ethanporcaro/eric-fulltext-meta huggingface dataset:
An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students
Author: Mather, Susan M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Attention,Learning Strategies,Visual Learning,Short Term Memory,Multimedia Instruction,Cognitive Processes,Difficulty Level,Academic Achievement,Teaching Methods,Lipreading,Sign Language,Classroom Techniques

One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and interpreter who present the material. These situations may not allow students to separate visual input meaningfully and to effectively learn the material. This splitting of attention can adversely affect their classroom performance. Teachers must understand that for many learners who are deaf or hard of hearing, visual learning is a stand-alone input model, and traditional classrooms have historically focused on learners who can take in information both visually and auditorily. The authors point out that the auditory-based classroom--the traditional class model--unfairly increases the cognitive load for deaf and hard of hearing students by requiring them to constantly engage in splitting their visual attention. This split attention overloads working memory. Recognizing this and incorporating some visually based learning strategies could go a long way towards eliminating traditionally low levels of academic achievement for deaf and hard of hearing students. (Contains 2 figures.)
Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf and Hard of Hearing Students with Autism Spectrum Disorders
Author: Szymanski, Christen A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Autism,Partial Hearing,Deafness,Developmental Disabilities,Functional Behavioral Assessment,Classroom Environment,Pervasive Developmental Disorders,Intervention,Behavior Problems,Accessibility (for Disabled),Individualized Instruction,Classroom Techniques,Educational Strategies,Educational Practices

The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest rates as high as 1 in 91 (Kogan et al., 2009). This increase has also been observed in children who are deaf or hard of hearing (Szymanski, Brice, Lam, & Hotto, 2012), with numbers growing from 1 in 81 (GRI, 2008) to 1 in 59 (GRI, 2010). Currently, there is no cure for ASD. However, with the right interventions, children and adults do exhibit gains and can make marked improvements. At times, children with ASD display challenging behaviors. Challenging behaviors can include temper tantrums, screaming, refusing to participate in activities, and, occasionally, aggression towards others or a tendency towards self-injury. When these behaviors begin, it is crucial that schools immediately respond by conducting a Functional Behavioral Assessment (FBA). An FBA by a trained professional allows for an understanding of what may be causal in the child's behavior as well as ideas on how to eliminate that cause before behaviors escalate. This article presents strategies and interventions that have been effective in designing a classroom environment that allows children with ASD to be successful. Many of these strategies correlate with a reduction of challenging and problem behaviors. (Contains 2 resources.)
In Search of "Best Practice": A Professional Journey
Author: Martin, Karen
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Schools,Elementary Secondary Education,Partial Hearing,Deafness,Best Practices,Accessibility (for Disabled),Profiles,Teaching Experience,Career Development,Instructional Effectiveness,Instructional Innovation,Special Education Teachers,Educational Strategies

In this article, the author tells her professional journey as an educator of students who are deaf and hard of hearing. The author started her career in 1991, fresh out of college with her bachelor's degree in education of the deaf K-12. She took a job at the Delaware School for the Deaf (DSD) as a resident advisor in the dorm program. Here she is in 2012, 21 years after that first experience in the dorm when she formed the question that began her journey. Her bright students' struggle with reading led to her gut feeling about the importance of direct experiences, keeping instruction meaningful to students, allowing social interaction, and using students' first languages--all part of the seven principles for student success outlined in "ESL/EFL Teaching: Principles for Success."
Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program
Author: Peterson, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Development,Special Schools,Bilingual Schools,Bilingual Education,Deafness,Values,Bilingualism,Best Practices,American Sign Language,Professional Development,Evaluation,Instruction,Learning

The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which are reviewed by staff members and parents. CSD's core values and status as a bilingual school are clearly reflected in the vision of its stakeholders. These values have guided and will continue to lead CSD's mission of educating deaf students. (Contains 1 resource.)
Curriculum Mapping and Research-Based Practice: Helping Students Find the Path to Full Potential
Author: Herbold, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Schools,School Schedules,Teacher Effectiveness,Printed Materials,Deafness,Nonprint Media,Curriculum Development,Instructional Materials,Academic Achievement,Teaching Methods,Curriculum,Teacher Collaboration,Teacher Student Relationship

