ethanporcaro/eric-fulltext-meta huggingface dataset:
New Directions in Faculty Development
Author: Shaw, Stan F.
Date: 2003-00-00
Type: Journal Articles
Subjects: Disabilities,Faculty Development,Technical Assistance,Academic Accommodations (Disabilities),Demonstration Programs,Related Services (Special Education),Change Strategies,Educational Change,Educational Strategies,Postsecondary Education,Educational Quality,Educational Resources

This special issue of the &quot;Journal of Postsecondary Education and Disability&quot; presents information on faculty development regarding students with disabilities in postsecondary settings. Each of the articles relates to the work emanating from the Demonstration Projects to Ensure Students with Disabilities Receive a Quality Higher Education funded by Title VII, Part D, of the Higher Education Amendments of 1988. The purpose of these projects was to develop and implement professional development and technical assistance activities designed to provide faculty and administrators in institutions of higher education the skills and supports needed to help students with disabilities to succeed. This special issue aims to promote awareness of the projects and help postsecondary personnel get an in-depth understanding of the training programs and products developed and available at several exemplary sites. In order to appreciate the significance of these projects, it is important to examine the context for this timely federal initiative supporting college students with disabilities. (Contains 2 tables.)
Universal Design for Instruction: The Paradigm, Its Principles, and Products for Enhancing Instructional Access
Author: McGuire, Joan M.
Date: 2003-00-00
Type: Journal Articles
Subjects: College Instruction,Disabilities,Higher Education,Educational Strategies,Faculty Development,Focus Groups,Models

Universal Design for Instruction (UDI), a construct that serves as the foundation for the work of a federally funded project at the University of Connecticut, offers an approach to inclusive instruction that is responsive to the diverse learning needs of a changing postsecondary population. In this article elements relating to the implementation of project activities are presented, including the participation of key stakeholders throughout the grant period. The application of the Nine Principles of UDI[C]to college teaching is discussed along with observations regarding project outcomes. Suggestions for future initiatives are also delineated. (Contains 1 table and 1 endnote.)
University of Kentucky Engaging Differences Project: Providing Information about Accommodations On Line and Just in Time
Author: Krampe, Kristina M.
Date: 2003-00-00
Type: Journal Articles
Subjects: Program Descriptions,User Satisfaction (Information),Information Networks,Information Management,Knowledge Management,Academic Accommodations (Disabilities),Accessibility (for Disabled),Program Validation,Mail Surveys,Performance Technology,Postsecondary Education,Interviews,Computer System Design

The University of Kentucky Engaging Differences (UK-ED) project focused on developing, evaluating, and disseminating a web-based performance support system (WPSS) to enhance accommodations provided by personnel at the University of Kentucky (UK), the Lexington Community College (LCC), and the Kentucky Community and Technical College System (KCTCS). The project was completed in three phases: (a) knowledge base development, (b) development of a prototype of the WPSS for use at UK and LCC; and (c) validation of the UK-ED WPSS for use at KCTCS. The WPSS components and activities conducted within each phase are described. Results suggested that the WPSS allowed users to effectively and efficiently locate information. In addition, all users' perceptions of the systems were positive. (Contains 2 tables and 4 figures.)
A Field Test of the Impact of an Inservice Training Program on Health Sciences Education Faculty
Author: Sowers, Jo-Ann
Date: 2003-00-00
Type: Journal Articles
Subjects: Disabilities,Field Tests,Health Education,Inservice Teacher Education,Professional Development,Academic Accommodations (Disabilities),Attitudes toward Disabilities,College Faculty,Medical Education,Likert Scales,Questionnaires,Accessibility (for Disabled),Teacher Attitudes,Program Effectiveness

The goal of the Health Sciences Faculty Education Project at Oregon Health &amp; Science University was to enhance the capacity of health science programs and faculty to admit, teach, accommodate, and graduate students with disabilities. Multiple approaches were implemented to achieve this goal. A key strategy was an inservice training program designed specifically for health sciences education faculty called &quot;A Day in the Life of Health Science Students.&quot; The program was field-tested with 247 nursing, medicine, dentistry, and allied health faculty at 39 institutions. Participating in the training positively impacted the perceptions, knowledge, and concerns of the faculty about students with disabilities. &quot;A Day in the Life of Health Science Students&quot; is an important tool available to health sciences education programs as the number of students with disabilities who wish to enter these programs continues to grow. (Contains 4 tables.)
Changing the Culture (CTC): A Collaborative Training Model to Create Systemic Change
Author: Rohland, Pamela
Date: 2003-00-00
Type: Journal Articles
Subjects: Mentors,Disabilities,Change Strategies,Organizational Change,Models,Educational Practices,Academic Accommodations (Disabilities),Professional Development,Organizational Culture,Program Effectiveness,Formative Evaluation,Intercollegiate Cooperation,Statewide Planning,Training Methods

