ethanporcaro/eric-fulltext-meta huggingface dataset:
Speech-Processing Fatigue in Children: Auditory Event-Related Potential and Behavioral Measures
Author: Key, Alexandra P.
Date: 2017-07-00
Type: Journal Articles
Subjects: Fatigue (Biology),Children,Speech,Listening Comprehension,Attention,Auditory Stimuli,Listening

Purpose: Fatigue related to speech processing is an understudied area that may have significant negative effects, especially in children who spend the majority of their school days listening to classroom instruction. Method: This study examined the feasibility of using auditory P300 responses and behavioral indices (lapses of attention and self-report) to measure fatigue resulting from sustained listening demands in 27 children (M = 9.28 years). Results: Consistent with predictions, increased lapses of attention, longer reaction times, reduced P300 amplitudes to infrequent target stimuli, and self-report of greater fatigue were observed after the completion of a series of demanding listening tasks compared with the baseline values. The event-related potential responses correlated with the behavioral measures of performance. Conclusion: These findings suggest that neural and behavioral responses indexing attention and processing resources show promise as effective markers of fatigue in children.
Examining Underlying Relationships between the Supports Intensity Scale-Adult Version and the Supports Intensity Scale-Children&apos;s Version
Author: Seo, Hyojeong
Date: 2017-09-00
Type: Journal Articles
Subjects: Adults,Children,Needs Assessment,Measures (Individuals),Intellectual Disability,Validity,Scores,Intelligence,Adjustment (to Environment),Adolescents,Young Adults,Correlation,Maximum Likelihood Statistics,Statistical Analysis

Given the growing importance of support needs assessment in the field of intellectual disability, it is imperative to develop assessments of support needs whose scores and inferences demonstrate reliability and validity. The purpose of this study was to examine the criterion validity of scores on the &quot;Supports Intensity Scale-Children's Version&quot; (SIS-C) by identifying the relation of SIS-C scores to those on the &quot;Supports Intensity Scale-Adult Version&quot; (SIS-A) for youth on the boundary of appropriateness of the two assessments (ages 16-21). Using data from 142 youth who both completed the SIS-A and SIS-C, we found that parallel support need constructs on the two versions of the SIS have strong associations. In addition, there were similar relations between personal competency (i.e., intelligence and adaptive behavior) and support needs measured by the SIS-A and SIS-C. Implications for future research and practice are discussed.
A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
Author: Spencer, Trina D.
Date: 2017-09-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Preschool Children,Reading Comprehension,Story Reading,Fidelity,Language Tests,Reliability,Validity,Preschool Teachers,Statistical Analysis

Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers, ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%. Concurrent validity with two established language measures revealed correlations ranging from 0.67 to 0.81. Test-retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum-based measure that early childhood educators can use for monitoring preschoolers' progress in language comprehension.
Self-Regulation for Students with Emotional and Behavioral Disorders: Preliminary Effects of the &quot;I Control&quot; Curriculum
Author: Smith, Stephen W.
Date: 2017-09-00
Type: Journal Articles
Subjects: Self Control,Student Behavior,Emotional Disturbances,Behavior Disorders,Middle School Students,Pretests Posttests,Program Effectiveness,Executive Function,Problem Solving,Self Contained Classrooms,Randomized Controlled Trials,Comparative Analysis,Intervention,Computer Assisted Instruction,Brain,Training,Goal Orientation,Computer Games,Questionnaires,Likert Scales,Check Lists,Child Behavior,Knowledge Level,Statistical Analysis

Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed &quot;I Control,&quot; a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre-post pilot data analyses using &quot;Mplus&quot; from 152 students in 14 schools/17 classrooms indicated that students taught &quot;I Control&quot; evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that &quot;I Control&quot; warrants more extensive investigation.
Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
Author: Pyle, Kellina
Date: 2017-07-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Case Studies,Goal Orientation,Student Behavior,Feedback (Response),Accountability,Reports,Contingency Management,Coding,Program Effectiveness,Behavior Modification,Student Characteristics,Effect Size,Periodicals,Bias,Journal Articles,Hierarchical Linear Modeling,Meta Analysis

