ethanporcaro/eric-fulltext-meta huggingface dataset:
Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions
Author: Açar, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Global Approach,Universities,Entrepreneurship,Lifelong Learning,Information Technology,Politics of Education,Economics,Conflict,Diversity,Educational Quality,Accountability,Standards,Documentation,International Organizations,Foreign Countries

This study aims to reveal the economic and political issues underlying the remarks related to initial teacher education (ITE) in the documents published by international institutions, European Union (EU), Organization for Economic Co-operation and Development (OECD), and United Nations (UN), and to examine these issues from the perspective of consensus and conflict approaches to education. The study is designed as a systematic review. ITE-related 67 documents published by UN, EU, and OECD were analyzed following several coding steps. According to the results, international institutions promote entrepreneurship, life-long learning, and information and communication technologies as economic issues in ITE. As political issues, they put forward social themes including preparing for diversity, quality in ITE including accountability and standards, and structure of ITE including flexibility and autonomy. Although the documents are mainly parallel with the consensus approach, economic and political issues revealed in the study were discussed from perspectives of both approaches. One perspective considers promoting the economic issues in ITE the economic efficiency and growth which is beneficial for all. The other reminds that division of this benefit may include class-based inequalities. Also, different perspectives emphasize different social themes and they bring different explanations for how the quality assurance functions. [This article includes an extended summary in Turkish.]
Antiracism Glossary for Education and Life
Author: Pokhrel, Richa
Date: 2021-00-00
Type: Journal Articles
Subjects: Racism,Social Justice,Glossaries,Definitions,Racial Attitudes

To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people's lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings.
Anti-Oppressive Practice: An Integral Component of a Graduate Curriculum
Author: Young, Indigo M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Disorders,Speech Language Pathology,Allied Health Occupations Education,Social Justice,Racism,Inclusion,Cultural Awareness,Cultural Differences,Graduate Study,Curriculum Development,Critical Theory,Race,Disabilities

To be fully prepared to work within an increasingly diverse society, CSD students need to learn more about oppression, racism, equity and inclusion in addition to learning about cultural differences. In this article, a model of Anti-Oppressive Practice (AOP) developed as an integral part of a CSD graduate education curriculum is presented. Rooted in theoretical models including Critical Race Theory and Critical Disability Theory, the AOP curriculum includes eight modules, with each module defining relevant language, introducing concrete action step strategies, and giving students opportunities to practice these steps. Topics include forms of bias, systemic racism, oppression, cultural competence and cultural humility, deficit vs. strength-based models, inclusion and ableism in CSD. Numerous examples of how AOP has been threaded throughout the CSD curriculum in academic and clinical courses are provided.
A Systematic Review on Teacher&apos;s Expectations and Classroom Behaviors
Author: Aydin, Özge
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Expectations of Students,Student Behavior,Teacher Student Relationship,Research Reports,Databases,Academic Achievement,Teacher Characteristics,Family Characteristics,School Readiness,Teaching Methods,Academic Ability,Classroom Techniques,School Policy,Elementary Secondary Education,Turkish,English,Research Methodology

The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers' classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases, which were namely EBSCOhost, ERIC, Science Direct, Journal Park Academic, and HEC Theses Centre, were examined. Among 1.227 of the studies conducted, 32 research studies were included in the current review based on a set of inclusion and exclusion criteria after the identification, screening, and eligibility processes. After the content analysis carried out on the included studies, the review extracted certain factors shaping teachers' expectations of students' academic achievement, which were grouped as &quot;students' readiness,&quot; &quot;skills and abilities,&quot; &quot;teacher- and family-related factors,&quot; and &quot;school policies.&quot; In classes, teachers differentiated their instructional methods according to students' ability levels, presented more group work opportunities, established more eye-contact, assigned cognitively harder tasks, and expected more quality work from high-expectancy students. Teachers also tended to decrease their interaction time by turning to another student when a low-expectancy student could not answer a question, and to know personal or academic strengths of high-expectancy students more than low-expectancy ones. [This article includes an extended summary in Turkish.]
Applying Concepts of Cultural Humility in CSD Education
Author: Ginsberg, Sarah M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Disorders,Speech Language Pathology,Allied Health Occupations Education,Cultural Awareness,Competence,Audiology,Self Evaluation (Individuals),Power Structure,Reflection,Self Concept,Interpersonal Relationship,Caring,Mentors

