ethanporcaro/eric-fulltext-meta huggingface dataset:
The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities
Author: Fitzpatrick, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Federal Legislation,Deafness,Partial Hearing,Curriculum Development,National Standards,Teacher Expectations of Students,Parent Aspiration,Individualized Education Programs,Parent Teacher Cooperation,Parent School Relationship,Sustainability,Educational Practices,Educational Strategies,Accessibility (for Disabled)

The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be a population that is largely unaddressed by federal legislation. Therefore it is vital for families, teachers, related service providers, and administrators to have a foundational understanding of these two overarching laws in relation to setting high and reasonably attainable expectations for their children who are deaf or hard of hearing and, perhaps especially, for children who are deaf and hard of hearing with disabilities. These two pieces of legislation provide a framework in which those involved with deaf education can set and maintain reasonable and attainable expectations for deaf and hard of hearing students with disabilities. When writing the Individualized Education Program (IEP), the team needs to use data gathered from curriculum-based assessments, direct observations, academic achievement and intelligence tests, and other evaluations to develop what is called the student's &quot;present level of performance.&quot; The present level of performance is a snapshot of how the student is functioning across several domains at a given moment in time. It may include, but is not limited to, a look at the student's experience in a variety of aspects of his or her life, including: academic, social, emotional, behavioral, functional, and mobility. The present level of performance serves as a marker for completing the remaining sections of the IEP, such as goals and objectives, accommodations and modifications, related services, transition planning, and percentage of time accessing the general education classroom. The annual IEP meetings provide an opportunity to engage in collaborative decision making, and it is through this process that reasonably attainable expectations can be established for each student. Additionally, teachers, related service providers, and administrators should view these meetings as a chance to discuss the expectations families have set for their children.
What's Politics Got to Do with It? &quot;Power&quot; as a &quot;Threshold&quot; Concept for Undergraduate Business Students
Author: Williams, Paul D.
Date: 2014-04-00
Type: Journal Articles
Subjects: Business Administration Education,Undergraduate Students,Concept Teaching,Political Science,Politics,Political Power,Educational Experience,Skill Development,Knowledge Level,Student Attitudes,Adult Students,Phenomenology,Interviews,Interdisciplinary Approach,Foreign Countries

Politics courses embedded in business and commerce degree programs have soared in number in recent years. Yet how business students, often compulsorily enrolled in politics courses, learn key politics concepts is an under-researched area. The purpose of this article is to determine where the teaching and learning of political science and business intersects. This research reviews the place of the &quot;threshold concept&quot; in student learning, with particular reference to &quot;power&quot; as a political concept. This article advances three arguments: that the study of political institutions involves a series of &quot;threshold&quot; concepts that students must pass over before moving onto a higher plane of understanding; that the teaching of political institutions should span the three key areas of knowledge, attitudes and skills; and that a real understanding of political institutions allows students to regard business figures, in pursuing self-interest, as &quot;political&quot; actors like any other.
Learning and Leadership: Evaluation of an Australian Rural Leadership Program
Author: Madsen, Wendy
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Leadership Training,Rural Education,Adult Learning,Learning Theories,Transformative Learning,Social Theories,Semi Structured Interviews,Focus Groups,Case Studies,Participant Satisfaction,Individual Development,Social Capital,Workshops,Motivation,Facilitators (Individuals),Teacher Role,Course Organization,Community Education

Leadership programs have been extensively promoted in rural communities in Australia. However, few have been evaluated. The results of the evaluation of a rural leadership program provided in this paper highlight the need for adult learning theories to be more overtly identified and utilised as the basis of planning and implementing leadership programs. Transformative learning theory and social learning theory were used to explain the impact the program had for participants and to provide insight into how similar programs could be enhanced.
Willing and Enabled: The Academic Outcomes of a Tertiary Enabling Program in Regional Australia
Author: Andrewartha, Lisa
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Gains,Postsecondary Education,Regional Schools,Enrollment Rate,Demography,Dropout Rate,Weighted Scores,Interdisciplinary Approach,Multicampus Colleges,Indigenous Populations,Minority Group Students,Refugees,Non English Speaking,Achievement Rating,Data Analysis,Statistical Analysis,School Statistics,Transitional Programs,Performance Factors,Academic Achievement

