ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Barriers to College Student Use of Disability Services and Accommodations
Author: Marshak, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Federal Legislation,Academic Accommodations (Disabilities),Accessibility (for Disabled),Barriers,College Students,Related Services (Special Education),Interviews,Use Studies,Special Needs Students,Student Attitudes,Familiarity,Delivery Systems,Teacher Student Relationship,Attitudes toward Disabilities,Identification

Federal legislation requires most colleges and universities to provide equal access and reasonable accommodations for students with disabilities. However, many students do not fully avail themselves of college disability services and accommodations. It is important for Office of Disability Services (ODS) personnel to understand the reasons for this, as they attempt to best assist students with disabilities at their institutions. In this qualitative study, 16 college students with disabilities at a medium-sized state university were interviewed. Five major thematic categories emerged from the data analysis, which were identified as barriers to why some students might not seek-out or more fully utilize disability services and accommodations in postsecondary education: (a) identity issues, (b) desires to avoid negative social reactions, (c) insufficient knowledge, (d) perceived quality and usefulness of services, and (e) negative experiences with faculty. Suggestions for ODS personnel to eliminate institutional barriers and to help students overcome personal barriers are provided. (Contains 2 tables.)
Adaptation to College for Students with and without Disabilities: Group Differences and Predictors
Author: Adams, Katharine S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade Point Average,Student Adjustment,Social Adjustment,Self Advocacy,Predictor Variables,Adjustment (to Environment),Emotional Experience,Individual Differences,Cohort Analysis,Prediction,Questionnaires,Mail Surveys,Accessibility (for Disabled),Student Attitudes

This study investigated differences between attributional style and student adaptation to college for students with and without disabilities. In terms of attributional style, the students with disabilities demonstrated a more internal, stable, and global attributional style for both positive events and negative events. In terms of student adaptation to college, the group of students without disabilities scored higher for overall student adaptation to college, social adjustment, institutional attachment, and semester GPA. Additionally, we explored the ability of six variables to predict student adaptation to college for students with disabilities. Two variables contributed significantly to the prediction: self-advocacy skill and visibility of disability. (Contains 4 tables.)
Determining Faculty Needs for Delivering Accessible Electronically Delivered Instruction in Higher Education
Author: Gladhart, Marsha A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Courses,Disabilities,Delivery Systems,Academic Accommodations (Disabilities),Educational Needs,Needs Assessment,Electronic Learning,Educational Strategies,Familiarity,Disability Identification,Mail Surveys,College Faculty,Educational Practices,Teacher Attitudes

The purpose of this study was to determine if a need exists for faculty training to improve accommodation for students with disabilities enrolled in electronically delivered courses at a statewide university system. An online survey was used to determine if instructors had students who had been identified as needing accommodation in their online courses, to identify which tools instructors used in electronically delivered instruction, and to determine how familiar the instructors were with strategies for accommodating students with disabilities in their courses. Over half the respondents reported identifying students in their classes with disabilities either by an official notice or through other means of identification. The respondents identified a variety of electronic delivery tools used to provide instruction in distance courses. A low percentage of the faculty surveyed reported they were aware of strategies to improve accessibility in their electronically delivered courses. (Contains 6 tables.)
A Paradigm Shift on Providing Alternative Formats of Textbooks
Author: Alexis, Lance
Date: 2010-00-00
Type: Journal Articles
Subjects: School Culture,Textbooks,Models,Universities,Colleges,Audio Books,Instructional Materials,Disabilities

Providing services to students who qualify for textbooks in alternative, useable formats is a staple of many Disability Services Offices throughout higher education. This practice brief seeks to examine how current trends, along with a department's willingness to evaluate its departmental, professional, and institutional cultures, can impact this process and a department's greater mission. This brief is a testimony to the benefits of an office reviewing its own professional culture and how it interacts with a specific institution's culture, as well as a challenge for others in the profession to partake in a similar examination.
Mentoring Individuals with Disabilities in Postsecondary Education: A Review of the Literature
Author: Brown, Steven E.
Date: 2010-00-00
Type: Information Analyses
Subjects: Higher Education,Mentors,Disabilities,Educational Research,Models,Journal Articles,Classification,Academic Achievement,Periodicals,Databases,Transitional Programs,Program Descriptions