Wiggins (2010) writes: &quot;We tend to define teaching by measuring all the things a teacher is supposed to 'do' rather than all the things a teacher is supposed to 'accomplish'.&quot; When teachers think about what they need to do, they need to think about the expected results and how they can best support students in achieving those goals. As they face decisions on the paths of learning in their classrooms, they will find curriculum maps helpful for showing the way. At the New Mexico School for the Deaf (NMSD), teachers have immersed themselves in the process of using curriculum mapping to make sense of teaching. Curriculum mapping, notes Jacobs (2004), is a way to organize information and data in relation to the school calendar. It not only supports individual teachers but also provides a way for schools to bring together all parts of the whole. Within the field of deaf education, the mapping process must take into consideration the language and communication needs of the students. NMSD has tried to address those needs through the compilation of various print and non-print resources and including differentiated activities from which teachers may choose. There is a plethora of information on curriculum mapping available online, including workshops and planners. Each school needs to determine what works best for its program and develop templates to assist in the development of short-term and long-range mapping plans. (Contains 2 resources.)
Clues from Research: Effective Instructional Strategies Leading to Positive Outcomes for Students Who Are Deaf or Hard of Hearing
Author: Easterbrooks, Susan R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Federal Legislation,Partial Hearing,Researchers,Science Instruction,Reading Instruction,Educational Strategies,Reading,Deafness,Educational Legislation,Mathematics Instruction,Reading Fluency,Motivation,Outcomes of Education,Literacy,Morphology (Languages)

In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf &amp; Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations' researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the current millennium. Then the researchers sought to determine the evidence base for these practices. In recent years, there has been an explosion of research, yet additions to the evidence base have been inconsistent across the 20 practices. Nevertheless, evidence has been discovered to support strategies for successful teaching in literacy and math. In this article, the authors describe the evidence that has been added to the knowledge base. (Contains 1 table.)
Evidence and Evolution: Research and Teachers' Intuition Lead to a Bilingual Program
Author: Rhoten, Cathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Schools,Partial Hearing,Deafness,Individualized Instruction,English,American Sign Language,Bilingual Education,Bilingual Education Programs,Decision Making,Classroom Environment,English Instruction,Young Children,Methods

A visit to any classroom at the Western Pennsylvania School for the Deaf (WPSD) or The Scranton School for Deaf and Hard of Hearing Children reveals a host of amazing things--all at the same time. Visitors see dedicated and passionate teachers presenting engaging and relevant material. They see an all-inclusive communication environment, where American Sign Language (ASL) may be as prevalent as spoken English or sign-supported English. They see Smartboards, textbooks, document cameras, laptop computers, papers, pencils, and just about any other tool being used by content, comfortable, and smiling children eager to soak up the lessons of the day. It is no accident that these classrooms include all of these things. They are in place to fulfill the goal of preparing each deaf and hard of hearing student for all aspects of life through a continuum of high-quality, individualized education and extracurricular programs. The challenge facing many institutions devoted to educating deaf and hard of hearing children is just exactly how to remain committed to research-based decisions while continuing with the everyday duties of teaching and remaining in compliance with the seemingly endless amount of state and national mandates. Yet as challenging as it may be, the experiences of WPSD and The Scranton School have clearly affirmed that research is an extremely vital tool and needs to be incorporated into the daily activities, approaches, and decision making used in any school for deaf and hard of hearing children. (Contains 2 resources.)
Responding to NCLB in Alaska: A Three-Pronged, Teacher-Focused Approach Yields Success
Author: Sees, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Federal Legislation,Partial Hearing,Educational Technology,Achievement Gains,Accessibility (for Disabled),Program Descriptions,Success,Best Practices,Educational Practices,Program Implementation,Performance Factors,State Schools,Effective Schools Research,Educational Assessment,Educational Indicators,Instructional Innovation,Learning Strategies,Change Strategies,Educational Strategies

At the beginning of the 2011-2012 school year, the Alaska State School for the Deaf and Hard of Hearing (ASSDHH) was informed that they had met Alaska's Annual Yearly Progress as required by No Child Left Behind (NCLB) for the first time ever. This was incredibly exciting and worth celebrating since teachers had invested so much &quot;blood, sweat, and tears&quot; over the course of their first year. In this article, the author, the professional development coach for ASSDHH, shares how this was accomplished through a research-based, three-pronged approach: (1) Infusion of classroom-based teaching and learning practices; (2) Insistence on individually tailored professional development; and (3) Implementation of student progress monitoring. (Contains 1 table and 4 resources.)
Bringing Language to Life: Quest's TheatreBridge Enhances Learning in Class
Author: McCarty, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Arts,Partial Hearing,Deafness,Feedback (Response),Learner Engagement,Teaching Methods,Visual Stimuli,Theater Arts