This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several sources of support, including tutorials, mentoring, and counselling. We found high overall achievement levels, indicating success in teaching and supporting students with variant needs. Nevertheless, there was substantial variation in achievement between subjects, campuses, and student groups. Variable achievement is likely to reflect differing levels of prior educational attainment and preparedness among students. However, results also highlight the complexity in managing a Program across multiple sites, subjects, and institutions. We suggest further comparative research into curriculum and teaching practice of enabling programs nationwide to enable more effective benchmarking and expansion of these pathways.
The Use of Peer Assessment in a Regional Australian University Tertiary Bridging Course
Author: Chambers, Kelly
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Regional Schools,Peer Evaluation,Postsecondary Education,Questionnaires,Student Surveys,Task Analysis,Feedback (Response),Peer Relationship,Likert Scales,Educational Practices,Teaching Methods,Transitional Programs,College Students,Statistical Analysis

This paper presents the findings from research on peer assessment practice that was specifically focussed on improving the experience in a tertiary bridging course. The objective of the study was to examine the impact of this assessment approach on student social relationships and the overall assessment experience. The study also examined whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level and whether students were equipped to be able to engage with this form of assessment. Data were collected from 107 students enrolled in a tertiary bridging program at a regional university in Australia using a custom designed questionnaire. Four subscales, Task Experience, Feedback, Peer Relationships and Process Understanding, were identified and analysed. The initial results suggest this model of assessment did add value for students in the positive attitude toward the task and the feedback they received from their peers. The participants did not report a preference for peer assessment over other traditional forms. Improvements in the quality of peer relationships were also not identified. It was concluded that, while there are benefits provided by peer assessment in improving the students' understanding of the process of assessment, there were limited benefits in its use in relation to improving the overall student experience.
Case Studies in e-RPL and e-PR
Author: Cameron, Roslyn
Date: 2014-04-00
Type: Journal Articles
Subjects: Case Studies,Prior Learning,Professional Recognition,Electronic Publishing,Accreditation (Institutions),Recognition (Achievement),Portfolios (Background Materials),Qualitative Research,Educational Practices,Program Descriptions,Student Characteristics,Cohort Analysis,Technology Uses in Education,Educational Technology,Teacher Education Programs,Vocational Education,Adult Education,Community Education,Foreign Countries

The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications.
Improving the Quality of Student Experience in Large Lectures Using Quick Polls
Author: Calma, Angelito
Date: 2014-04-00
Type: Journal Articles
Subjects: Student Experience,Multiple Choice Tests,Questionnaires,Audience Response Systems,Voting,Participant Satisfaction,Student Surveys,Feedback (Response),Learner Engagement,Learning Readiness,Electronic Learning,Group Instruction,Intermode Differences,Computer Software,Gender Differences,Cohort Analysis,Handheld Devices,Factor Analysis,Correlation,Business Administration Education,Undergraduate Students,Graduate Students,Foreign Countries

A quick polling initiative was tested in finance classes using multiple choice questions to determine whether it can improve student interaction and engagement in a large class. Students (n = 446) responded using either a smartphone app (53%) or by using pen and paper (47%). Immediate feedback was provided to students using charts that were generated from the responses of those who used the app. The sample included 41% males, 59% females, 76% undergraduates and 24% graduate students. Student perceptions of the usefulness of quick polling in relation to their engagement in and preparation for the classes and their understanding of the subject content were evaluated using a questionnaire. Results indicate that females perceived they were more prepared for and engaged in class than males. Graduate students felt they were more engaged in classes, prepared for classes, and that their understanding of the subject improved than undergraduate students. There were limited differences between those who used the app and those who used pen and paper.
The Power of Expectations: Two Stories
Author: Simms, Laurene E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Aspiration,Child Rearing,Beliefs,Deafness,Fathers,Parent Child Relationship,Academic Achievement,Career Development,Hearing Impairments,Coping,Achievement Need,Goal Orientation,Expectation