The purpose of this literature review was to locate, describe, and analyze empirical data on mentoring individuals with disabilities in postsecondary (or higher) education. The fundamental question posed was: Is there evidence to support effective mentoring practices for students with disabilities in postsecondary (or higher) education? This paper begins with a brief description of several types of mentoring models to establish context, followed by a presentation of the parameters of the literature search. Findings demonstrate that evidence-based research about mentorship for students with disabilities in postsecondary education is minimal. Only 10 articles fit the search criteria. These articles are categorized into three areas: a) transition to higher education, b) success in higher education, and c) work and higher education. A discussion of themes in the articles reviewed is followed by suggestions for future research. (Contains 5 tables and 1 figure.)
Postsecondary Students Who Have a Learning Disability: Student Perspectives on Accommodations Access and Obstacles
Author: Cawthon, Stephanie W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,High Schools,Learning Disabilities,Self Advocacy,Student Attitudes,Public Colleges,Student Surveys,Resources,Student Personnel Services,Academic Accommodations (Disabilities),Testing Accommodations,Access to Education,Barriers

Students with Learning Disabilities (SLD) face unique challenges when entering postsecondary education after high school. A successful navigation of postsecondary context requires knowledge of one's own disability and needs as well as access to what resources may be available at the institution. The purpose of this study was to gather SLD perspectives on accommodations use and obstacles they faced in gaining access to services. A total of 110 undergraduate students at a selective, four-year public University completed an online survey as part of a research subject pool requirement. The study collected information about the following areas: (a) accommodations use, (b) opportunities/barriers faced during transition, (c) knowledge students had regarding their disability and available services, and (d) self-advocacy strategies. Results indicated that this student population might not have used the University resources to the extent that they were available, pointing towards a potential need for greater awareness of campus resources. However, it was also true that students generally knew the implications of their disability and were utilizing many of the same resources that they did in high school. The article concludes with implications for education professionals who serve SLD. (Contains 1 table, 2 figures and 1 footnote.)
Perceptions of College Students with and without Disabilities and Effects of STEM and Non-STEM Enrollment on Student Engagement and Institutional Involvement
Author: Hedrick, Brad
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Experience,Student Attitudes,STEM Education,Enrollment,Learner Engagement,National Surveys,Student Surveys,Teacher Student Relationship,Educational Environment,College Curriculum,Outcomes of Education,Student Participation,College Seniors,College Freshmen

In a college student sample (n = 4,467) chosen among the National Survey of Student Engagement (NSSE) participants in 2006, group differences based on disability (i.e., no disability, single primary disability, multiple primary disabilities) were examined on five NSSE benchmarks of student engagement and institutional performance (i.e., academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, supportive campus environment) and taking into account curricular status (i.e., Science, Technology, Engineering, and Mathematics-STEM, non-STEM). Students with disabilities differed from their counterparts without disabilities in their perceptions related to student-faculty interactions and the extent to which they experienced supportive campus environments. Students with disabilities were significantly more favorable in their perceptions of student-faculty interactions, but reported significantly less favorable supportiveness of their respective campus environments. Although curricular status had independent effects on most of the measured outcomes, no compounding effects of curricular status on disability status were found.
The POSITIVES Scale: Development and Validation of a Measure of How Well the Information and Communication Technology Needs of Students with Disabilities Are Being Met
Author: Fichten, Catherine S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Likert Scales,Measures (Individuals),Factor Analysis,Information Technology,Test Construction,Disabilities,Computer Uses in Education,College Students,Foreign Countries,Student Attitudes,Student Needs,Educational Technology,Test Reliability,Test Validity,French,English,Access to Computers,Questionnaires

Data on perceptions of 1354 Canadian college and university students with disabilities about how well their information and communication technology (ICT) needs are being met on and off campus were collected. These formed the basis for the POSITIVES Scale (Postsecondary Information Technology Initiative Scale). The measure contains 26 items which use a 6-point Likert scale (1 = strongly disagree, 6 = strongly agree) to indicate level of agreement with each of the positively worded items. The Scale has three factor analysis derived subscales (ICTs at School Meet Student's Needs, ICTs at Home Meet Student's Needs, e-Learning ICTs Meet Student's Needs) and a total score. Reliability and validity are excellent for both English and French versions. Versions that could be completed online, on paper (printable PDF), and within a Microsoft Word document were found to be equivalent. Both the measure and the norms are provided. (Contains 8 tables.)
Supporting a University Student Who Is Deaf-Blind in Writing for the Disciplines
Author: Chanock, Kate
Date: 2010-00-00
Type: Journal Articles
Subjects: Deaf Blind,College Students,Writing Across the Curriculum,Content Area Writing,Postsecondary Education,Foreign Countries,Tutors,Skill Development,Writing Skills,Special Needs Students

