ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of Video Intelligibility for Novice American Sign Language Learners on a Mobile Device
Author: Weaver, Kimberly A.
Date: 2010-00-00
Type: Reports - Research
Subjects: American Sign Language,Video Technology,Telecommunications,Handheld Devices,Language Acquisition,Program Effectiveness,Language Skills,Deafness,Teaching Methods

Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning sign language. We intend to create a mobile device-based system to help hearing parents learn sign language. The first step is to understand what level of detail (i.e., resolution) is necessary for novice signers to learn from video of signs. In this paper we present the results of a study designed to evaluate the ability of novices learning sign language to ascertain the details of a particular sign based on video presented on a mobile device. Four conditions were presented. Three conditions involve manipulation of video resolution (low, medium, and high). The fourth condition employs insets showing the sign handshapes along with the high resolution video. Subjects were tested on their ability to emulate the given sign over 80 signs commonly used between parents and their young children. Although participants noticed a reduction in quality in the low resolution condition, there was no significant effect of condition on ability to generate the sign. Sign difficulty had a significant correlation with ability to correctly reproduce the sign.  Although the inset handshape condition did not improve the participants' ability to emulate the signs correctly, participant feedback provided insight into situations where insets would be more useful, as well as further suggestions to improve video intelligibility. Participants were able to reproduce even the most complex signs tested with relatively high accuracy. (Contains 10 figures and 2 tables.)
Mobile Sign Language Learning Outside the Classroom
Author: Weaver, Kimberly A.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Deafness,American Sign Language,Hearing Impairments,Parents,Parent Child Relationship,Interpersonal Communication,Information Technology,Telecommunications,Handheld Devices

The majority of deaf children in the United States are born to hearing parents with limited prior exposure to American Sign Language (ASL). Our research involves creating and validating a mobile language tool called SMARTSign. The goal is to help hearing parents learn ASL in a way that fits seamlessly into their daily routine. (Contains 3 figures.)
We Need to Communicate! Helping Hearing Parents of Deaf Children Learn American Sign Language
Author: Weaver, Kimberly A.
Date: 2011-00-00
Type: Reports - Research
Subjects: Deafness,Hearing Impairments,American Sign Language,Language Acquisition,Interviews,Parents,Children,Motivation,Parent Child Relationship,Grammar,Story Reading,Educational Technology,Computer Assisted Instruction,Communication Skills,Cultural Influences,Web Sites,Books,Early Intervention,Handheld Devices,Telecommunications,Video Technology

Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning American Sign Language (ASL). We are in the process of creating a mobile application to help hearing parents learn ASL. To this end, we have interviewed members of our target population to gain understanding of their motivations and needs when learning sign language. We found that the most common motivation for parents learning ASL is better communication with their children. Parents are most interested in acquiring grammar knowledge through learning to read stories to their children. (Contains 1 figure and 2 tables.)
What 21st Century Leadership in Career and Technical Education Should Look Like
Author: Viviano, Thomas
Date: 2012-04-02
Type: Opinion Papers
Subjects: Educational Change,Vocational Education,Instructional Leadership,Leadership Effectiveness,Leadership Qualities,Leadership Styles,Administrator Characteristics,Trend Analysis,Teacher Empowerment,Skill Analysis,Skill Development,Change Strategies

When speaking of educational leadership today there are many characteristics of leadership that are needed that perhaps were not necessary five, ten, or fifteen years ago. Technology's impact on how students learn and how teachers teach has had educational leadership think about more innovative ways in which to prepare, deliver, and assess curriculum. It is necessary now to empower our teachers as they are in the trenches and to lead in a way that that reflects unconditional positive regard through relationships. Trust and love take the place of power and fear in order for employees to buy into educational reform and it's important for them to know that they are in the forefront of change and are key agents of change. It is equally as imperative for today's CTE [Career and Technical Education] leaders to stay abreast of current and future trends in business and industry and to encourage technical educators to stay current in their professional and trade areas as well as in pedagogy.
Teaching with Film: A Guide for Social Studies Teachers
Author: Russell, William B., III
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Social Studies,Teaching Methods,Films,Instructional Effectiveness,Guidelines

