ethanporcaro/eric-fulltext-meta huggingface dataset:
The University of Minnesota&apos;s Clinical Research Support Center Feasibility Review: An Objective Protocol Assessment Carving a Pathway to Study Success
Author: Tosun, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Medical Research,Research Administration,Feasibility Studies,Research Design,Program Development

To initiate clinical research studies successfully and efficiently, it is critical to develop a strong, feasible, and well-written study protocol early in the start-up phase. The University of Minnesota's Clinical Research Support Center designed and implemented a structured Feasibility Review process in 2018 that addresses common start-up challenges such as poor study design, inappropriate outcomes, and limited resources. This process has been shown to turn an unfeasible study into a well-designed protocol that is IRB-approved with few protocol-related stipulations and well prepared for execution. It has also educated study teams on how to write better-quality and more robust protocols for subsequent studies. Once a draft protocol is available, the entire process takes just six working days and is free of charge to investigators, study teams, and departments. From 2018-2021, one hundred sixteen Feasibility Reviews (n=116) have been completed across eight schools or colleges. Mean satisfaction scores for study team members who responded were high (N=126, M=4.71 ± 0.5) on a 5-point Likert-type scale. Most respondents (96%) indicated that they planned to modify their protocol based on reviewer feedback. Open ended/ qualitative feedback was highly positive with most responses centered around the helpfulness of feasibility review, the high level of expertise, and fast turnaround time. The Feasibility Review is a valuable and multifunctional program providing timely expert guidance to study teams to efficiently and successfully launch and execute clinical research studies. It can be easily replicated, adapted, and implemented at other institutions to increase the quality and efficacy of academic research.
And the Beat Goes On: Using Music to Transform Classes for Deaf Students with Multiple Disabilities through Universal Design
Author: Silvestri, Julia A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Multiple Disabilities,Students with Disabilities,Special Schools,Access to Education,Music Activities,Music Education,Interdisciplinary Approach,Assistive Technology,Deaf Blind,Sensory Experience,Concept Formation

Music is a way of representing the patterns of frequencies and vibrational relationships--and at St. Francis de Sales School for the Deaf, it is used it to promote language learning and transform students' educational experiences. Traditionally defined through the medium of sound, music has been seen as an approach that excludes deaf and hard of hearing people. By expanding the perception of music, the school has provided a transformative instructional experience for deaf and hard of hearing students with disabilities, allowing them to learn and grow in the music classroom.
Co-Leadership and Community Involvement at the Clerc Center
Author: Belsky, Marianne
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Involvement,Deafness,Hearing Impairments,Partnerships in Education,Cooperation,Leadership,Equal Education,Imagination,Institutional Mission,Educational Quality,Leadership Training,Electronic Libraries,Educational Technology,Language Acquisition

Deaf education in the United States began in 1817 with the bilingual co-leadership of Laurent Clerc and Thomas Hopkins Gallaudet. In 2018, Marianne Belsky and Nicole Sutliffe, a bilingual, deaf/hearing team, were officially appointed as co-leaders of the Laurent Clerc National Deaf Education Center. In this article, Belsky and Sutliffe share the initiatives underway at Clerc Center to address critical issues facing deaf education today: collaboration, leadership, equity, reimagination, and community (CLERC). Each of these themes contributes to the final Clerc Center mission: excellence in deaf education across the United States.
Reconfiguring the Research Administration Workforce: A Qualitative Study Explaining the Increasingly Diverse Professional Roles in Research Administration
Author: Zink, Holly R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Administration,Work Environment,Administrator Attitudes,Family Work Relationship,Standards,Professional Development,Certification,Professional Education,Professional Personnel,Administrator Role,Career Development,Salaries,Consciousness Raising,Educational Attainment,Labor Force Development,Videoconferencing