Cultural humility represents a set of concepts that extend the core notion of cultural competence required for licensed professionals in audiology and speech-language pathology (ASHA, n.d.). A cultural humility mindset includes self-evaluation, addressing power imbalances, and fostering productive partnerships (Tervalon &amp; Murray-Garcia, 1998). This paper examines each of these aspects of cultural humility and discusses possible ways to apply them in communicative sciences and disorders education.
Innovative Changes to Study Abroad: Virtual Intercultural Learning during the Pandemic
Author: Krishnan, Lata A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Change,Study Abroad,Distance Education,Multicultural Education,COVID-19,Pandemics,Electronic Learning,Cultural Awareness,Foreign Countries,Audiology,Student Attitudes

Intercultural competence (ICC) is increasingly important for healthcare professionals, and study abroad (SA) programs have been one mechanism to increase students' ICC. With SA programs being cancelled due to the pandemic, and qualitative literature supporting virtual intercultural learning (ICL), the purpose of this paper is to describe a novel approach towards &quot;study abroad&quot; without traveling abroad and evaluate participant gains in ICC with a virtual international ICL experience embedded into a graduate level pediatric audiology course. Nine U.S students and ten students at a partner institution in India were enrolled in the course. Comparison of pre- and post-IDI® scores showed a significant increase in ICC in both groups of participants. The increase in the group mean score for the U.S. students was substantially higher than the group mean score increases in SA students from the same institution. Qualitative reflections support the quantitative data. Overall, results indicate that embedding virtual international ICL activities in a course can be an effective mechanism to enhance ICC, both for U.S. students without traveling abroad, and for the overseas partner students, indicating that the program was mutually beneficial.
Intercampus Health Care Simulation Model for Development of Students&apos; Interprofessional Socialization and Competency
Author: Busch, Cody Marie
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Occupations Education,Institutional Cooperation,Interprofessional Relationship,Partnerships in Education,Nursing Education,Graduate Study,Undergraduate Study,Simulation,Videoconferencing,Patients

Clinical education standards for speech-language pathology and nursing programs indicate the need for students to gain experience with interprofessional collaborative practice (ICP). However, colleges not affiliated with hospitals struggle to offer experiences between healthcare disciplines. The purpose of this paper is to present a case study as a model for interprofessional healthcare simulation that can be applied to schools that have limited access to a variety of professional programs and few complimentary medical specialties at their home institution. The partnership of a masters in speech-language pathology (MS-SLP) program at a public state sponsored institution and a bachelors of science in nursing (BSN) program at a private college provides insights on model effectiveness. A strong partnership between simulation facilitators allowed for agreement on learning objectives, mapping the experience from pre-brief to debrief, and maintenance of unique professional roles for greater authenticity. MS-SLP and BSN students reported high ratings of confidence, understanding of other professional roles, and a shared respect for the unique roles and responsibilities of each team member. Strengths and challenges of the approach are discussed.
The Creation of a Multicultural Foundational Course: From Multicultural Foundational Course: From Research to Practice
Author: Farrugia, Audrey M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Speech Language Pathology,Allied Health Occupations Education,Introductory Courses,Required Courses,Graduate Study,Graduate Students,Communication Disorders,Best Practices,Course Descriptions,Course Content,Assignments,Reflection

The American Speech Language Hearing Association requires that multicultural content be included in graduate communication and sciences disorders programs. However, there is a paucity of research on the ways that this is achieved. The purpose of this paper is to describe in detail a multicultural course created from best practices gathered from research literature, conference presentations, and syllabi sources in communication sciences and disorders and share student reflections of the created course. Student feedback from this study shows that foundational courses can improve cultural competency but careful consideration of discussion format and time dedicated to communities should take place.
The Power of Faculty: Transformative Agents of Change for the Profession
Author: Morris, Lekeitha R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Strategies,Course Content,Curriculum Development,Racism,Inclusion,Language Usage,Classroom Environment,College Faculty,Student Diversity,Minority Group Students,Speech Language Pathology,Allied Health Occupations