It has been found to be an effective educational tool! Using film for instructional purposes is a common practice in many classrooms. However, many teachers are unaware of the benefits of using film for instructional purposes, as well as effective methods for effectively integrating film into social studies instruction. The purpose of this resource guide is to provide, both pre-service and in-service teachers, with a rationale of teaching with film and information on effectively integrating film into the social studies curriculum. (Contains 1 note.)
Impact of Transformative Interdisciplinary Research and Graduate Education on Academic Institutions. Workshop Report
Author: Van Hartesveldt, Carol
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Graduate Study,Institutions,Interdisciplinary Approach,Organizational Change,Workshops,Teamwork,Grants,Research,STEM Education,Higher Education

In May 2008, a two-day workshop was held in Arlington, Virginia with the goal of defining the progress of interdisciplinary research and graduate education and their impacts on academic institutions. The workshop was sponsored by the National Science Foundation (NSF) Directorate of Education and Human Resources, Division of Graduate Education, Integrative Graduate Education and Research Traineeship (IGERT) Program. The workshop was convened because of the growing acknowledgment of the importance of discoveries and outcomes of interdisciplinary, cutting-edge science and technology for economic and societal growth and vitality. Recognizing the many impacts of interdisciplinary research can catalyze a change in the landscape of U.S. universities to value and increase interdisciplinary graduate education. Eight working groups addressed questions focused on four critical impact areas of interdisciplinary institutional change: (1) Research; (2) Faculty; (3) Graduate Education; and (4) Academic Institutions. Each of the working groups, four comprising PIs and co-PIs of active IGERT projects and four comprising leading administrators at IGERT institutions, was asked to consider and summarize central questions on the four impact areas that addressed the following topics: (1) Progress and impacts made to date; (2) What works and what does not; (3) Opportunities and challenges going forward; and (4) Metrics for success of interdisciplinary research and graduate education. Discussion of the theme of interdisciplinarity for each topic frequently touched upon one or more of the other topics. Therefore, the summaries of the workshop themes in this report present key thoughts, contributions, and recommendations derived from both the working groups who specifically chose to focus on that topic and from other discussions on that topic that occurred during the two-day workshop. Appended are: (1) List of Workshop Participants Organized by Working Groups; (2) Workshop Agenda; (3) Question Templates for Working Groups; and (4) Overview of Work Process. [Funding for this paper was provided by the Integrative Graduate Education and Research Traineeship (IGERT) Program.]
The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. Research Report #55
Author: Catterall, James S.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Art Education,Music Education,Dance Education,Theater Arts,At Risk Persons,Economically Disadvantaged,Disadvantaged Youth,Socioeconomic Status,Academic Achievement,Citizen Participation,Outcomes of Education,Extracurricular Activities,Reading,Libraries,Education Work Relationship,Young Adults,Adolescents,Longitudinal Studies

This report examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school. In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education. A standard weakness of the literature, however, has been a dearth of large-scale, longitudinal studies following the same populations over time, tracking the outcomes of students who received intensive arts exposure or arts learning compared with students who did not. &quot;The Arts and Achievement in At-Risk Youth&quot; is a partial attempt to fill this knowledge gap. The authors use four large national databases to analyze the relationship between arts involvement and academic and social achievements. This report displays correlations between arts activity among at-risk youth and subsequent levels of academic performance and civic engagement. For this task, the authors relied on four large longitudinal databases. Each source has unique strengths and limitations in terms of study sample size, age range, and the types of variables included--whether related to arts involvement (in-school and/or extracurricular), academic progress, or social and/or civic participation. Yet after accounting for these differences, three main conclusions arise: (1) Socially and economically disadvantaged children and teenagers who have high levels of arts engagement or arts learning show more positive outcomes in a variety of areas than their low-arts-engaged peers; (2) At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied; and (3) Most of the positive relationships between arts involvement and academic outcomes apply only to at-risk populations (low-SES). But positive relationships between arts and civic engagement are noted in high-SES groups as well. Meet the Databases is appended. (Contains 11 notes.) [This paper was written with Susan A. Dumais and Gillian Hampden-Thompson.]
Who Really Failed? Commentary
Author: Maiuri, Katherine M.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: College Science,Biology,College Faculty,Teacher Administrator Relationship,Teacher Expectations of Students,Grading,Educational Policy,Academic Standards,Mastery Learning,Professional Autonomy,Introductory Courses,Academic Freedom,Grade Inflation,Teacher Evaluation,College Freshmen,Student Behavior,Study Habits,Student Evaluation of Teacher Performance,Peer Evaluation,Feedback (Response)