The research administration profession is in a time of significant change. The traditional jack-of-all-trades role has become more fragmented into specialized advanced roles, with a more recent focus on research development. Workflows are increasingly becoming more electronically automated. The introduction of graduate degrees and professional certifications has introduced a new complexity within the office hierarchy. Moreover, recent global events have shifted the profession into a remote working environment, causing industry-wide voluntary employee turnover as employees consider new opportunities, work/ life balance, and cost of living ramifications. This qualitative study used semi-structured interviews to capture research administrators' experiences within four research questions: 1) how is a traditional research administration professional role defined today; 2) how does the chain of command respond to new professional roles; 3) how has the standardization of professional knowledge through education and certifications impacted the workforce; and 4) how does the distribution of tasks become fluid to get work done between the different research administration professionals? Practical implications of this research include understanding that traditional research administrator roles are flat with no hierarchy or room for professional growth within the individual or collective research offices. The creation of promotion opportunities in order to provide professionals a pathway to rise in ranks and achieve higher titles and commensurate wages is vital to the future success of the profession. Another practical implication of this research is the call to begin raising awareness of the professional certifications outside of the research administrative profession in order to gain further distinction and notoriety within the research landscape. The increased need for educational degrees, especially doctoral-level work, in order to gain academic reputation is restrictive to the future of the profession. The profession of Research Administration is in a time of rapid expansion. The aim of this study is to clarify the development of new professional roles in research administration. In doing so, this research maps the emerging extended professional roles and provides insight into the social and administrative processes that drive the development of these extended roles.
Creating Transformative Units: Teaching to Foster Self-Determination and Learning
Author: Luft, Pamela
Date: 2022-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Deafness,Students with Disabilities,Public Schools,Transformative Learning,Self Determination,Best Practices,Educational Strategies,Interdisciplinary Approach,Teaching Methods,Student Needs,Student Teachers

When Charlotte Brochu, Ashley Rasizzi, and Courtney Tanner taught deaf and hard of hearing students in public schools to complete their course assignments at Kent State University, they wanted to incorporate transformative strategies and their state's standards into their instruction. To become transformative teachers, Brochu, Rasizzi, and Tanner needed to incorporate best practices, target their students' academic needs, and foster their students' self-determination (i.e., ability to make their own life choices) within their instructional practice. This article describes how their coursework and practicum helped them do this.
Faculty Views on the Barriers and Facilitators to Grant Activities in the USA: A Systematic Literature Review
Author: Goff-Albritton, Rachel A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Barriers,Affordances,Grants,Literature Reviews,Research Administration,Research Methodology,Grantsmanship

Research development in higher education is a service-delivery system. In any service field, when choosing appropriate services, practitioners should reach for 'evidence-based practices.' Limited empirical research has addressed the preferences of research faculty regarding research support services. In this project, we sought to provide research development professionals with critical knowledge related to decision making and strategic utilization of resources and in choosing client-centered grant-related services for faculty. The specific research question or objective of this study was to answer, &quot;What factors are perceived by faculty to be barriers or facilitators to grants activity based on extant literature?&quot; This systematic literature review on faculty perceptions of barriers and facilitators to grant activity used an eight-step systematic literature review methodology. The findings describe the characteristics, methodological attributes, and the methodological quality of the articles. Additionally, the integration of the findings revealed eight main factors that faculty perceived to be important for facilitating or hindering grant activity. Three main emerging factors or core categories appeared to be most important across all barriers or facilitators to faculty grant activity. Research development professionals need to be able to provide evidence-based and client-centered research support services. This review provides the factors that faculty view as being most important to grant activity and recommendations for management. Implementing effective client-centered research support services is critical for the success of faculty grant activity.
Beliefs of Teachers in Urban Elementary Mathematics Classrooms: Results of a Mixed-Methods Study
Author: Hall, Kenya
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Mathematics,Urban Schools,Problem Solving,Grade 3,Grade 4,Grade 5,Elementary School Teachers,Learning Strategies,Disadvantaged Schools,Mathematics Achievement,Low Achievement,High Achievement,Teacher Surveys

A mixed-methods study investigated the relationship between teachers within urban Title I elementary schools (e.g., high versus low performing) and their mathematics problem-solving beliefs in six constructs (&quot;perseverance,&quot; &quot;procedural,&quot; &quot;conceptual,&quot; &quot;importance,&quot; &quot;effort,&quot; and &quot;usefulness&quot;). The 181 teachers of students in third to fifth grades in 26 schools (93% response rate) took the 36-item &quot;Indiana Mathematics Belief Scale,&quot; and 11 were interviewed. Descriptive and inferential statistics and qualitative thematic analysis were conducted. No statistical difference between teachers in high and low-performing schools in their mathematical beliefs was found in any of the six constructs. The qualitative results did deepen the quantitative findings in offering insights into teachers' recognition of the importance of conceptual understanding in mathematics. The implications and directions for future research are discussed, including further inquiry on addressing professional development supports for teaching problem strategies in mathematics.
A Framework for the Management of Research and Innovation Projects in Academic Settings
Author: Santos, José M. R. C. A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Administration,Program Administration,Higher Education,Innovation,Objectives,Standards,Risk Management,Organizational Learning,Program Effectiveness