The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.
Rhetorical Location and the Globalized, First-Year Writing Program
Author: Willard-Traub, Margaret K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry Based Learning,Freshman Composition,Student Diversity,Culturally Relevant Education,College Programs,Writing (Composition),Learning Laboratories,Educational Objectives,Educational History,Global Education,Institutional Characteristics,Context Effect,Educational Practices

The University of Michigan-Dearborn Writing Program and Writing Center serve an increasingly large number of recent immigrants, international students, and students who as children immigrated to the United States. The Writing Program and Writing Center have for a decade developed curriculum and support services geared specifically toward meeting the needs of this increasingly heterogeneous student body, while at the same time highlighting students' rich contributions to the learning and rhetorical contexts of the university and surrounding communities. Owing in part to the university's proximity to Detroit and in part to Dearborn's own particular history and demographics--a city with the highest proportion of Arab Americans in the U.S.--UMDearborn comprises a truly cross-cultural and transnational space. Within this rhetorical context, Writing Program curricula with &quot;cross-cultural&quot; and transnational emphases afford students unique opportunities to learn to write for public audiences with backgrounds, experiences and socio-political affiliations very different from their own.
The Writing on the Wall: Activist Rhetorics, Public Writing, and Responsible Pedagogy
Author: Sundvall, Scott
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Writing Skills,Writing Strategies,Rhetoric,Electronic Learning,Electronic Publishing,Classroom Techniques,Critical Theory,Service Learning,Public Speaking,Theory Practice Relationship,Risk,Gender Discrimination,Violence,Fear,College Programs,Educational Practices

Drawing from their experiences teaching two different activism-focused writing courses, the authors consider the benefits, pitfalls, and potential dangers of activist writing pedagogy. Scott provides a retrospective on a rhetoric and writing course focused on the employment of digital rhetoric, while Katherine reflects on an activist-rhetoric course that culminated in the execution of an annual Take Back the Night rally. Despite the risk of &quot;politicizing the classroom,&quot; the authors argue that activist pedagogy, when thoughtfully implemented, can help students (no matter their political leanings) learn how to write, act, and think--necessary skills for a democratic society. Yet, while both authors support activist-focused rhetoric and writing courses, they also examine the ethical, pedagogical, occupational, and even legal issues that might arise from teaching such courses.
Using Genre to Bridge Research, Professional Writing, and Public Writing at University of North Dakota: A Program Profile
Author: Basgier, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Literary Genres,Writing (Composition),College English,Institutional Characteristics,Educational History,Assignments,Rhetorical Invention,Classroom Techniques,Teaching Methods,Educational Opportunities,Barriers,Course Descriptions

To illustrate how genre pedagogy and public writing pedagogy can inform one another, this program profile describes the second-semester composition course at University of North Dakota, ENGL 130: College Composition II: Writing for Public Audiences. In this course, genre works as a rhetorical bridge across an interlinked sequence of research, professional, and public writing assignments focused on a contemporary topic of public interest. The course maintains a public orientation throughout: as a simulated genre system, the course constitutes a protopublic, or a rhetorical space in which students can learn about public debates, rehearse public discourses, and prepare for future performances of public genres with rhetorical awareness in their repertoire.
Writing against Harassment: Public Writing Pedagogy and Online Hate
Author: Gruwell, Leigh
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Computer Mediated Communication,Antisocial Behavior,Writing (Composition),Power Structure,Rhetoric,Safety

Of the 40% of internet users who have faced harassment online, young adults, women, and racial minorities are especially vulnerable, experiencing more severe harassment and experiencing it more often. This article attempts to reconcile the increasingly urgent calls for students to compose in public spaces online with the reality of potential harassment. Compositionists should avoid relying on a Habermasian understanding of the public sphere and instead embrace a political, ecological approach to public writing that recognizes publics as the result of the interactions between multiple texts and actors, and that attends to the ways in which power relations alternately shape, constrain, and enable those texts and actors. This model equips students with a more sophisticated framework for understanding internet publics, and will ultimately empower them to make informed rhetorical choices about which public networks to enter, ensuring not just more effective rhetorical action but safer online experiences.
The Perennial Question--&quot;What Do We Want from Public Writing?&quot;: A Conversation with Susan Wells
Author: Minnix, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Public Speaking,Rhetoric,Classroom Techniques,Educational Needs,Educational Practices,Expectation,Writing for Publication,Writing Skills,Writing Strategies