Scott Jaschik's (2010) article &quot;Who Really Failed?&quot; details the experience of Dominique Homberger, a tenured faculty member at Louisiana State University (LSU) who was removed from teaching her introductory biology course citing student complaints in regards to &quot;the extreme nature&quot; of the grading policy. This removal has sparked a debate, where topics such as academic freedom, grade inflation, and evaluation of teaching have emerged to the forefront of the discussion. In this paper, the author suggests that to fully support faculty, collaborative efforts are needed to craft clear and specific guidelines, to open channels of communication, to develop formal and informal avenues to consult, discuss, and provide feedback, and to foster an academic community that protects high academic standards, without disregarding the importance of fulfilling student needs. The article discussed in this commentary opens the door for discussion in several topics, highlighting that academic freedom, academic excellence, and student concerns cannot be protected in isolation. [This document presents a commentary on: &quot;Who Really Failed?&quot; by Katherine M. Maiuri and Raul A. Leon published in &quot;Inside Higher Ed&quot; April 15, 2010. &quot;Who Really Failed?,&quot; its commentary, a list of suggested readings, and discussion questions are included.]
Reaching Black Men. Commentary
Author: Gassman, Marybeth
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Gender Discrimination,Males,African American Achievement,African American Education,African American Students,Outreach Programs,School Holding Power,Program Effectiveness,Social Justice,Educational Discrimination,Equal Education,Access to Education,Socioeconomic Status,Economically Disadvantaged,Educationally Disadvantaged,Performance Factors,Barriers

Journalist Elizabeth Redden brings to the surface several salient issues in her article entitled, &quot;Reaching Black Men.&quot; First, she illuminates that fact that access is not enough when it comes to educating African American men. Second, she points to the importance of having campus-wide initiatives to support the success of Black men. And lastly, she illuminates criticisms of race and gender-based initiatives to increase engagement. The last major point in Redden's article is the existence of criticism of initiatives such as the one at Philander Smith College and those elsewhere in the country. Some activists find gender and race-based initiatives objectionable. These individuals typically believe that if all students are treated the same, fairness will be achieved and perhaps equity as well. However, this assumption neglects to consider the history of oppression and discrimination against African Americans in the United States. Likewise, these opponents fail to understand that students do not enter higher education on a level playing field. Even when controlling for socio-economic status, African American males experience racism that can have a damaging impact on their learning and engagement. A list of references and suggested readings is provided. [This document presents a commentary on: &quot;Reaching Black Men&quot; by Elizabeth Redden published in &quot;Inside Higher Ed&quot; July 14, 2009. &quot;Reaching Black Men,&quot; its commentary, a list of suggested readings, and discussion questions are included.]
Completion Agenda for Baby Boomers. Commentary
Author: Fishman, Seth
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Adults,Baby Boomers,Adult Learning,Community Colleges,Student Recruitment,Higher Education,Adjustment (to Environment),Institutional Mission,Student Diversity,Age Differences,Retraining,Adult Education,Campuses

In the article, &quot;Completion Agenda for Baby Boomers&quot;, Moltz highlights how community colleges are currently implementing programs, such as the American Association of Community Colleges' Plus 50 Completion strategy, to encourage older learners to return to America's college campuses. The effects of the recent recession and the educational desires of the 78 million baby boomers have higher education institutions reconsidering their approach to older learners. Community colleges face the challenge of navigating their complex mission as institutions that serve as the gateway to four-year colleges, workforce development and two-year occupational programs, and service to the local community and state, to serve an increasingly diverse student population. Realizing this trend, recent federal and state efforts have made community colleges more attractive to older learners. The majority of states have statutes providing older citizens with the opportunity of auditing public college courses free of charge and the Obama administration recently designated substantial funding to support initiatives at community colleges, recognizing the vital role these colleges play in America's educational success. More attention, however, is necessary to help these individuals transition from worker to student. Older learners face three types of barriers in returning to college campuses: situational, dispositional, and institutional. Thus, new initiatives and opportunities that are directly targeted to older learners that lead to academic degrees, certificates, and other credentials will benefit both the individual and the economy, particularly in the community where the person resides. Some state leaders have intentions of making older learners an important part of educational programs, yet more partnerships between and among higher education institutions and the government are needed. These will contribute to President Obama's overall desire to increase the percentage of Americans with college degrees that will contribute to future economic prosperity. [This document presents a commentary on: &quot;Completion Agenda for Baby Boomers&quot; by David Moltz published in &quot;Inside Higher Ed&quot; April 27, 2011. &quot;Completion Agenda for Baby Boomers,&quot; its commentary, a list of suggested readings, and discussion questions are included.]
A Jobs Mismatch. Commentary
Author: Marina, Brenda L. H.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Education Work Relationship,College Graduates,Educational Attainment,Employment Qualifications,Skilled Workers,Labor Needs,Access to Education,Role of Education,Track System (Education),Educational Change,Educational Opportunities,State Government,Responsibility,Educational Philosophy,Educational Policy,Academic Education,Career Development