The goal of the Changing the Culture project at the University of Rhode Island is to develop a multi-institutional, statewide network of disability resource mentors, whereby faculty and administrators encourage their department colleagues to develop policies and teaching practices that are inclusive of students with disabilities. The CTC program is systematically increasing the number of disability resource mentors in private and public postsecondary institutions in Rhode Island. One of several outcomes of the project's seminar, and the resulting day-to-day presence of disability resource mentors, has been increased system-wide inclusiveness for students with disabilities. (Contains 3 tables.)
Strategies for Implementing Professional Development Activities on College Campuses: Findings from the OPE-Funded Project Sites (1999-2002)
Author: Getzel, Elizabeth Evans
Date: 2003-00-00
Type: Journal Articles
Subjects: Campuses,Program Effectiveness,Faculty Development,Professional Development,Higher Education,Surveys,Models,Evaluation,Administrators,Educational Strategies

This article describes the responses to an on-line survey that was sent to 21 universities and colleges funded during 1999-2002 by the U.S. Department of Education's Office of Postsecondary Education (OPE) to develop and implement faculty and administrator professional development activities. The projects were asked to respond to a series of open-ended questions concerning their experiences over the three-year period working with faculty, administrators, students with disabilities, and other professionals on their campuses. Their responses were analyzed qualitatively by identifying recurring issues and themes. Implications of the findings for future research and evaluation efforts on the effectiveness of professional development strategies and their long-term impact on the education of students with disabilities in higher education are explored. (Contains 8 tables.)
Trying to Do the Right Thing: Faculty Attitudes toward Accommodating Students with Learning Disabilities
Author: Jensen, Jane McEldowney
Date: 2004-00-00
Type: Journal Articles
Subjects: Research Universities,Learning Disabilities,Teaching Assistants,Academic Accommodations (Disabilities),Attitudes toward Disabilities,Teacher Attitudes,College Faculty,Interviews,Administrator Attitudes,Attitude Measures,Special Needs Students,Teacher Role,Demonstration Programs,Academic Freedom

The following study explores faculty attitudes toward students with disabilities at a large research university. In the first phase of a three-year demonstration project, 14 instructional staff, including teaching assistants, faculty, and faculty serving as administrators, were interviewed to determine their informational needs and attitudes toward students with disabilities. Analysis of these narrative interviews reveals that the participants viewed learning disabilities differently from other disabilities and had questions regarding providing classroom accommodations for students with learning disabilities. This uncertainty stems from preexisting attitudes toward students in general, principles of academic freedom, and questions of the legitimacy of learning disability diagnosis. Recommendations for open discussion of faculty and student responsibilities toward teaching and learning on campus are discussed. (Contains 3 notes.)
College Students with Learning Disabilities Speak Out: What It Takes to Be Successful in Postsecondary Education
Author: Skinner, Michael E.
Date: 2004-00-00
Type: Journal Articles
Subjects: College Students,Learning Disabilities,College Graduates,Self Advocacy,Higher Education,Postsecondary Education,Self Determination,College Bound Students,Federal Legislation,Interviews,Questionnaires,Reliability,Academic Achievement,Goal Orientation,Evaluation

The purpose of this study was to identify variables that facilitate the academic success of college students with learning disabilities. Twenty recent college graduates with documented learning disabilities were interviewed using a semi-structured format. An analysis of the transcripts of the interviews revealed eight common themes, many of which were consistent with previous research. The themes included (a) the importance of knowledge of one's disability and concomitant accommodations; (b) limited explanation of results of pyschoeducational evaluations; (c) a dearth of information relating to disability law; (d) the importance of self-advocacy; (e) the significance of accommodations and course alternatives; (f) the importance of support systems; (g) the recognition of the need to persevere under challenging circumstances; and (h) the positive effects of goal-setting. Implications of these results are discussed in relation to characteristics of educational programming that facilitate success among students with specific learning disabilities in postsecondary settings. (Contains 2 tables.)
Structural Validity of the WAIS-III among Postsecondary Students
Author: Watkins, Marley W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Validity,Disabilities,Factor Analysis,Psychometrics,Cognitive Ability,College Students,Special Needs Students,Student Evaluation,Disability Identification,Scores,Eligibility,Test Validity

