ethanporcaro/eric-fulltext-meta huggingface dataset:
A Shift to the Middle: Redefining the Community of Practice for Deaf Educators
Author: Maiorana-Bases, Michella
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Deafness,Hearing Impairments,American Sign Language,Beliefs,Language of Instruction,Educational History,Oral Language,Holistic Approach,Communication Strategies,Oral Communication Method

Since its beginning, the education of deaf and hard of hearing individuals has been steeped in a debate around language, as professionals have clashed in a debate on whether signed or spoken language should be used as the primary language of instruction and communication with deaf and hard of hearing individuals. This has created a condition in which many professionals feel compelled to choose a side. Attempts at philosophical unification have been ongoing, and an important step toward this unification will be the recognition that regardless of beliefs, philosophy, or approach, all stakeholders are part of a single community of practice. The author noted the impact of this conflict on her students and their parents and on her relationships with deaf and hard of hearing individuals. She made a deliberate choice to create a mindset that accepted a different narrative. She joined with a few colleagues to create a community of practice in which individuals from a diverse swath of communication approaches and professional experiences could engage. They called it &quot;The Radical Middle Project.&quot; The project's goal is to to encourage scholars who are representative of a wide range of educational, cultural, and linguistic philosophies to learn and work together through research and collaborative scholarship, holding a common goal of doing what is best educationally, culturally, and linguistically for each deaf and hard of hearing child and his or her family. This professional online community respects all communication and educational philosophies and encourages participation by parents, deaf and hard of hearing individuals, researchers, and experts. In a section titled &quot;STEPping Toward a Radical Middle,&quot; the author provides the steps toward becoming part of The Radical Middle community of practice.
ASL Is Just the Beginning: A Plea for Multicultural Deaf Education
Author: English, Akilah
Date: 2018-00-00
Type: Journal Articles
Subjects: American Sign Language,Multicultural Education,Deafness,Hearing Impairments,Student Diversity,Culturally Relevant Education,Cultural Awareness,Equal Education,Knowledge Level,Social Justice,Ethnicity,Racial Differences,Language Usage,Gender Differences,School Culture,Dialogs (Language)

In recent years, deaf and hard of hearing people have raised awareness about the importance of providing early intervention, support, and resources for deaf and hard of hearing children, emphasizing the importance of using American Sign Language (ASL). With ASL, parents and educators can capitalize on the child's vision to ensure he or she is exposed fully to language and avoid the pitfalls inherent in early language deprivation. As the importance of using ASL to ensure an essential language foundation is recognized, it is also important to recognize that increasingly, deaf and hard of hearing students come from diverse ethnicities, cultures, and lifestyles. In recent years the numbers of students in schools for deaf and hard of hearing students who come from diverse ethnic groups has shot up exponentially. Five critical dimensions enable teachers to create a multicultural environment for deaf and hard of hearing students in every classroom or program: (1) multicultural content integration; (2) knowledge construction; (3) equity pedagogy; (4) prejudice reduction; and (5) an empowering school culture.
How the Post-Secondary Classroom Can Benefit from Positive Psychology Principles
Author: Kennette, Lynne N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Well Being,Learner Engagement,Psychology,Psychological Patterns,Academic Achievement,Class Activities,Life Satisfaction

Positive psychology is based on the notion that people are motivated to develop into their best selves and reach their maximum potential. Martin Seligman, a pioneer of positive psychology, defines it as &quot;the scientific study of the strengths that enable individuals and communities to thrive. The field is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play&quot; (Positive Psychology Center, University of Pennsylvania). Educational wellbeing is founded on five pillars: social and emotional competence, positive emotions, engagement through strengths, positive relationships, and sense of purpose (Noble &amp; McGrath, 2008). The authors examine how to incorporate positive psychology in a classroom and how it can be beneficial to students, leading to greater happiness, engagement, and academic success.
Preventing Abuse of Deaf and Hard of Hearing Children: What Teachers Can Do
Author: Johnson, Jennifer A. L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Prevention,Child Abuse,Individualized Education Programs,Hearing Impairments,Communication Problems,Advisory Committees,Language Impairments,Child Safety,Symptoms (Individual Disorders),Identification,Teaching Methods,At Risk Persons,Child Health,Well Being,Disclosure