In math, students and teachers toss tennis balls. In science, students become rain, hail, sleet, and snow. In language arts, students maneuver their bodies into related positions and hold into a frieze they call &quot;tableau.&quot; The students and teachers are part of TheatreBridge, a four-year model demonstration and dissemination program lead by Quest Visual Theatre, a nonprofit company based in Lanham, Maryland. Activities from TheatreBridge feel like play, but whether the students are in math, science, or language arts, the learning from TheatreBridge is deeply serious. TheatreBridge applies the principles and strategies of visual theatre to classroom instruction. By applying visual theatre modalities and strategies, TheatreBridge supports visually- and kinesthetically-based instruction that is culturally appropriate for deaf and hard of hearing students. It creates a learning environment that is more fully accessible to deaf students, consequently laying a foundation for success in school.
Characteristics of an Effective Writing Literacy Program
Author: Mascia Reed, Candi
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Evaluation,Partial Hearing,Deafness,Literacy,Teaching Methods,Best Practices,Change Strategies,Educational Strategies,Accessibility (for Disabled),Writing Improvement,Writing Instruction,Writing Strategies,Literature Reviews,Qualitative Research,Summative Evaluation

Learning to write is an arduous undertaking for every student; for deaf and hard of hearing students, it can be particularly difficult. Too often, they arrive in school with minimal literacy skills, experience subsequent difficulties in writing standard English, and, unfortunately, still graduate with reading levels below those of their hearing peers. After teaching Writing Workshop and English courses to deaf and hard of hearing students for 25 years, the author decided to focus her doctoral dissertation on the shared characteristics of writing programs. She did a qualitative study, used summative evaluations, and collected data from three kindergarten through grade six programs. A review of the literature in general education and deaf education, federal initiatives in promoting student writing, program evaluation, and leadership characteristics led to the formation of a conceptual base for her research. Findings from her study are presented, as well as practice recommendations for administrators and educators. The implementation of these recommendations will address promoting writing literacy in a school community regardless of educational placement or communication methods. (Contains 10 resources.)
Revolutions in the Science of Learning: A New View from a New Center--Visual Language and Visual Learning
Author: Petitto, Laura-Ann
Date: 2012-00-00
Type: Journal Articles
Subjects: Visual Learning,Monolingualism,Learning Centers (Classroom),Bilingualism,Deafness,Sign Language,Human Body,Eye Movements,American Sign Language,Language Acquisition

Revolutions can happen in different ways. About six years ago, a very particular type of revolution began in a cluster of rooms on the main campus of Gallaudet University. There, a handful of individuals began a &quot;quiet revolution&quot; guided by an overarching passionate mission to conduct groundbreaking science that would have widespread benefits for education and society. Launched with a coveted award from the National Science Foundation, their Science of Learning Center--called Visual Language and Visual Learning, and affectionately referred to as VL2--became one of only six Science of Learning Centers established in the National Science Foundation's history. The purpose of VL2 is to advance the nation's knowledge of the science of learning by studying how aspects of higher cognition, language, and reading are realized through one of the most central senses, the human eye. The center advances a new perspective on human learning by using the widened vantage point of studying deaf individuals and signed language as an exciting new lens into the flexibility and structure of the human mind. Monolingual and bilingual children and adults are studied in order to  promote optimal practices in education, both in and out of the classroom. VL2 has as its mission the development of rich translational outcomes as well as the promotion of two-way,  mutually respectful communication among scientists and the greater community, parents, schools, and educational policymakers.
A Case of Web-Based Inquiry Learning Model Using Learning Objects
Author: Al Musawi, A.
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Web Based Instruction,Electronic Learning,Resource Units,Educational Technology,Educational Environment,Undergraduate Students,Student Evaluation,Student Attitudes,Case Studies,Models