Bhattacharyya (1997) finds that universities must scramble to accommodate students who are Deaf-blind &quot;because of limited literature regarding post secondary education for Deaf-blind students and the fact they have not yet experienced serving this unique population.&quot; Many Australian universities employ Academic Language and Learning (ALL) tutors whom any students may consult to develop their academic skills and in particular, their writing. The literature offers little guidance to students with Deaf-blindness, or to tutors, on how to make this work for students with a dual sensory impairment. This paper focuses on a supportive collaboration between an ALL tutor, a B.A. student with Deaf-blindness, and her interpreter.
Self-Perceptions of Self-Regulatory Skills in Children Aged Eight to 10 Years: Development and Evaluation of a New Self-Rating Scale
Author: Rizzo, Patrizia
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Rating Scales,Children,Factor Analysis,Self Concept,Self Control,Metacognition,Behavior Problems,Learning Problems,Developmental Delays,Control Groups,Parent Attitudes,Teacher Attitudes,Measures (Individuals)

Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to make accurate self-judgments on their regulatory skills. We present a new age-appropriate self-rating scale for the assessment of self-regulatory skills in young school children--the Self-rating of Self-regulatory Function (SelfReg)--which was validated on a representative sample of 107 school children aged 8 to 10 years. Confirmatory factor analysis of the scale offered evidence for a one-dimensional rather than a multidimensional model. In a second step, self-ratings on the SelfReg of 21 children with impaired self-regulatory skills and various types of behavioural, developmental, or academic difficulties were compared to self-ratings of 21 normal controls. Children with dysfunctional self-regulation rated themselves as significantly more impaired on the SelfReg than control children. Analyses of discrepancies between parents' and/or teachers' ratings and self-ratings of the children did not discriminate between the two groups, indicating that self-ratings in children with dysfunctional self-regulation and control children, though significantly different, were equally accurate. It is concluded that children as young as 8 to 10 years are able to make differential and accurate judgments on their self-regulatory skills when assessed with an age-appropriate instrument. (Contains 6 tables and 2 figures.)
Praise and Feedback in the Primary Classroom: Teachers' and Students' Perspectives
Author: Burnett, Paul C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Observation,Interviews,Positive Reinforcement,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Qualitative Research,Case Studies,Foreign Countries,Teacher Student Relationship,Self Concept,Academic Achievement,Student Motivation

This small scale qualitative study investigated teachers' and students' perceptions of praise and feedback in the classroom using structured interviews and classroom observation. A case study approach was used whereby students and teachers from one school participated. Some 56 students and five teachers were interviewed individually or in small groups. The findings suggested that several factors need to be considered when using praise and feedback in the primary classroom. Careful deliberation should be given to the type of praise and feedback used by teachers in their classrooms and when and how it should be used. Younger students prefer &quot;ability&quot; feedback, and as they grow older their preference for &quot;effort&quot; feedback increases. Most importantly, general, non-targeted praise was most commonly used in the classroom, but this type of praise is not effective because it is not linked to a specific behaviour or targeted to the successful completion of a task. The results of this study suggest that teachers should use less general, non-targeted praise, more effort and ability feedback, and give more ability than effort feedback to younger students (grades 1-4) and more effort than ability feedback to older students (grades 5-7). (Contains 1 table.)
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Author: Niess, Margaret L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Spreadsheets,Mathematics Instruction,Science Instruction,Computer Uses in Education,Inservice Teacher Education,Elementary School Teachers,Middle School Teachers,Pedagogical Content Knowledge,Online Courses,Graduate Study,Outcomes of Education