In the article &quot;A Jobs Mismatch&quot;, Jaschik has compiled the findings of a new report that was released by the Georgetown University Center on Education and the Workforce. The Georgetown University report claims that there is a severe shortage of college graduates in America, and that this shortage has the United States on a &quot;collision course with the future.&quot; Several studies have found that the demand for skills is likely to grow much faster than the supply of skilled workers in the coming years. For years, the debate on the tracking system in the United States (U.S.) has been at the forefront of education policy for the secondary level. The idea that students can be separated and placed in different programs based on their potential is embraced by many experts; the assumption is that students are being offered a special educational advantage in that particular area. Others discount the notion that student potential can be measured so easily and that all students should be offered the same access and opportunity. It should be noted that higher education in the U.S. is a state responsibility, not a federal one. Although the federal government can recommend reform in higher education, the context of a particular state must be taken into consideration (Thelin, 2004). It is imperative that people find a balance between career oriented and academic education while considering the public and private good (benefits) of higher education. While an academically based education is considered to be intellectually rewarding and allows students the freedom to define their own career path, a career-oriented education may be the best educational approach to ensure employment upon graduation. There are pros and cons to this issue, but complaining without a plan will not remedy the situation. All stakeholders should actively participate in discussions and actions that will aid in shifting our educational sys Undoubtedly, this discussion will include the role and growth of for-profit higher education institutions which are career oriented. Thus, before the U.S. agrees to make dramatic changes in the curriculum for the students, which will possibly limit their options for career growth and opportunity, everyone must consider the claims and critically examine the facts. [This document presents a commentary on: &quot;A Jobs Mismatch&quot; by Scott Jaschik published in &quot;Inside Higher Ed&quot; June 15, 2010. &quot;A Jobs Mismatch,&quot; its commentary, a list of suggested readings, and discussion questions are included.]
Lost Men on Campus. Commentary
Author: Stebleton, Michael
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: College Students,Student Motivation,African American Students,Males,Disproportionate Representation,Enrollment Rate,Academic Persistence,Graduation Rate,Gender Differences,Sexual Identity,Educational Practices,Student Personnel Workers,Educational Strategies,Transitional Programs,Discussion

Elizabeth Redden, author of the "Inside Higher Ed" article, "Lost Men on Campus," succinctly articulated the growing concerns about many college men at postsecondary institutions. Her review of results and issues presented at the "ND Conference on College Men" highlighted decreased rates of enrollment for men, underrepresentation of men in campus engagement activities, and lower rates of persistence and graduation in comparison to college women. Another theme focused on the gendered experiences and identities of college men. Scholars at the conference summarized qualitative studies to support these trends and provided potential strategies and recommendations to address concerns. Two of these studies were recently published and merit further examination. Redden specifically mentioned in her article that gender identity discussions can be relevant yet sensitive; individuals need to avoid the either-or-trap and the model gender majority myth (i.e., all men are doing fine) as noted (Harper & Harris, 2010). Some critics claim that men historically have always done exceptionally well in college and the workplace, and therefore don't need extra assistance. However, this statement is "not" true for all male student groups, especially underserved populations such as African American males, as described by Redden. Both male and female academic engagement is vital, but men will rarely seek out these opportunities on their own volition. Student affairs practitioners and educators will likely need to encourage male students to get actively involved in high impact educational practices, and sell them on the merits of participating and engaging in these initiatives. This commentary provides a number of gender-specific recommendations for male and female student identity development issues. A list of references and suggested readings is provided. [This document presents a commentary on: "Lost Men on Campus" by Elizabeth Redden published in "Inside Higher Ed" May 22, 2009. "Lost Men on Campus," its commentary, a list of suggested readings, and discussion questions are included.]