Jennifer Johnson discusses her work with the American College Educators-Deaf and Hard of Hearing (ACE-DHH) group to address maltreatment of children with communicative disabilities and deafness. The ACE-DHH Child Maltreatment Work Group has targeted two documents in which the inclusion of safety statements could protect deaf and hard of hearing children as well as children with communicative disabilities. Those documents, the Individualized Family Service Plan (IFSP), the document that guides and supports families of children who are deaf or hard of hearing up to 3 years old, and the Individualized Education Program (IEP), the document that supports the education of deaf and hard of hearing children from ages 3 to 21, are familiar to educators of deaf and hard of hearing children. Some deaf and hard of hearing children with delayed language acquisition are unable to answer questions beginning with &quot;who,&quot; &quot;what,&quot; &quot;when,&quot; &quot;where,&quot; or &quot;how.&quot; The inability puts those children at a greater risk of being abused because perpetrators know the child will not be able to communicate when abuse is suspected. In September 2017, the Council for Exceptional Children, Hands &amp; Voices, Kidpower, and the ACE-DHH released a letter addressing both the knowledge and the action necessary to protect these children. Signs that a child is experiencing abuse are provided in the article, and 5 tips to incorporate abuse prevention in the classroom are also provided. All those who work with children who have communication disorders have a responsibility to keep children safe and be on the alert for abuse. Participating in training and learning how to recognize the signs are key.
A Community of Practice: Partnership Prospers between Providers and Parent Leaders in Washington State
Author: Ching, Kris Rydecki
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Partnerships in Education,Parent Participation,Leaders,Parent Teacher Cooperation,Deafness,Hearing Impairments,Early Childhood Education,Preschool Teachers,Allied Health Personnel,Speech Language Pathology,Family Involvement,Mentors,Administrators,Early Intervention,Parent Education,Leadership Training

Improving services for the youngest deaf and hard of hearing children in Washington State has meant the creation of a professional learning community, or community of practice, for professionals in early intervention for children who are deaf or hard of hearing. In a state that has distinct geographical differences, these highly specialized professionals traverse mountain passes, expansive rural vistas, and agricultural countryside in order to support families of deaf and hard of hearing babies, toddlers, and preschoolers, and they often work alone. The Center for Childhood Deafness and Hearing Loss felt that creating a community of practice could help break down the isolation that easily occurs when professionals have to pursue their work alone, and providers could gain new knowledge and build networking channels. The newly-developed program provides meetings at locations around the state at different deaf and hard of hearing early childhood program locations for those who can attend in person and uses Zoom teleconferencing to include individuals who are not able to be physically present. Services, events and activities for children and families, as well as professional development for staff, are expanding. There are also regional deaf and hard of hearing family night events and parent leadership workshops and training.
Cued Speech: An Opportunity Worth Recognizing
Author: Giese, Karla
Date: 2018-00-00
Type: Journal Articles
Subjects: Cued Speech,Oral Communication Method,Visual Learning,American Sign Language,Montessori Schools,Inclusion,Preschool Education,Elementary Secondary Education,Postsecondary Education,Teaching Methods,Deafness,Hearing Impairments

Cued Speech is a visual mode of communication in which mouth movements of speech combine with &quot;cues&quot; to make the sounds (phonemes) of traditional spoken languages look different. Cueing allows users who are deaf, hard of hearing, or who have language/communication disorders, to access the basic, fundamental properties of spoken languages through the use of vision. Using Cued Speech in addition to American Sign Language (ASL) or other communication philosophies, such as Sign Supported Speech or Simultaneous Communication, can be beneficial in a multitude of ways. Chicago's Alexander Graham Bell Montessori School offer a full-inclusion program providing a Montessori curriculum with both individualized and small-group instruction that allows students unlimited opportunities for interaction with same-age peers who are deaf, hard of hearing, and hearing. Cued Speech is used throughout the school with all the students, and ASL is used as a supplement. Each teacher receives formal instruction in Cued Speech and uses cues with the students. The Illinois School for the Deaf (ISD) incorporates Cued Speech into its bilingual program, with Cued Speech used, but with wide variance, in classrooms and subject areas throughout ISD's pre-kindergarten through post-high school instruction.
Capitalizing on Community: Using Data and Collaborating for Children&apos;s Language Instruction
Author: French, Martha M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Collaboration,Cooperative Planning,Special Schools,Early Childhood Education,Language Acquisition,Deafness,Hearing Impairments,Student Needs,Preschool Children,American Sign Language,Meetings