The contemporary complex settings under which research and innovation (R&amp;I) activities are executed in academic institutions calls for the definition of suitable management and administration approaches. To this end, (1) the existing literature on the management of R&amp;I projects in the academia is reviewed; (2) major specificities of R&amp;I projects are discussed; (3) recent trends in project management are addressed; and (4) a specific framework for the management of R&amp;I projects in higher education is proposed. The proposed management framework is defined in eight pillars, namely: (1) clarification of scope and goals; (2) use of standards; (3) scalability and flexibility; (4) workflow modelling; (5) use of tools, techniques and templates; (6) existence of a &quot;project board&quot; or similar; (7) adequate risk management; and (8) organizational learning. The authors argue that it should be seen as a practical tool for university managers and administrators to apply a structured and comprehensive overview of key action areas that will increase the effectiveness, efficiency and impact of R&amp;I project management and administration in academic contexts.
Decide, Act, Believe: Teaching Self-Determination Skills
Author: Millen, Kaitlyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Determination,Soft Skills,Skill Development,Teaching Methods,Models,Individualized Education Programs,Deafness,Hearing Impairments,Preschool Education,Elementary Secondary Education,Postsecondary Education

Some of the most critical soft skills (i.e., nontechnical, interpersonal skills that impact personal performance in an environment such as school or the workplace) that students must acquire as they mature are the skills to act or cause things to happen in their lives. Providing instruction to increase these skills--all part of self-determination--has been found to predict better in-school and post-school outcomes (Mazzotti et al., 2016). Skills can be targeted and addressed in the classroom through The Self-Determined Learning Model of Instruction developed by Shogren et al. (2019) at the Kansas University Center on Developmental Disabilities. This article provides a framework for teachers and families to use to help build self-determination skills through each stage of a student's life.
Impact of Cultural Responsiveness on Student Achievement in Secondary Schools
Author: Hoytt, Karima
Date: 2022-09-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Secondary Education,Secondary School Students,Achievement Gap,Student Diversity,Learner Engagement,Program Effectiveness,Academic Achievement

Social media has increased students' cultural awareness today, pivoting a need to implement cultural responsiveness in the classroom climate. Twenty-first-century learners need effective teachers who create meaningful experiences and optimize student learning by intentionally working to connect with students, adapting to diverse cultures, and using new strategies to deepen their practice. The most significant demand for culturally responsive teaching (CRT) is in secondary education. Data has shown that educators can promote the best interest of students by creating more equitable classroom strategies to increase motivation, engagement, and classroom effectiveness. If teachers and educational leaders are to evoke true educational reform and thus close achievement gaps exacerbated by the global pandemic, they must employ culturally responsive pedagogical practices. By implementing these strategies, educational leaders will reinforce actions taken for the student's best interest. This literature review aims to explore and identify the impact of CRT on student achievement in secondary schools.
Fighting Food Insecurity: Recommendations from Child Nutrition Program Directors in Alabama&apos;s Black Belt
Author: Kimbrough, B. J.
Date: 2022-09-00
Type: Journal Articles
Subjects: Hunger,Public Schools,Disproportionate Representation,Rural Areas,African American Students,Rural Schools,Racial Differences,Geographic Regions,Breakfast Programs,Poverty,Nutrition,Food

Public school students in the Black Belt of Alabama suffer from food insecurity disproportionately compared with national peers. Results of a recent mixed methods study indicated food insecurity levels that were three times the national average, with very low food security an alarming 11 times the national average. In the fight against hunger in our public schools, no professionals are more valuable than the Child Nutrition Programs (CNP) staff, headed by the local CNP director. The qualitative portion of the mixed methods study solicited input from CNP directors in 14 Black Belt counties in Alabama. The recommendations from structured interviews suggest an intentional,coordinated, and multifaceted approach to fight against food insecurity in our rural public schools.
Defiant Joy: The Parent-Professional Collaboration behind The Fostering Joy Movement
Author: Szarkowski, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Positive Attitudes,Family Relationship,Caregiver Child Relationship,Child Development,Psychological Patterns,Professional Personnel