The lack of racial diversity in the profession is problematic for the families we aim to serve. The goal of this paper is to address some of the ways in which CSD departments can contribute to increasing the number of speech-language pathologists and audiologists of color. This manuscript proposes that faculty are a source of fundamental change and progress toward anti-racism in CSD profession. We will: (1) describe strategies for creating equity within the course syllabi, content and classroom interactions; (2) offer suggestions on next steps beyond the classroom; and (3) highlight ways to maximize success through departmental initiatives.
A Critical Reflection on Adaptation of Teaching Practices
Author: Gibbons, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Teaching Methods,Educational Practices,Higher Education,Graduate Students,Evidence Based Practice,Student Needs,Well Being,Instructional Innovation,Graduate School Faculty

The purpose of this paper is to provide a description of how critical reflection can be used to update and revise teaching practices in response to evolving student needs and challenges in higher education. The authors identify the types of challenges that faculty and graduate students face in the current educational environment. Generational differences between faculty and students, the impact of increased student stress levels, and advances in technology will continue to shape how we instruct graduate students. We identified a number of evidence-based practices which were reported to be useful in reducing stress and anxiety in students while still maintaining academic rigor. We found critical reflection to be beneficial in shifting instructional paradigms. Critical reflections are crucial at the individual level, but there is merit in performing them at the departmental and organizational level as well to promote systemic change.
Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior
Author: Briesch, Amy M.
Date: 2022-09-00
Type: Journal Articles
Subjects: Psychometrics,Behavior Rating Scales,Progress Monitoring,Observation,Student Behavior,Elementary School Students,Anxiety,Depression (Psychology),Withdrawal (Psychology),Children,Response to Intervention,Teacher Attitudes,Test Reliability,Construct Validity,Test Construction

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students' responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-age students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in Grades K-3 (N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed ([omega] = 0.88) and 4-item Socially Withdrawn ([omega] = 0.87) scales. [For the corresponding grantee submission, see ED614791.]
Perceptions and Effects of Online Clinical Preparation Modules for First-Semester Speech-Language Pathology Graduate Students
Author: Leatherman, Elizabeth M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Graduate Students,Clinical Experience,Learning Modules,Performance Factors,Student Attitudes,Teacher Attitudes,Online Courses

Students begin graduate school with varying backgrounds and experiences from their undergraduate program, which can result in different degrees of competence as they begin clinical work. This study investigated the effects of a series of seven online modules designed to review foundational clinical skills and enhance students' clinical success. A cohort of 39 incoming graduate students at a midwestern university participated in the study and completed the modules during program orientation. Mixed methods were used to evaluate the effects and perceptions of the modules, including surveying students and the clinical faculty, comparing students' clinical evaluations to those of previous students who did not use the modules, and facilitating a focus group with the clinical faculty. The findings indicated that students perceived the modules to be helpful, but there were not significant changes in faculty ratings of students' clinical performance. Both faculty and students responded positively to the use of online modules, but they were challenged in integrating them into the clinical practicum experience, resulting in minimal use of the modules beyond program orientation. Faculty and students made notable suggestions for improvement. Implications for how graduate programs prepare and support students in their clinical experiences are discussed.
The Blended and Online Learning Design Fellows Program: Developing Teacher-Researchers in Communication Sciences and Disorders
Author: Teller, Laurel
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Doctoral Programs,Communication Disorders,Blended Learning,Electronic Learning,Instructional Design,Fellowships,Online Courses,Speech Language Pathology,Allied Health Occupations Education,Masters Programs,Program Effectiveness,Evidence Based Practice