This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a well-designed learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course offered by the Faculty of Education, Sultan Qaboos University, in 2009. Results indicate that the implementation of the web-based inquiry-learning model was successful and adequate to the learning setting. This model of learning helped most students to manage the tools and techniques used during the course; freedom on the construction of presentations allowed students to explore creatively the subject domain; independent learning together with presentations contributed to preserve the uniqueness and value of each student's production. Finally, the open educational resources used as support were of fundamental importance.
A Concept-Map Integrated Dynamic Assessment System for Improving Ecology Observation Competences in Mobile Learning Activities
Author: Hung, Pi-Hsia
Date: 2012-01-00
Type: Journal Articles
Subjects: Concept Mapping,Electronic Learning,Science Instruction,Learning Activities,Observation,Ecology,Competence,Instructional Effectiveness,Elementary School Students,Grade 5,Grade 6,Academically Gifted,Integrated Learning Systems,Hierarchical Linear Modeling,Foreign Countries

Observation competence plays a fundamental role in outdoor scientific investigation. The computerized concept mapping technique as a Mindtool has shown the potential for enhancing meaningful learning in science education. The purposes of the present study are to develop a concept map integrated mobile learning design for ecology observation and to examine the implementation effect for elementary school children. Also, the difference in growth slopes between gifted and average students is investigated. Eighteen gifted students and thirty average students were included in this study. A computerized dynamic assessment system which combines a Computerized Ecology Observation Competence Assessment (CEOCA) and a concept map integrated ecology observation learning design were implemented. The results of the hierarchical linear model (HLM) analysis reveal that the overall growth slope is significant ([mu] = 0.27, p less than 0.01). The effect size is 0.53. The growth slope of the gifted students is a little higher than that of the average students. However, the slope difference between ability groups is not significant. The results suggest that a well designed concept map integrated learning system demonstrates very promising potential for enhancing both the gifted and average students' mobile observation competence. The system developed in this study could be a useful resource for elementary school outdoor learning design. (Contains 4 figures and 7 tables.)
An Online Task-Based Language Learning Environment: Is It Better for Advanced- or Intermediate-Level Second Language Learners?
Author: Arslanyilmaz, Abdurrahman
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Uses in Education,Second Language Learning,English (Second Language),Language Proficiency,Language Fluency,Accuracy,Difficulty Level,Advanced Students,English Language Learners

This study investigates the relationship of language proficiency to language production and negotiation of meaning that non-native speakers (NNSs) produced in an online task-based language learning (TBLL) environment. Fourteen NNS-NNS dyads collaboratively completed four communicative tasks, using an online TBLL environment specifically designed for this study and a chat tool in WebCT-Vista. Seven dyads were at intermediate-level language proficiency and the remaining seven dyads were at advanced-level language proficiency. Language production was investigated in terms of fluency, accuracy, and complexity including lexical and syntactic complexity, and negotiation of meaning was examined using the ratio of negotiated turns to total turns. The data from the chat-scripts showed that intermediate-level NNSs get involved in more negotiation of meaning than advanced-level NNSs, and advanced-level NNSs produced more accurate language than intermediate-level NNSs. (Contains 5 figures, 5 excerpts, and 5 tables.)
Developing an Attitude Scale towards Using Instructional Technologies for Pre-Service Teachers
Author: Metin, Mustafa
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Educational Technology,Preservice Teachers,Student Attitudes,Test Construction,Item Analysis,Factor Analysis,Test Reliability

The aim of this study is to develop an attitude scale towards using instructional technologies (USIT) for pre-service teachers. The research was carried out with 1235 pre-service teachers that 567(45.9%) were freshman; 401 (32.5%) were sophomore; 151 (12.2%) were junior and 116 (9.4%) were senior students at different universities in Turkey. The study consists of five parts including literature review, item pool, experts' opinions, administration of scale and computing the reliability and validity. While constituting the item pool, an interview was carried out with 15 pre-service teachers related to instructional technologies. Among from 55 items which are directly related with the subject of attitude or which are selected from the relevant interviews. 45 of them were edited by expert opinions the five point likert type. The draft scale was administered to 1235 pre-service teachers. As a result of factor analysis, the number of items was reduced to 37. After carring out factor analysis the Cronbach-Alpha internal integrity coefficient of the final version of the scale was found as 0.949. By computing the reliability of USIT, the scale was ready to be used. (Contains 5 tables.)