The recent influx of students with disabilities into postsecondary education has generated a concomitant increase in the demand for psychoeducational assessments that include a measure of cognitive ability, either to identify ability-achievement discrepancies or to rule out alternate or comorbid diagnoses. The most commonly recommended cognitive ability measure for adults is the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). However, evidence regarding the psychometric fitness of the WAIS-III for postsecondary assessments is needed. Of particular interest is its structural validity among these students. This study applied exploratory factor analysis to the WAIS-III scores of 183 students at a large Mid-Atlantic university who were referred for determination of postsecondary disability eligibility. The same four-factor model proposed by Wechsler (1997) for the general population was also appropriate for these students. Thus, these results support the use of the WAIS-III with postsecondary students with suspected disabilities. (Contains 3 tables.)
Access to Information and Instructional Technologies in Higher Education I: Disability Service Providers' Perspective
Author: Fichten, Catherine S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Technical Support,Institutional Characteristics,Access to Information,Disabilities,Interviews,Educational Technology,Higher Education,Foreign Countries,Postsecondary Education,Computers,Computer Assisted Instruction,Educational Opportunities,Educational Improvement,Campuses,Evaluation,Internet

Views and concerns of the professionals who deliver disability-related services at Canadian postsecondary education institutions about access to information and instructional technologies are presented. Findings are based on structured interviews with 156 individuals who represent 80% of the population of Canadian campus-based disability service providers. This makes the sample truly representative of the geographic, linguistic and institutional characteristics of the Canadian postsecondary educational system. Key findings in the following areas are highlighted: characteristics of participating professionals; their wish lists; current state of campus information and instructional technologies for students with disabilities at junior/community colleges and universities; important factors in meeting the computer-related needs of students; and the presence and technology needs of postsecondary faculty and staff with disabilities. The results point to (a) the need for better integration of adaptive computer technologies with general-use computer labs on campus; (b) improved learning opportunities for everyone involved, including disability service providers, students, and faculty; and (c) the need to ensure adequate technical support for adaptive computer technologies on campus. (Contains 6 tables.)
Access to Information and Instructional Technologies in Higher Education II: Practical Recommendations for Disability Service Providers
Author: Asuncion, Jennison V.
Date: 2004-00-00
Type: Journal Articles
Subjects: Access to Information,Disabilities,Educational Technology,Higher Education,Community Colleges,Two Year Colleges,Foreign Countries,Laptop Computers,Technology Integration,Instructional Materials,Faculty,Information Technology,Computers

This is an applied companion to our empirical article elsewhere in this issue (Fichten et al., in press) on technological needs and concerns of Canadian junior/community college- and university-based disability service providers. Here, we provide highlights of our findings as well as timely, practical recommendations to disability service providers about ensuring access to the growing array of information and instructional technologies on campus. The objective is to provide (a) an overview of the emerging landscape of information and instructional technologies appearing on campus, (b) campus-based disability service providers' views about these and how these relate to adaptive technologies, and (c) suggestions about how to be proactive on campus so that information and instructional technologies are accessible to all students, particularly those with disabilities.
Rural and Small School Principal Candidates: Perspectives of Hiring Superintendents
Author: Cruzeiro, Patricia A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Small Schools,Rural Schools,School Districts,Superintendents,Principals,Inquiry,Administrator Characteristics,Administrator Attitudes,Personnel Selection,Incentives,Interviews,Literature Reviews,Leadership Qualities,Administrator Qualifications

This article reports the results of an inquiry into the dynamics of principal selection in rural school districts in two mid-American states with high numbers of rural schools. The study focuses on two questions: (1) are rural school districts experiencing a shortage of qualified applicants for vacant principal's positions; and (2) what professional and personal characteristics do superintendents seek in selecting principals for rural schools? Data for the study were collected through a review of the relevant research literature and interviews with superintendents of rural school districts. The study confirmed that rural school districts in these two states are in fact not experiencing a shortage of qualified principal applicants and delineates specific professional and personal characteristics superintendents seek in the principals who lead rural schools.
Job Satisfaction of Iowa Public School Principals
Author: Sodoma, Boris
Date: 2009-00-00
Type: Journal Articles
Subjects: Public Schools,Elementary Secondary Education,Job Satisfaction,Principals,Comparative Analysis,Administrator Attitudes,Gender Differences,Institutional Characteristics,Administrator Role,Governance,Leadership Responsibility,Motivation,Salaries,Rural Schools,Questionnaires,Work Environment,Work Experience,Collegiality,Interpersonal Relationship

The purpose of this study was to examine the job satisfaction of Iowa public school principals and contrast the job satisfaction to the perceptions six years previously. The population for the 1999 and 2005 study was a sample of principals from Iowa K-12 schools. The study revealed significant differences in overall job satisfaction, in gender of the principals, years served as a principal, and type of schools in both studies. No significant differences were found for years served in present position. The results indicated that principals were overall more satisfied in the 2005 than they were in 1999. The findings confirmed that principals spent more time on the management of their schools than on leadership tasks. Principals were more satisfied with hygiene factors than with motivators in both studies. (Contains 4 tables.)
Impact of No Child Left Behind on Curriculum and Instruction in Rural Schools
Author: Powell, Deborah
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,Federal Legislation,Elementary School Teachers,Principals,Rural Education,Decision Making,School Administration,Political Influences,Instructional Leadership,Educational Policy,Policy Analysis,Interviews,Mail Surveys