Developing skills in the scholarship of teaching and learning (SoTL) represents an important gap in doctoral training in Communication Sciences and Disorders. This study describes the Blended and Online Learning Design Fellows Program (BOLD) as a model for infusing SoTL into doctoral studies and for teaching graduate students how to develop online instructional modules. We first describe the structure of the yearlong BOLD Program. We then provide a case example of the development and SoTL evaluation of an online instructional module on the topic of intentional communication. We conclude with a discussion regarding how our study results inform future instructional decisions and SoTL evaluations of instructional modules.
The Use of Interprofessional Education (IPE) to Address Collaboration for Individualized Education Plans (IEPs): A Retrospective Study of Occupational Therapy, Speech-Language Pathology, and Special Education Students&apos; Perceptions
Author: Curro, Kristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Professional Education,Individualized Education Programs,Occupational Therapy,Allied Health Personnel,Speech Language Pathology,Special Education,Graduate Students,Masters Programs,Student Attitudes,Knowledge Level,Interdisciplinary Approach,Cooperative Learning,Self Efficacy,Readiness,Role Perception,Responsibility,Perspective Taking,Teamwork,Workshops,Program Effectiveness

The purpose of this project is to measure the effects of interprofessional education (IPE) on the perceptions of preservice professionals' development of an Individualized Education Plan (IEP). The preservice professionals (PSPs) participants included master's students from speech language pathology (SLP), occupational therapy (OT) and special education (SPED) programs (N = 78). The primary project goals were to examine the perceptions of the participants' roles and knowledge on a multidisciplinary education team, their perceptions of the collaborative process, and their familiarity with the IEP development process. A mixed-methods, retrospective, cross-sectional investigation was used to obtain quantitative and qualitative outcomes. A pre-workshop and post-workshop survey were used to collect the quantitative data. Qualitative data were collected via open-ended survey questions. Results demonstrated increased perceptions of knowledge as a result of the workshop across the three disciplines (OT: &quot;t&quot;(32) = -3.85, &quot;p&quot; &lt; 0.001; SLP: &quot;t&quot;(29) = -5.70, &quot;p&quot; &lt; 0.001; SPED: &quot;t&quot;(14) = -2.12, &quot;p&quot; = 0.02). Qualitative themes identified included increased confidence, collaboration, and preparedness to develop an IEP, and new understandings of roles and responsibilities among the participants.
Vocabulary &amp; Academic Success in University Undergraduate Students
Author: Irvin, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Vocabulary Skills,Mothers,Parent Education,Academic Achievement,Grade Point Average,Knowledge Level

Thirty- nine students at a four-year university participated in this two-part study. One part investigated the relationship between maternal education and vocabulary while also looking at the relationship between vocabulary and academic success. The second portion looked at the relationship between vocabulary and word learning. Results from the study indicate that vocabulary knowledge is significantly correlated with GPA and students' ability to learn words in a limited amount of time. Students with higher vocabulary scores earned higher gain scores and GPA. Maternal education was not significantly correlated with PPVT scores, contrary to what prior literature would suggest.
Adapting Coursebook Activities to Stimulate Language Learning among Rural Students: An Action Research
Author: Kirmizi Ayyildiz, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Rural Schools,English (Second Language),Second Language Learning,Class Activities,Textbooks,Low Income Students,Language Teachers,Student Attitudes,Instructional Improvement,Achievement Gains,Material Development

Coursebooks are substantial components of English lessons for facilitating learning. However, cultural differences may require a course material to be adapted to meet students' needs, interests and wants. This qualitative action research study aimed to improve an English language teaching process at a rural school in a socioeconomically deprived area. The required data were gathered through semi-structured teacher interviews, semi-structured student interviews, teacher memos, class discussion teacher reflections, open-ended student questionnaires. The findings of the study indicated that regional challenges affect the language learning process in rural areas negatively and this regional divide makes it difficult for students to keep up with the centralized content. When the materials are adapted in accordance with the students' needs and profile, and regional conditions, it is possible for students to reach the learning goals. The data also show that the adapted materials contribute to meaningful learning, enthusiasm among students, engagement towards the English and increase retention. [This article includes an extended summary in Turkish.]