Teachers and speech-language specialists at New York's Early Childhood Center, Rochester School for the Deaf, gather regularly to talk about their students and discuss strategies for expediting students' language development. These communities of practice meeting offer a collaborative approach to understanding students and helping improve their language instruction. The Learning Development Planning Meetings' descriptive review process requires that individuals discuss the children without judging, making snap decisions, or labeling and allows them to see the students from many points of view, to have new ideas and images to work with, to flesh out new meanings, and to imagine possibilities. Participants practice thinking about how to tie assessment information to instruction. Three forms were developed to facilitate the Language Development Planning Meetings: (1) a facilitator form for guiding teams' discussion of the focus questions; (2) a teacher form for describing the child; and (3) a notetaker form for recording participants' suggestions.
The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments
Author: Lieser, Ping
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Blended Learning,Educational Technology,Medical Education,Instructional Design,Videoconferencing,Electronic Learning,Best Practices,Performance Factors,Teacher Surveys,Student Surveys,Educational Principles,Design Requirements,Program Development,Technology Integration,Higher Education,Qualitative Research,Statistical Analysis

This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact virtually; enhancing blended learning using webinars as flipped mini-lectures; and promoting the 4Es Learning Cycle (engagement, exploration, explanation, and extension) through webinars. With the development of a webinar integration tool, we propose an implementation framework based on four guiding principles: (1) technology considerations: matching the tool features with tasks; (2) planning with the perspective of participatory theories of learning; (3) promoting active learning with the 4Es Learning Cycle model; and (4) identifying factors for effective learning through webinar. The three-stage process includes: conducting a needs assessment and training sessions to ensure prerequisite skills for attending and hosting a webinar session; collecting baseline data on overall uses and perceptions of webinars; and applying the results of stages 1 and 2 to the development of a webinar integration tool. Our goal is to identify best practices for integrating webinar technologies in medical education, and assist faculty in aligning course objectives with appropriate webinar activities. Through formative evaluation and continuous improvement of our framework, our broader goal and contribution to the field is to encourage the development and sharing of domain-specific practical strategies for webinar integration, and strategies for designing compelling blended learning and teaching experiences.
A Learning Design Methodology for Developing Short Learning Programmes in Further and Continuing Education
Author: Buus, Lillian
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Continuing Education,Teacher Role,Foreign Countries,Universities,Program Descriptions,Blended Learning,Online Courses,Communication Skills,Learning Processes,Technological Literacy,Teacher Student Relationship,Cooperative Learning,Interviews,Workshops

Over the past 5 years, teaching staff at the School of Continuing Education, VIA University College, Denmark, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers' role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new modules or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.
Twitter: A Professional Development and Community of Practice Tool for Teachers
Author: Rosell-Aguilar, Fernando
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Language Teachers,Electronic Mail,Electronic Publishing,Social Media,Professional Continuing Education,Teacher Surveys,Interviews,Educational Practices,Social Networks,Teacher Attitudes,Beliefs,Teacher Improvement,Educational Technology,Foreign Countries

This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their teaching practices. The results show that most users try the suggestions and ideas that they find on this network, which have a positive impact on their teaching. Finally, the article assesses whether the hashtag users can be described as a community of practice.
Investigating Syntactical and Lexical Complexity in Gendered and Same-Sex Interactions
Author: Long, Robert W., III.
Date: 2018-00-00
Type: Journal Articles
Subjects: Japanese,Syntax,Shyness,Interpersonal Communication,Second Language Learning,Native Language,Gender Differences,Social Isolation,Vocabulary,Language Usage,Language Fluency,Foreign Countries,English (Second Language),Language Tests,Scores,College Students,Computational Linguistics,Correlation,Statistical Analysis