This article describes the power of the word &quot;CAN&quot;. The author, Laurene E. Simms reports that as a poor, black, deaf youngster her teacher&apos;s facial expressions conveyed their feelings that she was of low IQ and mentally retarded, however two persons had a positive impact on her, her father and 7th grade math teacher. They challenged her with high expectations and firm belief in her potential and she reports this had a &quot;transforming power&quot; over her. Belief in her own ability made her study hard and earn good grades. She graduated valedictorian. Whatever challenge life presented her father was there with encouraging words, &quot;to always work to the best of her ability whether with good or bad situations.&quot; It was up to her to decide to overcome whatever obstacles arose and fight for her success. She had to decide to read and study hard; to make the decision to refuse to allow lousy teachers to control her grades, or to control her destiny. She had to determine her future. &quot;CAN&quot; came true, Simms today holds a PhD and is a professor in Deaf Education at Gallaudet University.
Expectations Lead to Performance: The Transformative Power of High Expectations in Preschool
Author: Wang, Ye
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Preschool Education,Deafness,Partial Hearing,Assistive Technology,Program Descriptions,Early Intervention,Parent Education,Classroom Environment,Classroom Techniques,Student Evaluation,Progress Monitoring,Success,Emergent Literacy,Educational Practices,Educational Strategies,Teaching Methods,Accessibility (for Disabled),Early Reading

This article describes the preschool program at Missouri State University where deaf and hard of hearing children with all communication modalities and all styles of personal assistive listening devices are served. The job of the early intervention providers is to model for parents what high expectations look like and how to translate those expectations into family experiences. The job of the program is to immerse deaf and hard of hearing students in expectations that they will become independent and literate from the moment they enter their classroom. The students' environment is filled with language, while simultaneously involving them in emergent literacy activities. The development of language, literacy, social, academic, speech, and auditory skills is interfaced with the development of self-advocacy and independence. Age-appropriate curricula and reading materials with adaptions for preschool are used. To accommodate the unique needs of students who are deaf or hard of hearing, multiple instructional strategies and technologies are adapted to model mainstream curricula. Modeling high expectations for parents of preschool children and helping them translate those expectations into their family experiences is provided through weekly take home DVD reading kits. The primary purpose of the reading kits is to improve the families' sign language vocabulary. Measuring and monitoring the impact of establishing high expectations is conducted through various formal and informal assessments along with a follow-up study conducted with some of our preschool graduates upon their entering elementary school. The students demonstrated overall reading levels at or above their age levels. The program at Missouri State University for deaf and hard of hearing children embraces effective instructional strategies and multi-media technology to meet the individual needs of each child and to ensure age-appropriate academic development on par with that of their hearing peers.
Applications of Text Analysis Tools for Spoken Response Grading
Author: Crossley, Scott
Date: 2013-06-00
Type: Journal Articles
Subjects: English (Second Language),Language Proficiency,Language Tests,Speech Communication,Predictor Variables,Correlation,Regression (Statistics),Word Frequency,Word Recognition,Speech Skills,Scoring Rubrics,Computer Assisted Testing,Communication Research,Computational Linguistics,Cognitive Processes,Measures (Individuals),Models

This study explores the potential for automated indices related to speech delivery, language use, and topic development to model human judgments of TOEFL speaking proficiency in second language (L2) speech samples. For this study, 244 transcribed TOEFL speech samples taken from 244 L2 learners were analyzed using automated indices taken from Coh-Metrix, CPIDR, and LIWC. A stepwise linear regression was used to explain the variance in human judgments of independent speaking ability and overall speaking proficiency. Automated indices related to word type counts, causal cohesion, and lexical diversity predicted 52% of the variance in human ratings for the independent speech samples. Automated indices related to word type counts and word frequency predicted 61% of the variance of the human scores of overall speaking proficiency. These analyses demonstrate that, even in the absence of indices related to pronunciation and prosody (e.g., phonological accuracy, intonation, and stress), automated indices related to vocabulary size, causality, and word frequency can predict a significant amount of the variance in human ratings of speaking proficiency. These findings have important implications for understanding the construct of speaking proficiency and for the development of automatic scoring techniques. [For the corresponding grantee submission, see ED585766.]
High Expectations Require Supporting New Teachers, Educating the School Community
Author: MacGlaughlin, Heidi M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Special Education Teachers,Teacher Education Programs,Career Readiness,Advocacy,Educational Resources,Beginning Teachers,Teacher Collaboration,Inclusion,Deafness,Hearing Impairments,Accessibility (for Disabled),Educational Strategies,Educational Practices,Mentors,Social Networks,Work Environment

