with ID on their campuses.
Digital Media Education and Advocacy: Addressing Attitudes toward Disability on College Campuses
Author: Hartley, Michael T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Advocacy,Student Attitudes,Disabilities,Attitudes toward Disabilities,Inclusion,General Education,Instructional Design,Social Attitudes,Social Media,Semi Structured Interviews,Constructivism (Learning),Data Analysis,Personal Narratives,School Culture,Discourse Analysis

As digital information becomes the preferred mode of communication, media applications have become an emerging context to address attitudes toward disability. This practice brief details digital media as one method to critically frame ableism on college campuses, promoting a more inclusive campus environment. Coordinated by the disability service office, faculty affiliated with a campus-wide disability collaborative used a Disability Studies framework to design a general education course that critiqued the social construction of disability in the media. Following the course, interviews with eight students illustrated the relevance of the curriculum as it sponsored emergent awareness and understanding of ableism. In particular, it became evident that exposure to first-person narratives of disability via social media were fundamental. Implications address how colleges and universities can use emergent digital media applications as a method to promote an undergraduate culture that is more welcoming to disability.
Developing Peer Supports for College Students with Intellectual and Developmental Disabilities
Author: Griffin, Megan M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Relationship,College Students,Intellectual Disability,Developmental Disabilities,Mentors,Higher Education,Inclusion,Special Education

Many postsecondary education programs for students with intellectual and developmental disabilities (IDD) provide support to these students by matching them with peer mentors. Though this practice is widely used, the scholarly literature offers little information about successful peer support models in higher education settings. To address this need, we describe the model developed to support and include students with IDD in the Next Steps Program at Vanderbilt University. We first describe the roles and responsibilities taken on by peer mentors, as well as the Circles of Support model used by Next Steps at Vanderbilt University. We then detail how this model is implemented--including recruitment strategies, the application process, formation of Circles of Support, training of peer mentors, and ongoing support by staff. We conclude by discussing challenges encountered by the staff in facilitating this model, as well as implications for practice and research.
University-Community Partnerships in Teacher Preparation: Changing Attitudes about Students with Disabilities
Author: Barton-Arwood, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teacher Education Programs,Preservice Teacher Education,School Community Relationship,Attitudes toward Disabilities,Sensitivity Training,Attitude Change,Field Experience Programs,Service Learning,Outcomes of Education,College School Cooperation,Public Schools,Student Teacher Attitudes

The personal perspectives of a teacher can support or hinder successful outcomes for students with disabilities. With the increasing prevalence of diverse and inclusive P-12 classrooms, the attitude of the general education teacher is of great importance. Consequently, it is imperative that teacher preparation programs work with community partners to provide extended experiences for future teachers to facilitate conceptual shifts and improve attitudes about teaching students with disabilities, particularly students with emotional and behavioral disorders (EBD) and intellectual disabilities (ID). This article shares the evolution and outcomes of two unique field experiences designed to provide future general education teachers with opportunities to make personal connections with students with EBD and ID. These ongoing, immersive experiences involve two service-learning partnerships with an exceptional public school and a nonprofit organization. Feedback from teacher candidates, families, and partners indicate positive outcomes. These outcomes include identification of misconceptions and changes in attitudes, along with additional unanticipated results. The stories of these partnerships are offered to encourage university faculty in building community connections to provide extended field experiences for future general education teachers to work with students with disabilities.
Strategies and Challenges for Creating an Inclusive Study Abroad Program
Author: Link, Tanja C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Abroad,Inclusion,Educational Strategies,Barriers,Program Development,Disabilities,Disproportionate Representation,Accessibility (for Disabled),Criminal Law,Educational Practices,College Programs,Foreign Countries

In 2013, 14,304,467 U.S. students participated in a study abroad program related to their academic course work, marking an average increase of 5.2% to the previous year among the reporting institutions. Students with disabilities continue to be significantly underrepresented in such programs. Given the consistent popularity of studying abroad, its documented benefits to students, and the documented desire for inclusion of students with disabilities, it is imperative for study abroad directors and staff to improve opportunities for this underserved population. The current practice brief addresses specific experiences with the planning and on-the-ground operations of a study abroad program to the Netherlands and Germany that included a student with a physical disability, and provides recommendations for future inclusive programs.
From Camouflage to Classroom: Designing a Transition Curriculum for New Student Veterans
Author: Osborne, Nicholas J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Veterans,Curriculum Development,Transitional Programs,Federal Legislation,Educational Practices,Student Diversity,Curriculum Implementation,Educational Strategies,College Programs,Student Characteristics,Demography,Outcome Measures,Sense of Community,Accessibility (for Disabled),Masculinity,Disabilities,Assistive Technology

The landscape of higher education necessitates that strategies be in place to meet the needs of an ever changing student population. Since 2009, the Post-9/11 GI Bill has spurred an increased enrollment of student veterans that is forecasted to rise. Students who are veterans have unique experiences related to their service, age, and work-life responsibilities that often serve as barriers on college campuses. Additionally, a moderate number of veterans pursue an academic program while contending with a disability and are subsequently unaware of assistive resources available to them. This practice brief describes the target audience, theory, instructional, and implementation processes of a veterans transition course with the intention that readers can adapt similar strategies appropriate to their own institutional needs.
McDaniel Step Ahead: A Summer Transitional Program for First Year College Students with Disabilities
Author: Lawson, Dana L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Summer Programs,Transitional Programs,College Freshmen,Disabilities,Student Needs,Higher Education,Daily Living Skills,Program Implementation,Program Effectiveness,College Bound Students,College Environment,Academic Persistence,School Holding Power

In recent years, there has been a significant increase in the number of students with disabilities seeking postsecondary education. The complexity of needs is also increasing, resulting in more students withdrawing from college or taking leaves of absence in their first year. In 2012, the Student Academic Support Services office (SASS) at McDaniel College piloted &quot;McDaniel Step Ahead,&quot; a five-day transition program that aims to fine-tune the academic, social, and independent living skills of first year students with disabilities. As a result, there has been a notable increase in the number of students with disabilities still in active status at the end of their first year. The early connection with SASS and McDaniel resources creates a natural venue for early detection and intervention. This practice brief describes the implementation of &quot;Step Ahead,&quot; the needs addressed by &quot;Step Ahead,&quot; the data collected from past years, and the implications and challenges for planning future years.