In this interview, Susan Wells discusses the teaching of public writing and the work of public rhetoric as they respond to both shifting and recurring political and social contexts. Drawing on insights from her extensive and current work on public rhetoric, including her foundational essay &quot;Rogue Cops and Health Care: What Do We Want from Public Writing?,&quot; Wells discusses the possibilities public writing instruction holds for cultivating students' public agency, while also exploring the boundaries between what can and cannot be accomplished in the public writing classroom.
Rendering Private Writing Public in the DALN
Author: Alexander, Kara Poe
Date: 2017-00-00
Type: Journal Articles
Subjects: Archives,Personal Narratives,Literacy,Writing (Composition),Student Empowerment,Advocacy,Persuasive Discourse,Sharing Behavior,College Students

In this article Kara Alexander discusses why, as a literacy studies instructor, she believes requiring her students to upload their literacy narratives to the Digital Archive of Literacy Narratives (DALN) is beneficial. She provides three reasons for this requirement: (1) making their work public has the potential to enhance student agency, empowerment, and authority; (2) The DALN has the potential to challenge dominant notions of literacy, schooling, and education--to serve as a space for argument and advocacy; and (3) to emphasize generosity and reciprocity.
Re/Visioning Asian American Literacy Narratives through the DALN
Author: Young, Morris
Date: 2017-00-00
Type: Journal Articles
Subjects: Archives,Literacy,Personal Narratives,Asian Americans,Asians

The Digital Archive of Literacy Narratives (DALN) is a digital space that functions to make the work of literacy narratives public and to both reveal and challenge complex practices and histories of literacy. In the context of Morris Young's work, what he has found fascinating (and gratifying) in the DALN is the range of Asian and Asian American literacy narratives that document the experiences of people who engage critically with questions of language, literacy, and culture. In this brief article, Young shares some thoughts on the significance of the DALN in re/visioning Asian American literacy narratives.
Textual Encounters in the DALN/&quot;Composition Forum&quot; on the DALN
Author: Soliday, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Archives,Electronic Publishing,Narration,Personal Narratives,Writing Instruction,Reading,Writing (Composition),Literacy Education,Memory

In this article, Mary Soliday discusses her observation that within the Digital Archive of Literacy Narratives (DALN), the narrators frequently attribute their desire to read and write in the present with specific textual encounters they had had in the past. In these encounters, the text (often a literary text) helped narrators to mediate relationships: in these tales, genuine literacy emerges from genuine social connection. Narrators sometimes focus their encounters by dwelling on the text as a sensual object or visual image, or by describing a moment of shared performance, storytelling, and reading aloud. Narrators then use these encounters to memorialize their connections to others but also to acknowledge the complexity of past literate selves. Through these textual encounters, the narrators endow private emotional moments with broader public meaning. For some, the private encounter spurs them to pass on their habits and their books to others in their immediate circle. For others, the private encounter widens the circle as narrators hold competing literacies in equal tension. Ultimately, Soliday says, that the DALN offers to her--to writing teachers--the desire to create democratic spaces where dynamic textual encounters can occur.
Some Thoughts on the DALN as Public Utility
Author: Harker, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Archives,Electronic Publishing,Personal Narratives,Technology Uses in Education,Literacy

At 7,000 literacy narratives and counting, it is becoming clear to Digital Archive of Literacy Narratives (DALN) co-directors Michael Harker and Ben McCorkle that the Archive's joint commitment to preserving and sharing stories make it a valuable and important resource to their profession and the public. And while the DALN's mission remains to &quot;provide a historical record of the literacy practices and values of contributors, as those practices and values change&quot; (Digital Archive of Literacy Narratives) shifts along with the political climate and changes in attitudes about the relationships of technology to literacy, learning, and schooling invite them to rethink and reenvision the form and function of the DALN. This brief article gives a glimpse into how the co-directors have rethought the DALN brand with the sensibilities of public utilities in mind by way of ongoing visual redesign of the site as well as element changes related to functionality and overall user experience.
Durable Effects: Public Writing and the Children&apos;s Peace Statue Project
Author: Applegarth, Risa
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Interviews,Literacy,Community Involvement,School Community Relationship,Peace,Activism,Consciousness Raising,Elementary School Students,Student Projects,Social Problems,Collaborative Writing,Questionnaires