This article discusses the experience of recent graduates&apos; part of a study from the master&apos;s program at Gallaudet University. New teachers for deaf students with disabilities report they simply were not prepared for the low expectations communicated by school principals or the exclusionary practices faced in the school community. They noted teacher education programs do not present sufficient information for teachers about students with disabilities or for special education teachers about strategies to work effectively with deaf students. Teacher education programs do not prepare those who will teach these students for the reality of the lack of understanding and indifference that they will face from their educator peers. They asked-How can young teachers be expected to maintain strong expectations for their students when they find their classes, their work, and their professional selves being constantly diminished and devalued? The teachers in the study offered some corrective suggestions: (1) that teacher education programs begin addressing the environment that soon-to-graduate teachers will face and teach these new graduates advocacy skills, (2) that inter-school socializing and participation in athletics might be venues in which deaf students and students with disabilities could be included, (3) mentoring-pairing new teachers one-on-one with experienced teachers to receive support and perhaps meaningfully assistance with problems, including negative perceptions of other teachers, and (4) university programs setting-up and providing access to chat rooms or discussion boards where new teachers have access to other new teachers, more experienced teachers, and university faculty. Raising expectations for deaf students, especially those with a disability, is a multi-faceted challenge. Giving teachers the tools they need to advocate for themselves and for their students within their school communities will promote success.
Using Data to Ensure High Standards--And Standards to Ensure High Expectations
Author: Lane-Outlaw, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Standards,Decision Making,Demography,Charter Schools,Deafness,Student Diversity,Special Needs Students,Expectation,Individualized Instruction,Accountability,Progress Monitoring,Student Evaluation,Accessibility (for Disabled),Educational Practices,Educational Strategies,Program Descriptions,Special Schools

Metro Deaf School (MDS), located in Saint Paul, Minnesota, is one of the first charter schools in the nation. MDS, provides a bilingual environment in ASL and English for deaf and hard of hearing students, ages 3-21, in pre-K through high school. In its 20 years of operation, MDS has seen its students become more diverse, and with the diversity the school has adjusted and evolved to ensure expectations remain high to meet the needs of its students. Students are instructed in all content areas using the ASL/English bilingual model. The needs of the unique and diverse student population are addressed through assessment and monitoring. This system establishes high expectations for all students as each student pursues his or her individual learning goals, and each student's background and learning needs are addressed. MDS has retooled and instigated an accountability system that provides and relies on data and information, not only for gauging school success but also for providing the instructional foundation needed to address all students' needs. Parents, community members, and professionals meet to choose outcomes and indicators using a &quot;whole-child approach,&quot; based on a model developed by the University of Minnesota's National Center for Educational Outcomes, which includes attending not only to academic outcomes but also to socio-emotional and language outcomes. Goals are set in the fall of each year, and individual goals are established for reading, mathematics, and ASL. The personal interview was used as a way to collect a language sample, with an overall signing skills rubric. The assessment looked at the students' overall signing skills, including sign production, vocabulary, grammar, discourse, and fluency. Moving to individual accountability goals benefits all students because it holds all--teachers, administrators, and students--to high standards.
Exploring the Limitations of Measures of Students&apos; Socioeconomic Status (SES)
Author: Dickinson, Emily R.
Date: 2014-05-00
Type: Journal Articles
Subjects: Socioeconomic Status,Measures (Individuals),Kindergarten,Young Children,Academic Achievement,Structural Equation Models,Regression (Statistics),Social Stratification,Measurement,Family Structure

This study uses a nationally representative student dataset to explore the limitations of commonly used measures of socioeconomic status (SES). Among the identified limitations are patterns of missing data that conflate the traditional conceptualization of SES with differences in family structure that have emerged in recent years and a lack of theoretically-based guidance for how the components of SES should be combined. Using kindergarten achievement data, the study illustrates how both the observed relation between SES and achievement and the observed interaction between SES and kindergarten program would be impacted by the use of different measures of SES. This study also explores the measurement of SES within a structural equation modeling (SEM) framework, highlighting both the relevant conceptual and measurement issues.