This article examines the influence of the No Child Left Behind Act on the decision making of rural principals and teachers about curriculum and instruction as well as the possible long-term effects on rural education. Data were gathered from 101 rural elementary school principals in Missouri and 76 rural elementary school teachers in Maine. Missouri principals were concerned about losing their autonomy and abilities to be instructional leaders. Maine teachers reported that NCLB benefited some groups of students more than others and that it has a negative effect on student motivation. There were significant changes in instructional time for some subjects and non-instructional time for recess and kindergarten nap time. The most important influence on principals' educational vision for the future and the need for professional development was meeting AYP and raising test scores. (Contains 1 table.)
Supporting Online Learning for Advanced Placement Students in Small Rural Schools: Conceptual Foundations and Intervention Components of the Facilitator Preparation Program
Author: Irvin, Matthew J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Rural Schools,High Schools,Advanced Placement Programs,Distance Education,Electronic Learning,Research Needs,Coordinators,Training,Intervention

This paper examines the need for interventions to support students who are taking advanced placement courses in small rural districts and describes the Facilitator Preparation Program (FPP) as a strategy to address this need. Issues in the delivery of Online Distance Education (ODE) in small rural schools are summarized and the conceptual foundations and service delivery considerations of the FPP are outlined. Future research needs are also considered.
The Perceptions of Math and Math Education in &quot;Midville,&quot; Illinois
Author: Lucas, David M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Qualitative Research,Mathematics Education,Scientific Attitudes,Rural Areas,Rural Schools,Educational Quality,Interviews,Community Surveys,Community Attitudes,Mathematics Achievement,Educational Benefits,Research Design

By means of a qualitative research method known as folknography, a concerted effort was made to discern perceptions of math and math education in the rural Midwest. A community that will be referred to as Midville, located in the state of Illinois, was chosen as the target population for this study. The community and surrounding region stands over one hundred miles from the nearest metro complex. The study was conducted in May of 2006. After completion of the initial field work, data were collected, analyzed, and summarized, producing this document. (Contains 7 figures and 1 table.)
Evidence-Based Management and Action-at-a-Distance
Author: Lindsay, Roger
Date: 2002-08-00
Type: Journal Articles
Subjects: Foreign Countries,Organizational Change,Higher Education,Educational Environment,College Administration,Managerial Occupations,Role of Education,Leadership Styles,Psychological Studies,Theory Practice Relationship,Research Methodology,Psychology,Intellectual Disciplines,Action Research,Evidence,Decision Making

Organisational change in UK higher education has resulted in control of the student learning environment passing from specific disciplines such as psychology to central management teams and university-wide course frameworks. This poses the general question of how disciplines can exert influence upon broad pedagogic issues, when their control extends only to relatively local matters, and the specific methodological problem of how action researchers can investigate topics of general importance when they are only able to make local interventions. Though higher education managers emphasise accountability and evidence-based practice, their own decision-making processes rarely use pedagogic evidence. Examples from a research programme within one psychology department are described, that attempt to apply psychological research methods to generic issues of pedagogy. An important motivation for this programme is the belief that by generating evidence through research, psychologists can both intervene in debates outside conventional control, and assist management decision-making processes to move towards becoming evidence-based. (Contains 2 tables.)
Pedagogic Research and Evidence-Based Management
Author: Lindsay, Roger
Date: 2002-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,School Schedules,Semester System,Educational Change,Educational Research,Attitudes,Psychology,Departments,Action Research,Evidence

The introduction of modular schemes and a semesterised academic year are amongst the most fundamental changes ever to occur in UK higher education. There is, however, a notable lack of pedagogic research evidence on the effects upon student learning of course frameworks and the temporal structure of large-scale learning units. In the absence of other evidence, decisions to adopt semesterisation and modular schemes seem to have been made to save money, to increase university income, or simply to follow a management trend. A small study of attitudes to semesterisation across psychology departments is reported that raises questions about the pedagogic benefits of shifts to semesterisation. A larger-scale study carried out within a well-established modular course suggests that some aspects of freedom of choice, such as choice over the number of modules studied concurrently, can have negative effects upon student achievement. It is suggested that these effects of high and fluctuating workload should be controlled through course design and through advice given to students when they are constructing programmes. Attention is drawn to the need for psychologists to contribute to the pedagogic research knowledge base in this domain. (Contains 6 tables and 4 figures.)