Drawing on new materialist and public writing scholarship, this essay advocates for public writing projects that foreground &quot;distributed action&quot; by pursuing &quot;material ends.&quot; Analyzing the rhetorical consequences and pedagogical potential of the Children's Peace Statue Project (1990-1995), a student-led activist project to fund, design, and dedicate in Los Alamos an international peace statue to commemorate the 50th anniversary of the bombing of Hiroshima, I argue that such projects foreground &quot;durability&quot;: the slow grind of rhetorical action, its reliance on multiple texts composed and circulated over a span of years, across numerous sites, and encompassing multiple languages, registers, and media. Furthermore, through retrospective interviews with participants who contributed to this effort as children, I investigate the power of embodied learning to create durable literacy experiences--experiences that these participants reflect on vividly even twenty years after the statue was first assembled. Ultimately, understanding both &quot;objects&quot; and &quot;public writing&quot; as distributed networks foregrounds the attention to durability that I suggest needs to accompany our embrace of an ecological, distributed model of public writing.
Multimodal Pedagogical Approaches to Public Writing: Digital Media Advocacy and Mundane Texts
Author: Warren-Riley, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Modalities,Teaching Methods,Collaborative Writing,Educational Technology,Technology Uses in Education,Advocacy,Social Justice,Writing (Composition),Graduate Students,Higher Education,Social Problems,Learning Activities,Assignments,Video Technology

With the proliferation of digital media and other forms of technologically mediated communication, this article argues that critical multimodal pedagogical approaches to public writing--particularly through interrogating mundane, everyday texts--have the potential to engage students with advocacy and its role in shaping public discourse. In this article, we propose a pedagogy that views multimodal composition &quot;as&quot; advocacy. Because &quot;all&quot; texts are embedded with advocacy, encouraging students to recognize their own advocacy practices, and teaching them to carefully approach how they construct texts, we argue, may better prepare our students to be more social-justice minded public writers and rhetors in the future.
&quot;Imagining Something Not Yet&quot;--The Project of Public Writing: A Conversation with Paula Mathieu
Author: Minnix, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Rhetoric,Teaching Methods,Writing Instruction,Political Issues,Partnerships in Education,Service Learning,School Community Relationship,Higher Education,Community Involvement,Collaborative Writing

In this interview, Paula Mathieu explores the rhetorical tactics and contemplative practices necessary to cultivate hope in a period of political tumult. Drawing on her scholarship on the &quot;public turn&quot; in Composition Studies, a term she gave us in her vital &quot;Tactics of Hope: The Public Turn in English Composition,&quot; Mathieu discusses tactics and strategies for teaching public writing and supporting the work of public writing teachers at a time when community partnerships and service learning are more susceptible to critique in political discourse. Mathieu traces out a synthesis between mindfulness and public engagement and underlines the importance of seeing the contemplative as productive and reflective of public engagement.
Public Rhetoric in the Shadow of Ferguson: Co-Creating Rhetorical Theory in the Community and the Classroom
Author: Obermark, Lauren E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Opinion,Rhetoric,Racial Bias,Activism,Social Justice,Discourse Analysis,Personal Narratives,Writing (Composition),Introductory Courses,Social Attitudes,Interviews,Transcripts (Written Records),Violence,Advocacy

This multimedia article focuses on my experience as a professor working on a campus adjacent to Ferguson, Missouri. I discuss the ways that Ferguson and Black Lives Matter pushed me to intentionally and meaningfully connect my teaching, research, and the local community. Through narrative, video and audio excerpts and analysis of conversations with Ferguson community members, and pedagogical reflection, I argue for an understanding of public rhetoric and writing that is more inclusive of listening, archives, collectivity, and social justice. I also highlight the importance of building rhetorical theory alongside public rhetors in local communities, helping students understand that the rhetorical tradition is far from a historical relic. Instead, it is a work-in-progress, living and breathing all around them.