Fostering Joy is a movement that began in 2017 to support the intentional practice of looking for and encouraging joyful moments between families and/or caregivers and their children who are deaf or hard of hearing. The aim of Fostering Joy is to spark collaboration among families, caregivers, professionals, and adults who are deaf or hard of hearing to encourage a collective shift in focus from mitigating the challenges of raising and supporting deaf and hard of hearing children to celebrating these children, their growth, and the many positive impacts they have on peoples lives. This article relays the history and growth of the Fostering Joy movement.
Facing Masks: Teaching Deaf and Hard of Hearing Students during a Pandemic
Author: Trainor, Lauren
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Students with Disabilities,COVID-19,Pandemics,Hygiene,Barriers,Cues,Speech Communication,Technology Uses in Education,Captions

The onset of the COVID-19 pandemic and the resulting mandate that everyone wear a mask affected communication and the accessibility of human speech. According to an article in &quot;Audiology Today&quot; (Atcherson et al., 2020), up to 20dB of the human voice can be lost due to wearing a clear face mask and even more if a shield is worn in addition to a mask. As masks also hide the mouth and often much of the face, visual cues to the speaker's words are severely limited, too. This can be devastating for individuals who are deaf or hard of hearing. This article provides answers to the question teachers must address: How can one provide support to deaf and hard of hearing students so that they continue to learn, especially those who rely primarily on audition?
Adapting the Joint Task Force Core Competency Framework for Clinical Research Professionals: A Canadian Paediatric Research Perspective
Author: Ibrahim, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Research,Research Administration,Competence,Labor Force Development,Professional Development,Foreign Countries,Competency Based Education,Curriculum Development,Professionalism,Occupational Information

Over the past 20 years, there has been a significant increase in the number and complexity of clinical research studies. As a result, Clinical Research Professionals (CRPs), a workforce critical to the success of clinical research, have seen commensurate increases in workload and responsibilities. Unfortunately, there has not been a parallel increase in the 'professionalization' of CRPs, and the lack of professional recognition and career development opportunities remain primary motivators for voluntary turnover in this workforce. The development of the Joint Task Force (JTF) Core Competency Framework (2014) was a seminal step in addressing these issues and has changed the dialogue within the clinical research enterprise from a focus on regulatory compliance to one of professional competency. Encouraged by peers in academic health science centres in the United States, the Hospital for Sick Children (SickKids) in Toronto, Canada undertook an initiative to adapt the JTF Framework to suit the Canadian context as well as incorporate the unique scientific and ethical considerations pertinent in child health research. The SickKids Clinical Research Competency Framework (SickKids CR-CF) is being used to support the professionalization of the local CRP workforce through (1) a standardized onboarding and orientation program for new hires; (2) creation of a novel, competency-based clinical research curriculum; (3) development of tools and processes to leverage the framework for professional development and career progression; and (4) job roles that are descriptive of the required competencies. The overall aim of such initiatives is to help increase participant safety, research quality and regulatory compliance as well as improve job satisfaction and institutional engagement among our clinical research workforce at SickKids.
Instructional Leader Field Experience and Policy Implications in Alabama
Author: Rushing, Kimberly Joy
Date: 2022-09-00
Type: Journal Articles
Subjects: Assistant Principals,Administrator Attitudes,Professional Development,Educational Needs,Knowledge Level,Work Experience,Internship Programs,Career Readiness

This narrative study explored the administrative internship experiences of five assistant principals in Alabama for the purpose of better understanding how these school leaders perceived the benefits of Alabama's policy requirement for field experience in their practice. Attention towards this comparatively brief ten-day internship sought to describe the value early career practitioners placed on this experience and to better understand policy implications for instructional leaders. Through individual, semi-structured interviews with assistant principals from rural, suburban, and urban locales, this study asked 1) How do assistant principals describe their professional learning needs and 2) How do assistant principals describe the value of their administrative field experience? Findings show that participants believed practical, building level knowledge and experience was most needed in order to successfully manage their current duties. Those whose school leadership experience was limited to the ten-day internship experience expressed sediments of being underprepared for their position while those who had longer field experiences and additional leadership responsibilities prior to their assistant role, expressed greater confidence in their abilities.
Literacy in Place: Creating Community by Reading and Writing Rural Stories
Author: Parton, Chea L.
Date: 2022-05-00
Type: Journal Articles
Subjects: Literacy,Rural Areas,Story Telling,Cultural Maintenance,Web Sites,Rural Education,Writing Instruction

This article describes the author's journey to creating the website Literacy In Place (LIP) and outlines the major components of the site. LIP was created to support the reading and writing of rural stories in an effort to help create rural community across the various (non)rural and academic spaces. The principles of the community are: (1) Rural stories are worth reading and worthy of study; (2) Rural stories are worth telling; and (3) Rural cultures are worth sustaining.