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online graduate course designed for integrating dynamic spreadsheets as teaching and learning tools in mathematics and science. With the lens of four TPACK components (Niess, 2005), the analysis describes teachers' development from recognizing to accepting, adapting, and exploring TPACK levels. Implications and recommendations for the design of future professional development courses and continuing research are identified to support inservice teachers' knowledge growth for teaching with technologies.
Evaluation of Learning Efficiency and Efficacy in a Multi-User Virtual Environment
Author: Hearrington, Doug
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Simulation,Web Sites,Virtual Classrooms,Teacher Education,Graduate Students,Self Efficacy,Learning,Efficiency,Pretests Posttests,Electronic Learning,Student Attitudes,Cognitive Processes,Difficulty Level

This study evaluated the multi-user virtual environment (MUVE) known as Second Life, integrated with Moodle and SLOODLE technologies, as an exploratory course delivery platform and for its ability to enable teachers to meet elements of NETS.T. Graduate  student participants (N = 17) interacted, constructed simulated schools, and attended classes in the MUVE. The researcher used pre- and posttest measures of self-efficacy and learning efficiency to understand the effects of the MUVE on participants and their rate of learning to make educational use of the environment. Findings imply that the technologies have potential as a distance-learning platform and as a tool to meet elements of NETS.T. Preparing teachers to use the MUVE for these purposes is likely to require a significant amount of scaffolding. (Contains 5 tables and 2 figures.)
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers' Views on Presence Online
Author: Holmes, Aliya
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Professional Development,Teaching Methods,Inservice Teacher Education,Online Courses,Participant Satisfaction,Interaction,Network Analysis,Learning Experience,Program Effectiveness,Teacher Surveys,Performance Factors

This paper uses a mixed-method approach to examine the efficacy of a 5-week distance learning model that offered 2-credit courses for K-12 inservice teachers as a form of professional development. This study examined the experiences of the inservice teachers across online professional development courses and analyzed participant surveys from this population to gain a better sense of satisfaction, learning, and quality of interactions related to the online professional development. The findings speak to the value of establishing a sense of &quot;presence&quot; online, the impact of online teacher professional development on the active classroom, and features that contribute to the enhancement of professional development online. (Contains 6 tables.)
Clothing the Emperor: Addressing the Issue of English Language Proficiency in Australian Universities
Author: Dunworth, Katie
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Proficiency,College Students,Foreign Students,Language Tests,Second Language Instruction

The English language proficiency levels of students in Australian higher education who have English as an additional language (EAL) has become an increasingly prominent issue, particularly as it relates to international students. In 2009 this resulted in the publication of a set of good practice principles for the sector. This paper argues that there are fundamental issues about the nature, measurement and development of student English language proficiency that need to be addressed if universities are to build on those principles for good practice to make systemic and sustainable progress in this area.
Bridging the Gap between Expert-Novice Differences: The Model-Based Feedback Approach
Author: Ifenthaler, Dirk
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Concept Mapping,Learning Processes,Climate,Expertise,Models,Experimental Groups,Instructional Design,Electronic Learning,Instructional Effectiveness,Comparative Analysis,Pretests Posttests,College Students,Computer System Design,Computer Software,Internet,Computer Assisted Instruction

The study adds to the body of knowledge about different types of feedback. Feedback is considered a fundamental component for supporting and regulating learning processes. Especially in computer-based and self-regulated learning environments, the nature of feedback is of critical importance. Hence, this study investigates different types of automatically generated feedback. Seventy-four students participated in the experimental study, in which they had to write texts and create concept maps reflecting their understanding of climate change while receiving three different forms of model-based feedback. Results indicate that concept maps were structurally and semantically more similar to an expert solution than written texts. However, the form of the automatically created model-based feedback did not influence the type of representation. (Contains 4 tables and 1 figure.)
Hegemony, Big Money and Academic Independence
Author: Anderson, Tim
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,School Business Relationship,Governance,Corporate Support,Power Structure,Politics of Education,Conflict of Interest,Institutional Autonomy,Academic Freedom

This article considers whether a threat is posed to academic independence in corporate universities by the United States Studies Centre (USSC) at the University of Sydney. The USSC rapidly worked its way into Australia's oldest university, building a unique governance structure in which a private business lobby vets senior academics and controls the Centre's finances. Despite a secret management agreement, the aims, control mechanisms and some of the outcomes of this project are fairly plain. The Centre has undermined academic independence, dressed up the business lobby's agenda as &quot;normal&quot; academic activity, and has raised broader questions about the capacity of the corporate university to manage conflicts of interest.