For many sociolinguists, the issue of shyness and hesitation phenomenon has been problematic for Japanese L1 and L2 speakers, particularly in gendered interactions. Over the past decade, more Japanese are shunning conversations, relationships, and isolating themselves, which is accelerating the demographic crisis in Japan. Thus, this paper focuses on the variables concerning fluency, syntactical and lexical complexity to see if there are significant differences between gendered and same-sex interactions. It seeks to answer questions such as 'is hesitation phenomenon more marked in gendered discourse than in same-sex interactions,' and 'which gender exhibits the most fluency and dysfluency?' Results showed a significant difference in the speech between males and females in regard to speaking rates and number of words, but no significance was noted between gendered and same-sex interactions, or for the variables in lexical and syntactical complexity.
The Influence of Birth Country on Selection of Conference Destination--Employing Natural Language Processing
Author: Davidovitch, Nitza
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Foreign Countries,Immigrants,Scientists,Influences,Case Studies,Questionnaires,Structural Equation Models,Correlation,Comparative Analysis,Geographic Location,Conferences (Gatherings),College Faculty,Statistical Analysis

This study deals with immigrant scientists integrated in academia in Israel. Studies on the subject indicate the contribution of immigrant scientists to research. The current study focuses on the influence of scientists' birth country on selecting destinations for academic conferences, as well as on the influence of one's native language on the academic output resulting from research conferences. This is a pilot study exploring the effect of academic conferences from the perspective of birth country--comparing Israeli born and USSR born academics--on the motivation of faculty members to attend conferences, the nature of the conferences they select, the differences between Israeli natives and non-natives with regard to how their perceive the influence of conferences and their contribution to their academic work. This research offers a case study, investigating the effect of scholars from two different countries and cultural background, Israel and USSR. This pioneering research provides the grounds for many extensions, studies that will investigate the impact of other countries and their effect on conference selection. The study addresses a case study of a single university in Israel that absorbed many immigrant scientists from the former USSR in the 1990s. Ninety-four academic faculty members from various departments answered the questionnaire, of them 60.9% women and 39.1% men. Faculty members referred to the conference's contribution with regard to their professional development. In addition, the greater inclination of Israeli researchers than researchers born in the USSR to take their family members with them when travelling for conferences was noted. Since the contribution of immigrant scientists was found to be significant and since academic conferences are a significant part of the work of faculty members and receive considerable funds from academic institutions, the research findings might illuminate the choice of conferences by immigrant scientists and their preferences--compared to native born scientists--with the purpose of examining whether conferences are perceived by Israeli born faculty members as productive.
A Decade of Progress: Lessons Learned in Developing the UCO Downtown
Author: Barthell, John F.
Date: 2018-05-00
Type: Journal Articles
Subjects: College Role,Urban Schools,Educational Improvement,Strategic Planning,Case Studies,Public Colleges,Music Education,Educational Facilities Design,Public Policy,Urban Planning,School Community Programs,Music Facilities,Space Utilization

For over a decade, the University of Central Oklahoma (UCO) has been engaged in defining its role within the Oklahoma City (OKC) Metropolitan Area. By 2013, an enhanced physical presence developed for UCO within OKC itself, including the creation of the Academy of Contemporary Music and the CHK|Central Boathouse. Afterwards, and in accordance with UCO's strategic plan, Vision 2020, the Brookings Institution and the Greater Oklahoma City Chamber of Commerce explored links between OKC and workforce development needs, in parallel with planning for an Innovation District. Emerging from that planning is UCO Downtown, a flexible urban learning facility on the border of OKC's Business District and the recently designated Innovation District. An upcoming renovation of offices and business incubators will provide additional space for the growth of UCO Downtown, as well as serving as home to Customized Education, a non-degree credit program serving metropolitan businesses. With substantial enrollment increases during the first three cycles of enrollment, programs have begun to anchor themselves into the OKC Downtown. The convergence of UCO Downtown with recent recommendations by the Brookings Institution forms the basis for UCO's goal of serving OKC's workforce (especially in STEM) as well as the broader OKC community (Arts, Business, Education, Government, etc.). The purpose of this paper is to describe a case study for the introduction of a learning facility in an urban environment (Oklahoma City) and to reflect on important lessons drawn from that experience. We hope this article will benefit others with similar objectives in their own institutional strategic plans.